LETRS Unit 7 Assessment Questions with
100% Verified Correct Answers
How should the balance of instructional time spent on foundational reading skills and
language comprehension change between first grade and third grade for typical
learners?
The time spent on foundational reading skills should shift from about 40 percent in first grade
to 20 percent in third grade.
Which criterion would be most relevant for selecting high-quality texts for reading
aloud or for mediated text reading?
The text has layers of meaning that can be explored through several readings.
According to the National Reading Panel (2000) and several research analyses, which 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 text's
meanings?
"What do we know about the characters so far?"
If a high-quality, worthwhile narrative text has been read once, what is the most
appropriate activity students should do next?
Complete a story frame that outlines major events.
What is an effective way to help students construct a mental model of informational
text?
100% Verified Correct Answers
How should the balance of instructional time spent on foundational reading skills and
language comprehension change between first grade and third grade for typical
learners?
The time spent on foundational reading skills should shift from about 40 percent in first grade
to 20 percent in third grade.
Which criterion would be most relevant for selecting high-quality texts for reading
aloud or for mediated text reading?
The text has layers of meaning that can be explored through several readings.
According to the National Reading Panel (2000) and several research analyses, which 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 text's
meanings?
"What do we know about the characters so far?"
If a high-quality, worthwhile narrative text has been read once, what is the most
appropriate activity students should do next?
Complete a story frame that outlines major events.
What is an effective way to help students construct a mental model of informational
text?
