LETRS Unit 7 Assessment
1. The time spent on foundational reading skills should skift from about 40%
in first grade to 20% in third grade.: How should the balance of instructional time
spent on foundational reading skills and language comprehension between first
grade and third grade for typical learners?
2. The text has layers of meaning that can be explored through several read-
ings.: What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading?
3. having students retell or summarize what they have read: According to the
National Reading Panel (2000) and several research analyses, whcih of these
strategies is more effective than the others for developing comprehension?
4. "What do we know about the characters so far?": 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 texts meanings?
5. Complete a story frame that outlines major events.: If a high quality, worth-
while narrative text has been read once, what is the most appropriate activity
studetns should do next?
6. Pose queries during reading to ensure studetns are making the necessary
inferences.: What is an effective way to helpo students construct a mental model
of informational text?
7. They can anticipate how the text is organized and how the information is
presented.: What is the main advantage of letting students know ahead of time
what kind of text (e.g., narrative, informational) they will be reading?
8. Explain the relationship between home langauge and school language in
frequent, brief lessons.: What is a helpful approach when working with a student
who is a heavy dialect speaker and who is having trouble comprehending the
language in a text?
9. allowing them to avoid speaking in class if they are embarrassed: Which of
the following teaching strategies is least helpful to English learners?
10. encouraging students to talk with a partner before raising their hand to
respond: Which is the most effected technique for supporting students' expressive
oral language development in school?
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1. The time spent on foundational reading skills should skift from about 40%
in first grade to 20% in third grade.: How should the balance of instructional time
spent on foundational reading skills and language comprehension between first
grade and third grade for typical learners?
2. The text has layers of meaning that can be explored through several read-
ings.: What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading?
3. having students retell or summarize what they have read: According to the
National Reading Panel (2000) and several research analyses, whcih of these
strategies is more effective than the others for developing comprehension?
4. "What do we know about the characters so far?": 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 texts meanings?
5. Complete a story frame that outlines major events.: If a high quality, worth-
while narrative text has been read once, what is the most appropriate activity
studetns should do next?
6. Pose queries during reading to ensure studetns are making the necessary
inferences.: What is an effective way to helpo students construct a mental model
of informational text?
7. They can anticipate how the text is organized and how the information is
presented.: What is the main advantage of letting students know ahead of time
what kind of text (e.g., narrative, informational) they will be reading?
8. Explain the relationship between home langauge and school language in
frequent, brief lessons.: What is a helpful approach when working with a student
who is a heavy dialect speaker and who is having trouble comprehending the
language in a text?
9. allowing them to avoid speaking in class if they are embarrassed: Which of
the following teaching strategies is least helpful to English learners?
10. encouraging students to talk with a partner before raising their hand to
respond: Which is the most effected technique for supporting students' expressive
oral language development in school?
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