LETRS UNIT 7 ASSESSMENT QUESTIONS WITH
CORRECT ANSWERS
According to the National Reading Panel (2000) and several research analyses, whcih of these
strategies is more effective than the others for developing comprehension? - -having
students retell or summarize what they have read
During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of these questions
is most likely to facilitate construction of a mental model of the texts meanings? - -"What do
we know about the characters so far?"
How should the balance of instructional time spent on foundational reading skills and language
comprehension between first grade and third grade for typical learners? - -The time spent on
foundational reading skills should skift from about 40% in first grade to 20% in third grade.
What criterion would be most relevant for selecting high-quality texts for reading aloud or for
meiated text reading? - -The text has layers of meaning that can be explored through several
readings.
If a high quality, worthwhile narrative text has been read once, what is the most appropriate activity
studetns should do next? - -Complete a story frame that outlines major events.
What is a helpful approach when working with a student who is a heavy dialect speaker and who is
having trouble comprehending the language in a text? - -Explain the relationship between
home langauge and school language in frequent, brief lessons.
What is the main advantage of letting students know ahead of time what kind of text (e.g., narrative,
informational) they will be reading? - -They can anticipate how the text is organized and how
the information is presented.
What is an effective way to helpo students construct a mental model of informational text? -
-Pose queries during reading to ensure studetns are making the necessary inferences.
CORRECT ANSWERS
According to the National Reading Panel (2000) and several research analyses, whcih of these
strategies is more effective than the others for developing comprehension? - -having
students retell or summarize what they have read
During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of these questions
is most likely to facilitate construction of a mental model of the texts meanings? - -"What do
we know about the characters so far?"
How should the balance of instructional time spent on foundational reading skills and language
comprehension between first grade and third grade for typical learners? - -The time spent on
foundational reading skills should skift from about 40% in first grade to 20% in third grade.
What criterion would be most relevant for selecting high-quality texts for reading aloud or for
meiated text reading? - -The text has layers of meaning that can be explored through several
readings.
If a high quality, worthwhile narrative text has been read once, what is the most appropriate activity
studetns should do next? - -Complete a story frame that outlines major events.
What is a helpful approach when working with a student who is a heavy dialect speaker and who is
having trouble comprehending the language in a text? - -Explain the relationship between
home langauge and school language in frequent, brief lessons.
What is the main advantage of letting students know ahead of time what kind of text (e.g., narrative,
informational) they will be reading? - -They can anticipate how the text is organized and how
the information is presented.
What is an effective way to helpo students construct a mental model of informational text? -
-Pose queries during reading to ensure studetns are making the necessary inferences.
