ALL LETRS UNIT 3 SESSIONS 1-8 LATEST 2024 SESSION
1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT
Table of Contents
LETRS Unit 3 Session 1.................................................................................................................................. 1
LETRS Unit 3 session 2 .................................................................................................................................. 3
LETRS unit 3 session 3 .................................................................................................................................. 4
LETRS Unit 3 Session 4.................................................................................................................................. 5
LETRS UNIT 3 SESSION 5 ............................................................................................................................... 7
LETRS UNIT 3 SESSION 6 ..................................................................................................................... 7
LETRS UNIT 3 SESSION 7 ..................................................................................................................... 8
LETRS UNIT 3 SESSION 8 ..................................................................................................................... 9
LETRS Unit 3 Session 1
Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of
words being taught.
False
The ability to decode a new, previously unknown printed word, in or out of context, depends on (select
all that apply):
a. knowledge of phoneme-grapheme correspondences.
b. knowing its part of speech.
c. the ability to blend phonemes and graphemes quickly.
d. previous knowledge of sight words.
a. knowledge of phoneme-grapheme correspondences.
c. the ability to blend phonemes and graphemes quickly.
, The term phonics may be used to refer to (select all that apply):
a. an awareness of the individual speech sounds in spoken syllables and the ability to consciously
manipulate these sounds.
b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
Which of the following are typical of meaning-emphasis approaches to instruction? Select all that apply.
a. emphasis on reading leveled texts individually
b. use of decodable texts at the K-1 level
c. a tendency toward more teacher-led instruction
d. use of context (such as illustrations) to read words in texts
a. emphasis on reading leveled texts individually
d. use of context (such as illustrations) to read words in texts
Which of the following is typically done as an extended practice activity in phonics lessons?
a. adding, substituting, or deleting phonemes in words
b. individual silent reading
c. timed reading of learned words
1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT
Table of Contents
LETRS Unit 3 Session 1.................................................................................................................................. 1
LETRS Unit 3 session 2 .................................................................................................................................. 3
LETRS unit 3 session 3 .................................................................................................................................. 4
LETRS Unit 3 Session 4.................................................................................................................................. 5
LETRS UNIT 3 SESSION 5 ............................................................................................................................... 7
LETRS UNIT 3 SESSION 6 ..................................................................................................................... 7
LETRS UNIT 3 SESSION 7 ..................................................................................................................... 8
LETRS UNIT 3 SESSION 8 ..................................................................................................................... 9
LETRS Unit 3 Session 1
Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of
words being taught.
False
The ability to decode a new, previously unknown printed word, in or out of context, depends on (select
all that apply):
a. knowledge of phoneme-grapheme correspondences.
b. knowing its part of speech.
c. the ability to blend phonemes and graphemes quickly.
d. previous knowledge of sight words.
a. knowledge of phoneme-grapheme correspondences.
c. the ability to blend phonemes and graphemes quickly.
, The term phonics may be used to refer to (select all that apply):
a. an awareness of the individual speech sounds in spoken syllables and the ability to consciously
manipulate these sounds.
b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
Which of the following are typical of meaning-emphasis approaches to instruction? Select all that apply.
a. emphasis on reading leveled texts individually
b. use of decodable texts at the K-1 level
c. a tendency toward more teacher-led instruction
d. use of context (such as illustrations) to read words in texts
a. emphasis on reading leveled texts individually
d. use of context (such as illustrations) to read words in texts
Which of the following is typically done as an extended practice activity in phonics lessons?
a. adding, substituting, or deleting phonemes in words
b. individual silent reading
c. timed reading of learned words
