LETRS Unit 3 Session 1-8
Answers
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1 LETRS Unit 3 Session 1 Answers
2 LETRS Unit 3 Session 2 Answers
3 LETRS Unit 3 Session 3 Answers
4 LETRS Unit 3 Session 4 Answers
5 LETRS Unit 3 Session 5 Answers
6 LETRS Unit 3 Session 6 Answers
7 LETRS Unit 3 Session 7 Answers
8 LETRS Unit 3 Session 8 Answers
LETRS Unit 3 Session 1 Answers
__________
SVR
,comprehension.
The Reading Rope identi es three major strands or subskills
that contribute to printed word ____________; phonological recognition
awareness, decoding, and sight word recognition.
_______________ awareness emphasizing the strong
predictive relationship between phonemic awareness and Phonological
learning to read an alphabetic writing system.
__________ is the ability to translate a word from print to
speech, usually by employing knowledge of sound-symbol Decoding
correspondences.
To know what the word actually says, the reader must look
closely at all the letters and _____ them into sound and recode
sense.
________________________________ is the goal of word study, or
the point of learning to decode by phonics and to recognize Sight Word Recognition
orthographic patterns, is to develop automatic recognition of
words.
The term __________ refers to three different aspects;
phoneme-grapheme correspondence, strategy for decoding phonics
new words, essential component of reading (one of the ve
pillars).
Phonics instruction offers a critical________________ for most
students in the regular classroom and in intervention advantage
programs.
Explicit, ____________ , cumulative instruction that teaches
students to decode graphemes and blend the systematic
corresponding phonemes and/or syllables received stronger
suppor in high-level research than other types of instruction.
Phonics may not be ______________ with a given student if
that student’s phonological awareness is seriously effective
underdeveloped because phonemic awareness is the
foundation for acquiring decoding skill.
Scope and sequence of phonics and word-reading skills
determine lesson design and sequence, and type of reading Organization
practice. Is what feature of the reading program?
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, uency, vocabulary,
comprehension, writing; use of decodalbe text at K-1 level. Is Content
what feature of the reading program?
About half the time spent on word work (phonological
awareness, phonics, uency in word recognition), the rest on Instructional Time
language and oral reading in K-1. Is what feature of the
reading program?
More teacher-led activities; teacher actively leads students
through decoding activities and guided practice. Is what Method/Teacher Role
feature of the reading program?
Students asked to look carefully at the word, sound it out,
check and see if it makes sense. Is what feature of the Corrective Feedback
reading program?
Skill building from sounds to words to sentences to text with
high percentage of words that have been taught. Is what Types of Practice
feature of the reading program?
Components of a __________________________ Plan include;
state goal and purpose, practice phonological awareness, Phonics Lesson
review previous lesson, introduce new concept, provide
guided practic, provide extended practic, practic dictation,
connect to word meaning, read text.
LETRS Unit 3 Session 2 Answers
T/F? Roughly half of all words in English can be spelled
correctly based on established sound-symbol true
correspondences.
Complete this sentence: A complex syllable is a syllable that
contains a _____ _ . a. digraph b. consonant blend c. vowel b. consonant blend
team d. VCe pattern
Complete this sentence: Vowel teams in English can have up
to ______ letters. two three four ve four
Which set(s) of words include only words that have
consonant digraphs, and no words with blends? Select all a. father, shin, reach c. rough, phone, bang
that apply. a. father, shin, reach b. cheek, less, silk c. rough,
phone, bang d. stripe, laugh, wish
Which set of words illustrates both the Floss rule and the “-
ck” rule? a. ick, sack, lock b. fuss, cell, will c. soak, ake, lurk d. slick, kiss, cuff
Answers
[ hide ]
1 LETRS Unit 3 Session 1 Answers
2 LETRS Unit 3 Session 2 Answers
3 LETRS Unit 3 Session 3 Answers
4 LETRS Unit 3 Session 4 Answers
5 LETRS Unit 3 Session 5 Answers
6 LETRS Unit 3 Session 6 Answers
7 LETRS Unit 3 Session 7 Answers
8 LETRS Unit 3 Session 8 Answers
LETRS Unit 3 Session 1 Answers
__________
SVR
,comprehension.
The Reading Rope identi es three major strands or subskills
that contribute to printed word ____________; phonological recognition
awareness, decoding, and sight word recognition.
_______________ awareness emphasizing the strong
predictive relationship between phonemic awareness and Phonological
learning to read an alphabetic writing system.
__________ is the ability to translate a word from print to
speech, usually by employing knowledge of sound-symbol Decoding
correspondences.
To know what the word actually says, the reader must look
closely at all the letters and _____ them into sound and recode
sense.
________________________________ is the goal of word study, or
the point of learning to decode by phonics and to recognize Sight Word Recognition
orthographic patterns, is to develop automatic recognition of
words.
The term __________ refers to three different aspects;
phoneme-grapheme correspondence, strategy for decoding phonics
new words, essential component of reading (one of the ve
pillars).
Phonics instruction offers a critical________________ for most
students in the regular classroom and in intervention advantage
programs.
Explicit, ____________ , cumulative instruction that teaches
students to decode graphemes and blend the systematic
corresponding phonemes and/or syllables received stronger
suppor in high-level research than other types of instruction.
Phonics may not be ______________ with a given student if
that student’s phonological awareness is seriously effective
underdeveloped because phonemic awareness is the
foundation for acquiring decoding skill.
Scope and sequence of phonics and word-reading skills
determine lesson design and sequence, and type of reading Organization
practice. Is what feature of the reading program?
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, uency, vocabulary,
comprehension, writing; use of decodalbe text at K-1 level. Is Content
what feature of the reading program?
About half the time spent on word work (phonological
awareness, phonics, uency in word recognition), the rest on Instructional Time
language and oral reading in K-1. Is what feature of the
reading program?
More teacher-led activities; teacher actively leads students
through decoding activities and guided practice. Is what Method/Teacher Role
feature of the reading program?
Students asked to look carefully at the word, sound it out,
check and see if it makes sense. Is what feature of the Corrective Feedback
reading program?
Skill building from sounds to words to sentences to text with
high percentage of words that have been taught. Is what Types of Practice
feature of the reading program?
Components of a __________________________ Plan include;
state goal and purpose, practice phonological awareness, Phonics Lesson
review previous lesson, introduce new concept, provide
guided practic, provide extended practic, practic dictation,
connect to word meaning, read text.
LETRS Unit 3 Session 2 Answers
T/F? Roughly half of all words in English can be spelled
correctly based on established sound-symbol true
correspondences.
Complete this sentence: A complex syllable is a syllable that
contains a _____ _ . a. digraph b. consonant blend c. vowel b. consonant blend
team d. VCe pattern
Complete this sentence: Vowel teams in English can have up
to ______ letters. two three four ve four
Which set(s) of words include only words that have
consonant digraphs, and no words with blends? Select all a. father, shin, reach c. rough, phone, bang
that apply. a. father, shin, reach b. cheek, less, silk c. rough,
phone, bang d. stripe, laugh, wish
Which set of words illustrates both the Floss rule and the “-
ck” rule? a. ick, sack, lock b. fuss, cell, will c. soak, ake, lurk d. slick, kiss, cuff
