LETRS UNIT 5 - 8 LATEST
POSTTEST
ANSWER ALL QUESTIONS IN THIS SECTION
QUESTION 1
Which of the following would be a good example to use while teaching students to
identify compound sentences?
After the rain, we went out and started again.
The team went out and played in the rain.
The rain came but the team played on.
The team, drenched by the rain, played without stopping. - ANSWERS-The rain
came but the team played on.
QUESTION 2
Which of the following activities would help students identify cohesive ties in a
text?
having students draw arrows between pronouns and their referents
having students underline main ideas in one color and details in another
reminding students of the questions they need to answer
asking students to summarize orally after reading - ANSWERS-having students
draw arrows between pronouns and their referents
END OF
PAGE
1
, LETRS UNIT 5 - 8 LATEST
POSTTEST
QUESTION 3
Which kind of text structure organization is suggested by the topic sentence, "Here
are some easy steps for making pancakes"?
cause/effect
compare/contrast
persuasion or opinion
process (time sequence) - ANSWERS-process (time sequence)
QUESTION 4
Which criterion best describes a high-quality text for use in read-alouds or
comprehension instruction?
It is popular with students.
It has simple language and beautiful illustrations.
It is worth rereading for new meanings.
It is written by a famous author. - ANSWERS-It is worth rereading for new
meanings.
END OF
PAGE
2
, LETRS UNIT 5 - 8 LATEST
POSTTEST
QUESTION 5
When students are still learning foundational reading skills, the recommended
division of instructional time between word work and language comprehension is:
approximately 2-5 minutes on word work and the rest on language comprehension.
about 30-40 minutes on word work during a 90-minute reading lesson.
about 80 percent word work and 20 percent language comprehension.
unknown; there is no research that answers this question. - ANSWERS-about 30-
40 minutes on word work during a 90-minute reading lesson.
QUESTION 6
The research consensus on the teaching of comprehension strategies during reading
instruction indicates that:
after 1-2 lessons, strategies easily generalize to students' independent reading.
research-supported strategies should be the main focus of reading instruction in the
primary grades.
strategy instruction is more effective in grades 4 and up than in grades 1-3.
END OF
PAGE
3
POSTTEST
ANSWER ALL QUESTIONS IN THIS SECTION
QUESTION 1
Which of the following would be a good example to use while teaching students to
identify compound sentences?
After the rain, we went out and started again.
The team went out and played in the rain.
The rain came but the team played on.
The team, drenched by the rain, played without stopping. - ANSWERS-The rain
came but the team played on.
QUESTION 2
Which of the following activities would help students identify cohesive ties in a
text?
having students draw arrows between pronouns and their referents
having students underline main ideas in one color and details in another
reminding students of the questions they need to answer
asking students to summarize orally after reading - ANSWERS-having students
draw arrows between pronouns and their referents
END OF
PAGE
1
, LETRS UNIT 5 - 8 LATEST
POSTTEST
QUESTION 3
Which kind of text structure organization is suggested by the topic sentence, "Here
are some easy steps for making pancakes"?
cause/effect
compare/contrast
persuasion or opinion
process (time sequence) - ANSWERS-process (time sequence)
QUESTION 4
Which criterion best describes a high-quality text for use in read-alouds or
comprehension instruction?
It is popular with students.
It has simple language and beautiful illustrations.
It is worth rereading for new meanings.
It is written by a famous author. - ANSWERS-It is worth rereading for new
meanings.
END OF
PAGE
2
, LETRS UNIT 5 - 8 LATEST
POSTTEST
QUESTION 5
When students are still learning foundational reading skills, the recommended
division of instructional time between word work and language comprehension is:
approximately 2-5 minutes on word work and the rest on language comprehension.
about 30-40 minutes on word work during a 90-minute reading lesson.
about 80 percent word work and 20 percent language comprehension.
unknown; there is no research that answers this question. - ANSWERS-about 30-
40 minutes on word work during a 90-minute reading lesson.
QUESTION 6
The research consensus on the teaching of comprehension strategies during reading
instruction indicates that:
after 1-2 lessons, strategies easily generalize to students' independent reading.
research-supported strategies should be the main focus of reading instruction in the
primary grades.
strategy instruction is more effective in grades 4 and up than in grades 1-3.
END OF
PAGE
3
