LETRS unit 3 session 1

LETRS Unit 3 All Sessions 1-8 (Answered, Complete Solution guide)2023 LETRS unit 3 session 1 Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of words being taught. - False The ability to decode a new, previously unknown printed word, in or out of context, depends on (select all that apply): - A. Knowledge of phoneme-grapheme correspondences. C. The ability to blend phonemes and graphemes quickly. The term phonics may be used to refer to (select all that apply): - -the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. -an essential component (one of the five pillars) of effective reading instruction -a strategy for decoding new words and storing them in orthographic memory. Which of the following are typical of meaning-emphasis approaches to instruction? Select all that apply - -emphasis on reading leveled texts individually -use of context (such as illustrations) to read words in texts Which of the following is typically done as an extended practice activity in phonics lessons? - timed reading of learned words Unit 3 - Session 1 represents the two major components of learning to read: word recognition and language comprehension. - SVR The Reading Rope identifies three major strands or subskills that contribute to printed word ; phonological awareness, decoding, and sight word recognition. - recognition is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. - Decoding To know what the word actually says, the reader must look closely at all the letters and them into sound and sense. - recode awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system. - Phonological is the goal of word study, or the point of learning to decode by phonics and to recognize orthographic patterns, is to develop automatic recognition of words. - Sight Word Recognition The term refers to three different aspects; phoneme-grapheme correspondence, strategy for decoding new words, essential component of reading (one of the five pillars). - phonics Phonics instruction offers a critical for most students in the regular classroom and in intervention programs. - advantage Explicit, , cumulative instruction that teaches students to decode graphemes and blend the corresponding phonemes and/or syllables received stronger suppor in high-level research than other types of instruction. - systematic Phonics may not be with a given student if that student's phonological awareness is seriously underdeveloped because phonemic awareness is the foundation for acquiring decoding skill. - effective Scope and sequence of phonics and word-reading skills determine lesson design and sequence, and type of reading practice. Is what feature of the reading program? - Organization Decodable; contains high proportion of pattern words that have been taught. Is what feature of the reading program? - Texts for Reading Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing; use of decodalbe text at K-1 level. Is what feature of the reading program? - Content About half the time spent on word work (phonological awareness, phonics, fluency in word recognition), the rest on language and oral reading in K-1. Is what feature of the reading program? - Instructional Time More teacher-led activities; teacher actively leads students through decoding activities and guided practice. Is what feature of the reading program? - Method/Teacher Role Students asked to look carefully at the word, sound it out, check and see if it makes sense. Is what feature of the reading program? - Corrective Feedback Skill building from sounds to words to sentences to text with high percentage of words that have been taught. Is what feature of the reading program? - Types of Practice purpose, practice phonological awareness, review previous lesson, introduce new concept, provide guided practic, provide extended practic, practic dictation, connect to word meaning, read text. - Phonics Lesson Components of a Plan include; state goal and Unit 3 - Session 3 Ehri's Phases Guide Instruction Students are likely to demonstrate one set of phase characteristics before to the next phase, in which the student's approach to reading will be qualitatively different from the previous phase. - graduating Teaching must be to the appropriate student level for growth to occur. - matched practice alphabet matching, naming, and ordering until alphabet letters can be named in random order and put in order. - alphabet letter A student may be aware of how looks - alternating letters, spacing, etc.; practice writing the letters until the alphabet can be written to dictation (model), dictation (no model) and memory. Use lowercase for writing; use uppercase and lowercase for naming. - print A student may not understand the concept of a ; has little phonemic awareness; Gradually build associations between gestures, key words, and speech sounds. Emphasize articulation. - speech sound A student is beginning to match words by initial consonants; Blend the parts of compounds, then syllables, then onset-rime units, then phonemes in one-syllable, simple words. - orally A student may lack knowledge of word or information required to understand text; Build vocabulary through read-alouds, theme units, and expressive language games. Stimulate verbal expression through retelling, structured conversation, and question-response routines. - meaning A student tries to sound out by associating sound with letter and, perhaps, another letter or two; guesses at the rest; Match all sounds on consonant and vowel charts to key words and common spellings. - first A student wants to on context (e.g., pictures, topical knowledge) to guess at words; Blend known phoneme-grapheme correspondences into words, left to right, as consonants and vowels are learned. Practice automatic recognition of high-frequency words (regular and irregular, a few per week. - rely A student begins to read simple with known words; Start to read decodable text with known letter-sound correspondences and high-frequency words. - sentences A student knows some, but not all, names and forms; words (who, what, when, where, why, how); ask and answer questions. Retell or summarize what was read. - language A student writes simple sentences to ; participates in shared writing; composes orally and attempts new spellings; Begin to