LETRS Unit 2 Session 1-8 Check For
Understanding Answers
[ hide ]
1 LETRS Unit 2 Session 1 Check For Understanding
2 LETRS Unit 2 Session 2 Check For Understanding
3 LETRS Unit 2 Session 3 Check For Understanding
4 LETRS Unit 2 Session 4 Check For Understanding
5 LETRS Unit 2 Session 5 Check For Understanding
6 LETRS Unit 2 Session 6 Check For Understanding
7 LETRS Unit 2 Session 7 Check For Understanding
8 LETRS Unit 2 Session 8 Check For Understanding
9 Sources
, LETRS Unit 2 Session 1 Check For Understanding
A student with general phonological awareness can learn to
read uently, even if the student has not yet developed False
awareness of speech sounds at the phoneme level.
If a student analyzes the sounds and syllables in a word, it is
easier for the student to store the word in semantic True
memory.
Read the following list of classroom activities. Select the one
that targets phonological awareness only, without b. Ms. Chang says a word and has students repeat it,
attempting to address other language skills. clap for each syllable, and count the syllables.
Which of these skills should not be a direct focus of
classroom instruction? (Select all that a. phonological working memory (PWM) c. rapid
automatic naming (RAN)
The term coarticulation means the ability to:
d. say the phonemes within a syllable so that all of
the segments are seamlessly joined.
LETRS Unit 2 Session 2 Check For Understanding
T/F Even after rst grade, skills such as phoneme
segmentation and blending of single-syllable words without False
consonant blends are good predictors of reading ability.
Students’ ability to acquire phonemic awareness is not
dependent on which of the following factors? a. general b. word comprehension
language development and listening abilities b. word
comprehension c. familiarity with vocabulary used in tasks
d. the amount of practice received
Which of these tasks could a student at the early
phonological awareness level perform? Select all that apply. a & c determining whether cat and kiss begin with
a. determining whether cat and kiss begin with the same the same sound clapping and counting the syllables
sound b. segmenting and tapping the phonemes in the in the word pencil
word slap c. clapping and counting the syllables in the word
pencil d. saying the word marker, then deleting the last
syllable and saying it again, mark
Which of these tasks could a student at the basic phonemic
awareness level perform? Select all that apply. a. saying the b& d saying the compound word rainbow, then
word ame, then deleting the phoneme /l/ and saying the deleting the rst part and saying the new word,
Understanding Answers
[ hide ]
1 LETRS Unit 2 Session 1 Check For Understanding
2 LETRS Unit 2 Session 2 Check For Understanding
3 LETRS Unit 2 Session 3 Check For Understanding
4 LETRS Unit 2 Session 4 Check For Understanding
5 LETRS Unit 2 Session 5 Check For Understanding
6 LETRS Unit 2 Session 6 Check For Understanding
7 LETRS Unit 2 Session 7 Check For Understanding
8 LETRS Unit 2 Session 8 Check For Understanding
9 Sources
, LETRS Unit 2 Session 1 Check For Understanding
A student with general phonological awareness can learn to
read uently, even if the student has not yet developed False
awareness of speech sounds at the phoneme level.
If a student analyzes the sounds and syllables in a word, it is
easier for the student to store the word in semantic True
memory.
Read the following list of classroom activities. Select the one
that targets phonological awareness only, without b. Ms. Chang says a word and has students repeat it,
attempting to address other language skills. clap for each syllable, and count the syllables.
Which of these skills should not be a direct focus of
classroom instruction? (Select all that a. phonological working memory (PWM) c. rapid
automatic naming (RAN)
The term coarticulation means the ability to:
d. say the phonemes within a syllable so that all of
the segments are seamlessly joined.
LETRS Unit 2 Session 2 Check For Understanding
T/F Even after rst grade, skills such as phoneme
segmentation and blending of single-syllable words without False
consonant blends are good predictors of reading ability.
Students’ ability to acquire phonemic awareness is not
dependent on which of the following factors? a. general b. word comprehension
language development and listening abilities b. word
comprehension c. familiarity with vocabulary used in tasks
d. the amount of practice received
Which of these tasks could a student at the early
phonological awareness level perform? Select all that apply. a & c determining whether cat and kiss begin with
a. determining whether cat and kiss begin with the same the same sound clapping and counting the syllables
sound b. segmenting and tapping the phonemes in the in the word pencil
word slap c. clapping and counting the syllables in the word
pencil d. saying the word marker, then deleting the last
syllable and saying it again, mark
Which of these tasks could a student at the basic phonemic
awareness level perform? Select all that apply. a. saying the b& d saying the compound word rainbow, then
word ame, then deleting the phoneme /l/ and saying the deleting the rst part and saying the new word,
