LETRS Unit 4 Assessment Test - All Sections quizzes 1-8 -Q&A

LETRS Unit 4 Assessment Test & All Sections quizzes 1-8 (answers-Complete 2023 LETRS Unit 4 Assessment Test & All Sections quizzes 1-8 (answered_Complete 2022. LETRS Unit 4 Assessment Based on the grapheme representing /sh/, which word is probably from French? - machine Which of the following words is most probably from the Anglo-Saxon layer of English? - playground Because of arbitrary and historical conventions governing English orthography, some letters can never be used to end a word. Which word can be explained by that principle? - have If you were teaching the soft c for reading and spelling, which words could be used as examples? - circus, cycle, center Which of the following two-syllable words contains an open syllable followed by a closed syllable? - secret Which of the following two-syllable words contains a vowel team syllable followed by a syllable with a vowel-r pattern? - power If a third-grade student writes, "My new puppy is very plafull," what does his misspelling of the word playful most likely indicate? - He needs to learn to think about the morphemes, or meaningful parts, in longer words. Which word might be found in a lesson on adverb (adverbial) suffixes? - happily What is the best definition for oral reading fluency? - reading with accuracy, expression, and sufficient speed to support comprehension What is the most critical step in the process of teaching students to recognize printed words automatically, with little effort? - Ensure that students can apply their knowledge of phonics patterns to unknown words. At what point in a student's reading development do you no longer need to spend any instructional time on systematic, explicit instruction in phonology, phonics, and syllabification? - when students can rapidly and accurately read a wide variety of multisyllabic words both in isolation and in a text Letrs Unit 4 Session 1 Direct instruction in word structure ( as distinct from phonics instruction) improves accuracy and automaticity in reading - True Many common English words combine simple Anglo-Saxon words with Greek derived forms. - False Proficient word reading requires using the mental process called: - Orthographic mapping New scientific terms in the physical sciences for example most likely to be coined from which language? - Greek Which sound-symbol correspondences are common in words of Anglo-Saxon origin? - Use of kn for the /n/ sound Use of silent e English is a orthography, knowing a word well means being able to identify all the aspects of language represented in the printed word, including the meaningful parts, syllables, graphemes, and phonemes. - deep A is a letter or letter combination that spells a phoneme; can be one, two, three or four letters. - grapheme A is a speech sound that combines with others in a language system to make words; English has 44 phonemes. - phoneme The language from which a word came into English, as well as its history of use, often explains a word's spelling. - Language of Origin - correspondences are the mapping between speech sounds and letter groups. - Phoneme-grapheme Unit 4 - Session 1 Proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process called . - orthographic mapping The of a phoneme or grapheme in a word refers to whether it is at the beginning, middle or end of a syllable and what sounds (or letters) come before or after it. - position Over time scribes and dictionary writers have put constraints on where and in what order letters can be used is called... - Arbitrary Orthographic Conventions for Letter Sequence English is , meaning it has a deep alphabet writing system organized by both sound-symbol correspondence and morphology. Breaking words into morphemes, or meaningful parts, often provides clues as to how to spell the word and what it means. - morphophonemic Short one syllable words, compounds, vowel teams, silent letters, digraphs, dipthongs in spelling, words for common everyday things and irregular spellings of high-frequency words. - Anglo-Saxon (Old English) ou for /u/, soft c and g when followed by e, i, y, special endings such as -ine, -ette, -elle, -ique, words for food and fashion, abstract social ideals, relationships - Norman French Multisyllabic words with prefixes, roots, suffixes, content word found in texts on social sciences, traditional physical sciences, literature - Latin/Romance ph for /f/, ch for /k/, and y /i/, combining forms, similar to English Compounds, philosophical, mathemtical, and scientific terminology - Greek ch in Anglo-Saxon (English) /ch/ - church, speech, cheap, chain ch in French /sh/ - charade, machine, chef, chic ch in Greek /k/ - Christmas, chemist, stomach ou in Anglo-Saxon (English) /ou/ or /u/ - house, out, cloud, our round; touch rough, tough, enough ou in French /u/ - soup, coupon, group, acoustic ph in Greek /f/ - phone, graph, sphynx kn in Anglo-Saxon (English) - knock, knee, know, knight e at the End of a Word Anglo-Saxon (English) silent - bake, charge, horse, love e at the End of a Word Greek /e/ - catastrophe, acme, apostrophe Word Study Focus (Anglo-Saxon Layer); Sound-symbol (Consonants and Vowels), Syllable (Closed, Open, VCe, Vowel-r, Vowel team, Consonant - le, Odd Syllables) and Morpheme (Compounds, Inflectional