spell high-frequency words accurately and to spell regular words by sound. - dictation A student can spell words , with all the speech sounds represented (letter name spellings still common); Increase knowlege of rime patterns, word families, "choice" spellings for consonants, and most common spellings for all vowel sounds. - phonetically A student shows knowlege of letter and orthographic constraints; Read and spell blends and diagraphs. - patterns A student is learning the most common words for reading and spelling; Read and spells words with short vowels, vowel-consonant-e, and inflections such as -ed, -s, - ing. - sight A student is starting to chunk common and letter sequences - such as - ing and -ack-and to read by analogy; Learn vowel teams and vowel-r patterns. - syllables A student can read decodable text, although not ; commonly reads word by word; Read decodable text with learned patterns and sight words, increase fluency. Reread for context if decoding attempt does not make sense. Partner read; use peerassisted tutoring routines. Expand theme-related vocabulary. Write and publish first storybooks. - fluently A student can generalize phonics skills to words, then uses context as backup; Increase accuracy and automaticity with high-frequency words and regular words for reading. - unknown A student is increasing in passge; Decode two-syllable and three-syllable words, using most common syllable division principles. - fluency Increase speed to 60-90 words per minute with independent reading material (95% correct). - high-frequency A student attends to books read aloud, and questions, and retells what the reading is about; Browse text and predict before reading. - asks and answers A student understands the of classroom instruction; Differentiate question A student recognizes more than 200 - words by sight; vocabulary at rate of 800 or more words per year through second grade, then at the rate of 2,000 words per per. - meanings A student can employ beginning comprehension - browsing, anticipating, questioning, clarifying, retelling and summarizing - with teacher support; Deepen awareness of different genres-narrative and expository-and how they are organized. - strategies A student can readable compositions with capitals, end punctuation, and most words spelled correctly or phonetically; Plan before writing and stick to the plan. - compose If students are lacking basic phonemic awareness, it is likely that their needs fit the profile of learners. - prealphabetic If students have partial phonemic awareness, but not full phonemic awareness, and are beginning to pair alphabet letters with sounds, the students may fit the profile of learners. - early alphabetic If students have phonemic awareness and can spell each sound phonetically, but are just learning how printed words are actually spelled, they are likely in the phase. - later alphabetic If students have phonemic awareness and knowledge of basic phonics but need to read whole words, syllables, and morphemes with more fluency, they are probably in the phase. - consolidated alphabetic One of Ehri's most important points is that sight word learning - fast recognition of words - is by and correlated with phonic knowledge, or the ability to match phonemes and grapheme rapidly and accurately. - facilitated The most direct way to measure automatic recognition of real words is with graded lists, LETRS unit 3 session 3 When students are "graduating" to the next Ehri's phase, their approach to reading will be qualitatively different than the previous phase. - True Students with solid phonics skills tend to recognize sight words more quickly, reguardless of how regular the words' spelling are. - True kasey has solid phonemic awareness and knows all 26 letters. Her phonetic spellings of speech sounds are logical, but she is just learning to spell words. Which phase best describes her? - later alphabetic A student uses context to fully identify the of new words; Expand read under and conditions. - timed and untimed Which is the best way to assess students' ability to recognize real words in print? - Have students do timed and untimed readings of regularly spelled nonsense words and real words; check that they can recognize words within two seconds. Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? Check all that apply. - -Have students decode two and three syllable words -Have students learn to plan before writing, and compose according to the plan. Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. Graphemes - A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). Scarborough's Reading Ropes identify 3 major strands or sub skills that contribute to printed word recognition. What are they? - Phonological awareness, decoding, and word recognition Orthography - A writing system for representing language. True - To know what the word actually says, the reader must look closely at all the letter sounds and recode them into sound and sense What is word study? - The point of learning to decode by Phil's and to recognize orthographic patterns What is the goal of word study? - To develop automatic recognition of words we've seen before and recall word spellings for writing. Example: word specific knowledge like bare and bear and your, you're. irregular words - A word whose spelling or pronunciation does not conform to the system of sound-symbol correspondences or syllable patterns Explain the 4 part processing model - Context to meaning, meant to phonological and orthographic When students' abilities to read real words are tested with lists, using a timer, the strand of the Reading Rope is being assessed - Sight recognition True or false: the letter x is the only letter that stands for two phonemes, /k/ and so/ and occasionally /g/ and /z/. - True LETRS unit 3 What is a blend? - A blend is not one sound but 2 or 3 adjacent consonants before before or after a vowel in a syllable. Example: c-l (clean), s-t (most), th-r(thrush) Name Ehri's Phases - Prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic Pre-alphabetic - Knows some, but not all, alphabet letter names and forms; does not know the sound they represent Early alphabetic - Tries to sound out words by associating a sound with the first letter and perhaps another letter or two Later