LETRS UNIT 1 PRACTICE ASSESSMENT EXAM
2026 QUESTIONS WITH SOLUTIONS GRADED
A+
◉ In teaching the word invisible, the teacher broke it into the parts
in - vis - ible and talked about the meanings of the parts. Which
aspect of language was emphasized? Answer: morphology
◉ The Hart and Risley study (1995) identified a "30-million-word"
gap. This gap refers to: Answer: the difference in the number of
words heard by preschool children raised in high- and low-language
family environments.
◉ Which of the following is least likely to narrow the vocabulary gap
between language-rich and language-poor students? Answer:
watching children's television programs
◉ To introduce a Tier 2 vocabulary word explicitly and
systematically before reading, which of these strategies would be the
least effective? Answer: asking students to write the word 10 times
until they can spell it
◉ Students must learn the meanings of several thousand new words
every year if they are going to meet grade-level expectations for
, vocabulary growth. About how many of those word meanings should
teachers aim to teach explicitly and thoroughly per week? Answer:
10-12
◉ When a student is an accurate but slow reader, which of the
following practices is most effective? Answer: Focus instruction on
foundational reading skills that address multiple aspects of
language.
◉ In what way should the vocabulary instruction of English
Learners (ELs) be distinguished from the vocabulary instruction of
native English speakers? Answer: They may need to learn the
meanings of the Tier 1 words in a passage.
◉ To select the best vocabulary words to teach before reading a text,
the teacher should prioritize which types of words? Answer: words
that are central to understanding key meanings in the passage
◉ A primary-grade teacher who wants to implement research-based
vocabulary instruction should try to emphasize: Answer: word
relationships, including antonyms, synonyms, categories, and
semantic families.
◉ Good readers will stop and reread a portion of the text for
clarification if they don't understand it. This behavior demonstrates:
Answer: cognitive flexibility and metacognition.
2026 QUESTIONS WITH SOLUTIONS GRADED
A+
◉ In teaching the word invisible, the teacher broke it into the parts
in - vis - ible and talked about the meanings of the parts. Which
aspect of language was emphasized? Answer: morphology
◉ The Hart and Risley study (1995) identified a "30-million-word"
gap. This gap refers to: Answer: the difference in the number of
words heard by preschool children raised in high- and low-language
family environments.
◉ Which of the following is least likely to narrow the vocabulary gap
between language-rich and language-poor students? Answer:
watching children's television programs
◉ To introduce a Tier 2 vocabulary word explicitly and
systematically before reading, which of these strategies would be the
least effective? Answer: asking students to write the word 10 times
until they can spell it
◉ Students must learn the meanings of several thousand new words
every year if they are going to meet grade-level expectations for
, vocabulary growth. About how many of those word meanings should
teachers aim to teach explicitly and thoroughly per week? Answer:
10-12
◉ When a student is an accurate but slow reader, which of the
following practices is most effective? Answer: Focus instruction on
foundational reading skills that address multiple aspects of
language.
◉ In what way should the vocabulary instruction of English
Learners (ELs) be distinguished from the vocabulary instruction of
native English speakers? Answer: They may need to learn the
meanings of the Tier 1 words in a passage.
◉ To select the best vocabulary words to teach before reading a text,
the teacher should prioritize which types of words? Answer: words
that are central to understanding key meanings in the passage
◉ A primary-grade teacher who wants to implement research-based
vocabulary instruction should try to emphasize: Answer: word
relationships, including antonyms, synonyms, categories, and
semantic families.
◉ Good readers will stop and reread a portion of the text for
clarification if they don't understand it. This behavior demonstrates:
Answer: cognitive flexibility and metacognition.