suffixes, prefixes, derivational suffixes, Odd high frequency) - Grades 1-3 Word Study Focus (French/Latin Layer); Prefixes, Roots, Suffixes and Latin Plurals - Grades 4-6 Word Study Focus (Greek Layer); Spellings ph for /f/, ch for /k/ and y /i/, combining forms and plurals - Grades 6-8 LETRS Unit 4 Session 2 false - It is acceptable for students to use invented spelling occasionally in phoneme- grapheme mapping activities. true - In English, some letters of the alphabet never end a word. Greek - Words in which the letter y stands for the short i sound (rthythm, polyp) are usually from which language? When the /ch/ sound follows an acccented short vowel - The "tch" spelling of the /ch// sound is usually used in which circumstance? gills, cello, get - Which set of words does not follow the usual rules for pronounciation of c and g? LETRS Unit 4 Session 3 Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself. - true Consonant-le (Cle) syllables can occur anywhere within a word and be stressed or unstressed. - false In which of these examples does the vowel sound's position in a syllable or word determine which vowel team represents it? Select all that apply. - If a student reads aloud a multisyllabic word but it doesn't sound right, what strategy should be applied? Select all that apply. - a. dividing the syllables a different way and c. flexing the vowel sound(s) Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, and station? - d. an odd syllable with a schwa LETRS Unit 4 Session 4 Students should learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less. - true Adding a derivational suffix to a word often changes the part of speech. - true The noun plural is pronounced as a whole syllable, /əs/, when it follows which type of phoneme? Select all that apply. - some fricatives and affricates (b/d) Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes? - si lent For which of these verbs would you need to change y to i before adding the suffix -ed? Select all that apply. - defy and deny LETRS Unit 4 Session 5 Understanding the syllable structure or morphological structure of a word can make it easier to spell. - true Reading and spelling should be taught as separate strands within a reading program starting in fourth grade. - false About how many irregular spelling words should be introduced per week as part of spelling instruction? - 3-5 Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply. - a. a student's ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and c. a student's ability to spell whole words Which spelling concept is usually taught in third grade? - b. multisyllabic base words Developing automaticity in word recognition can lead to improve reading comprehension. - true Letrs Unit 4 session 6 Students in the highest fluency percentile for their grade level are much better readers overall than their peers with average fluency - false Which of the following techniques specifically targets automaticity as a fluency subskill? - Speed drills Which of the following techniques specifically targets reading prosody as a fluency subskill? - phrased-cued oral reading How much gained fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week? - Neither 5 nor 15 LETRS Unit 4 Session 7 When a student develops reading problems early on, it is usually appropriate to look for weaknesses in word recognition. (T or F) - True Students with weak word-recognition skills may compensate somewhat by relying on background knowledge and vocabulary. (T or F) - True If initial data show a student is not performing at grade level, the next step is to closely examine which data source? ORF performance (accuracy and WCPM) reults from decoding and word-reading survey - ORF performance accuracy and WCPM If a student's general performance is not at level, but his or her ORF measures show accuracy, then what are appropriate next steps? Check the fluency of prerequisite skills. Provide Tier 1 and enrichment instruction. Focus on teaching basic phonological and phonemic skills. Focus on fluency-building activities at the word, phrase, and text levels. (check all that apply) - Check the fluency of prerequisite skills. Focus on fluency-building activities at the word, phrase, and text levels. Which of the following is generally not considered when assessing whether a students performance is at level? state assessmets reading and spelling screeners reading levels of leveled text teacher reports - reading levels of leveled text LETRS Unit 4 Session 8 The "formula" for how much time to allocate to word work varies by grade level; teachers should never deviate from the established formula for the grade they teach. - false Most students can easily adapt if they need to switch between one program used for core instruction and another used for intervention. - false Approximately how much time should be spent on code-based or word work activities in first-grade language arts? - b. 30-40 percent Mrs. Montoya follows a routine for teaching a new letter to her kindergarteners: name it, say its sound(s), skywrite it, and discuss words that start with it. Which word best describes this practice? - Systematic Which is the best example of instruction that is sequential? - d. teaching the concept of vowel teams, then teaching these long a vowel teams in order: ai, ay, ei, eigh