alphabetic - Can spell words phonetically, including all the speech sounds, but is not accurate Consolidated alphabetic - Generalizes phonics skills to unknown words, then uses context as a backup to recognize words. What is the purpose of a word chain - To give students practice recognizing subtle differences between and among similar sounding words example: shin, thin, thimble, shim, sham, mam, mash, math. (Tell students when a "word is a nonsense word) What are the types of word sorts? - Open and closed What is the difference in open and closed sorts? - In a closed sort, the teacher tells the students how to sort the words and provides the names of the categories. Open sorts are open-ended and therefore more difficult then closed sorts. What is the purpose of decodable text? - Decodable text serves the specific purpose or providing ample practice using and reading words with the phonic elements that have been taught decodable text - Beginner-oriented books that contain the same letters or word patterns currently being studied, or those previously taught. High frequency words - Words that occur most often in English writing. Knowledge of letter names in kindergarten is an excellent predictor of later reading success. - true Students should establish a habit of trying to blend all the sounds in a word before they "adjust" or "flex" the pronunciation to make a real word. - true Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply. - tracing and drawing geometric shapes AND drawing circles and lines on sandpaper AND skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together for instruction? - b. Group letters with similar overall shapes and/or first strokes. Which guideline(s) should teachers follow when choosing key words for sound-spelling cards? Select all that apply. - Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. AND Avoid words in which a consonant appears as part of a blend, such as stop for /s/. AND Avoid words with phonemes that sound like letter names, like empty (m - t). How Should Instruction Begin? - one or two During the first weeks of Kindergarten, the names of all the letters, uppercase and lowercase, should be direct taught through a combination of direct teaching and play-based experience with manipulatives. - 6-8 Knowledge of letter names and fluency of letter naming in Kindergarten are among the best of later reading success. - predictors LETRS Unit 3 Session 4 Students should be introduced to one new letter name every or days. Unit 3 - Session 4 of letter naming include; beginning of orthographic processing;discrimination of confusable letters, clues of phoneme-grapheme matching, spelling (orally and silent) requires memory for letter names. - Advantages Before asking young children to hold a pencil and control it in a small space, teachers by writing large objects or shapes. - tracing Young learners need guidelines to learn differences between tall letters, short letters and letters below the baseline. - spatial When children learn to write individual letters, they are developing both (hand movement) and (letter recognition) skill. - graphomotor and orthographic Effective teaching for writing includes; descriptions and verbal coaching and showing model letters with numbered indicating the sequence of strokes. - verbal; arrows These letters require a circle; a,c,o,d,g,q. - counterclockwise These letters require a first line; b,f,h,l,j.i,k,m,n,p,r,t,u - downward These letters with lines and diagnols; e,s,v,w,x,y,z - horizontal The of every instructional sequence is accurate, automatic word recognition, and/or recall of specific words for writing. - goal Teachers should follow a to teach new correpondences explicitly. - routine they have automatized good letter-formation habits. - counterproductive procedures are best introduced in phonics lessons using simple CVC words (e.g., sun, mop, red) that do not have blends. - Blending Encourage students to begin to blend words silently or in a before saying the whole word aloud. - whisper Early Kindergarten students need daily experiences with hands on such as alphabet puzzles; shapes for letter building, sand tracing, whipped cream, sandpaper or templates for matching wooden or plastic letter shapes. - manipulatives It is to ask students to write lengthy compositions by hand before Word chain activities should use real words only. - false Open sort activities are most appropriate for advanced students who already know how to look for an orthographic pattern. - true About how many words should be used within a lesson to provide practice with a given sound-symbol correspondence? - 15-30 Which activities provide direct practice working with word meaning? Select all that apply. - a. word webs d. word classification Which activity is best for helping students distinguish between easily confused speech sounds such as /k/ and /g/? - b. a word chain using minimally contrasting pairs What Kind of Practice is Necessary? should provide practice reading between 15-30 words that have the sound-symbol correspondences that the students has been taught. - phonic decoding Sounds and graphemes must be processed to commit a word to . - memory In a sort, the teacher tells the students how to sort the words and procives the names of the categories. Closed sorts are more structure than open sorts and are excellent for guided practice of a concept that has been taught. - closed sorts are open-ended and therfore more difficult than closed sorts. Not all words fit into the specified categories; some fit in doesn't belong. - Open It is important to be clear whether students should sort words by sound or spelling . - pattern is a good way to reinforce the idea that some graphemes are used only at the ends of words. - Word building LETRS UNIT 3 SESSION 5 Unit 3 - Session 5 To reinforce the mental habit of using skills, each lesson differences between and among similar-sounding words. Should differ in only one phoneme. - word chain are groups of words that share recurring rime unit, meaning the vowel and what follows in a syllable. - Word families Learning multiple meanings of words up the word retrieval and word recognition and contributes to both vocabulary development and reading fluency. - speed Words in are helpful for beginning