LETRS Unit 3 Assessment 100% GUARANTEED

LETRS Unit 3 Which of the following is not one of the strands in Scarborough's Reading Rope? Guided reading How can code-emphasis or phonics-emphasis instruction be used most effectively? when organized around a logical progression of pattern words that have been taught Which word group might a teacher include in a lesson focused on identification of consonant blends? blink, frog, twist Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? thorn, show, chase In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? partner reading of a trade book of high interest to the students Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? gale About what percent of English words can be spelled and read accurately using sound-symbol correspondences alone, without knowing the syllable patterns, meaningful parts, or word origin? 50% How many graphemes are in the word weight? 3 Which of the following tasks would best provide practice for learning letter formation in kindergarten? tracing a model following numbered arrows on lined paper In Ehri's early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with instruction focused on: blending and reading words such as at, an; mad, man; and it, sit, bit What is the best key word to put on a sound-symbol card to teach short e, /ĕ/. echo A good phonics lesson should include opportunities for students to directly apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? decodable texts Which of the following is the best example of a well-designed word list for a word chaining activity? rat, chat, chap, chip, rip, rap A first-grade teacher has posted a word wall using alphabetical order to list the high-frequency words the students must learn. For example, under A are the words aunt, along, an, add, April, and above. How could the teacher best ensure that students will recognize and spell words that begin with a? Teach systematic decoding of sound-symbol correspondences beginning with short a What is true about the relationship between reading and spelling? Spelling is generally harder than reading because the exact letters of the word must be recalled.