readers. - context activities in which students must decide if words belong in the same meaning category are also productive for both building the mental dictionary and reinforcing decoding skills. - Word classification Pattern words that are easy to read are also easy for students to spell. - false Sentence dictation routines should include reminders about basic writing conventions (e.g., capitalization, end punctuation). - true Which is the best definition of the term sight words? - b. any words a reader can recognize instantly and read A teacher groups the following words on a word wall: mind, kind, find, bind, and rind. What do the words have in common? Select all that apply. - b. They share a spelling pattern. c. Their spellings are somewhat irregular. How often should teachers introduce students to new irregular, high-frequency words? - b. three to five times per week How Can Spelling Be Taught Using Dictation? The purpose of a is to give students practice recognizing subtle Some words have which facilitates word recognition, so it is important to teach word meanings to beginning readers. - multiple meanings LETRS UNIT 3 SESSION 6 Unit 3 - Session 6 reading component because some patterns and words that are relatively easy for reading are much harder for spelling, and vice versa. - separate State concept focus and expectations for outcomes align with component of the phonics lesson? - State Goal and Purpose Warm-up exercises, listening to and manipulating sounds in spoken words align with component of the phonics lesson? - Practice Phonological Awareness Fluency drills; rereading familiar text; checking retention of learned words or concepts align with component of the phonics lesson? - Review Previous Lesson Explicit, direct teaching of new phoneme-grapheme correspondence or letter pattern align with component of the phonics lesson? - Introduce New Concept Teacher-led practice blending words, reading pattern-based words, phoneme-grapheme mapping, reading phrases and sentences align with component of the phonics lesson? - Provide Guided Practice Word sorts, word chains, word families, cloze tasks; timed reading of learned words align with component of the phonics lesson? - Provide Extended Practice Dictation of sounds, words, sentences align with component of the phonics lesson? - Practice Dictation With phonics vocabulary, construct multipe-meaning web; locate words that have similar meanings or that go together; find the odd one out in a set of words; use two vocabulary words in a sentence, etc. align with component of the phonics lesson? - Connect to Word Meaning Read decodable text with a high proportion of words that have been taught align with component of the phonics lesson? - Read Text Spelling in the phonics portion of the lesson is very valuable. - dictation spelled reguarly or irregularyly. - sight word A well designed program introduces high-frequency words times per week. - 3-5 For most students is considerable harder than reading. - spelling By second grade, the spelling component of a program should be from the A is any word that is recognized instantly, by sight, whether it is LETRS Unit 3 Session 7 Leveled texts are ranked on objective readability criteria, gradually becoming more difficult as students progress through the levels. - false If a teacher follows a systematic process for transferring phonics skills to text, it's reasonable to expect students to read a decodable passage independently after a week of instruction. - true A school library has available a series of lavishly illustrated predictable texts written in verse. What are the most appropriate ways to use these in the classroom? - NOT "c. Read them to students repeatedly. When students have learned much of the text by heart, recite verses together." and NOT "b. Find predictable passages with at least one pattern word. Use these for the text-reading component of phonics lessons." Students are reading a decodable text that uses only pattern words or high-frequency words students have been taught. What level of reading accuracy is reasonable to expect? - 95% Over the course of a week of phonics instruction, which step in the Transfer to Text Process is the first that can be phased out? - b. Practice reading skill words in isolation before reading them in a passage. The quality of Tier 2 and Tier 3 instruction is the most important variable affecting student progress in grades K-3. - false Successful implementation of an RTI or MTSS model depends on collaboration among all faculty. - true What proportion of students are likely to need Tier 2 or Tier 3 instruction even when Tier 1 instruction is effective? - at least 20 % Based on the assessment data presented in this session, what can you conclude about how teachers professional development (PD) affects students' performance outcomes? - d. PD to build teacher expertise and provide coaching supports significantly improved student performance. Your district has selected a solid, research-based core instructional program for reading. Which guideline best explains how an individual teacher should implement this program? - b. Follow it, but if necessary supplement it, or adjust the pacing to meet students' needs. LETRS Unit 3 Session 8 needs help?, what kind of help do they need? Is the help helping?, if not, what needs to be changed? - questions The main of schooing is on the measurable components of academic skill development and how to teach them most effectively. - focus Diagnostic considerations are always important, but implementing instruction al all must be everyone's primary concern. - tiers Systematic, cumulative, explicit instruction is the to reading failure. - antidote came about because of the evidence that early identification and intervention are critical for students at risk. - RTI Even when regular classroom instruction (Tier 1) is effective, at least percent of the students are still likely to need either small group (Tier 2) or intensive (Tier 3) instruction. - 20 Core instructional programs with cumulative and comprehensive skill development of all resources for teachers. - Reading Rope Unit 3 - Session 8 Basic identified as the drivers of assessment and instruction practices; who the critical strands of the provide structure and a set of