LETRS UNIT 3 ASSESSMENT TEST REAL EXAM
QUESTIONS AND CORRECT ANSWERS BRAND
NEW 2025-2026 HIGHLY COMPREHENSIVE AND
EXTREMELY ORGANISED WITH EXAMPLES
Decoding --ANSWER- The ability to translate a word from print to speech,
usually by employing knowledge of sound symbol correspondences; also the act of
deciphering a new word by sounding it out.
Graphemes --ANSWER- A letter or letter combination that spells a phoneme; can
be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).
Scarborough's Reading Ropes identify 3 major strands or sub skills that
contribute to printed word recognition. What are they? --ANSWER-
Phonological awareness, decoding, and word recognition
Orthography --ANSWER- A writing system for representing language.
True --ANSWER- To know what the word actually says, the reader must look
closely at all the letter sounds and recode them into sound and sense
What is word study? --ANSWER- The point of learning to decode by Phil's and
to recognize orthographic patterns
What is the goal of word study? --ANSWER- To develop automatic recognition
of words we've seen before and recall word spellings for writing. Example: word
specific knowledge like bare and bear and your, you're.
irregular words --ANSWER- A word whose spelling or pronunciation does not
conform to the system of sound-symbol correspondences or syllable patterns
Explain the 4 part processing model --ANSWER- Context to meaning, meant to
phonological and orthographic
,When students' abilities to read real words are tested with lists, using a timer,
the strand of the Reading Rope is being
assessed --ANSWER- Sight recognition
True or false: the letter x is the only letter that stands for two phonemes, /k/
and so/ and occasionally /g/ and /z/. --ANSWER- True
What is a blend? --ANSWER- A blend is not one sound but 2 or 3 adjacent
consonants before before or after a vowel in a syllable. Example: c-l (clean), s-t
(most), th-r(thrush)
Name Ehri's Phases --ANSWER- Prealphabetic, early alphabetic, later alphabetic,
and consolidated alphabetic
Pre-alphabetic --ANSWER- Knows some, but not all, alphabet letter names and
forms; does not know the sound they represent
Early alphabetic --ANSWER- Tries to sound out words by associating a sound
with the first letter and perhaps another letter or two
Later alphabetic --ANSWER- Can spell words phonetically, including all the
speech sounds, but is not accurate
Consolidated alphabetic --ANSWER- Generalizes phonics skills to unknown
words, then uses context as a backup to recognize words.
What is the purpose of a word chain --ANSWER- To give students practice
recognizing subtle differences between and among similar sounding words
example: shin, thin, thimble, shim, sham, mam, mash, math. (Tell students when a
"word is a nonsense word)
What are the types of word sorts? --ANSWER- Open and closed
What is the difference in open and closed sorts? --ANSWER- In a closed sort,
the teacher tells the students how to sort the words and provides the names of the
categories. Open sorts are open-ended and therefore more difficult then closed
sorts.
, What is the purpose of decodable text? --ANSWER- Decodable text serves the
specific purpose or providing ample practice using and reading words with the
phonic elements that have been taught
decodable text --ANSWER- Beginner-oriented books that contain the same letters
or word patterns currently being studied, or those previously taught.
High frequency words --ANSWER- Words that occur most often in English
writing.
Teachers who take a code-emphasis approach to instruction generally do not
discuss the meanings of words being taught. --ANSWER- False
The ability to decode a new, previously unknown printed word, in or out of
context, depends on --ANSWER- knowledge of phoneme-grapheme
correspondences and the ability to blend phonemes and graphemes quickly.
The term phonics may be used to refer to --ANSWER- the system of phoneme-
grapheme correspondences that are the basis for an alphabetic orthography, an
essential component of effective reading instruction and a strategy for decoding
new words and storing them in orthographic memory.
Which of the following are typical of meaning-emphasis approaches to
instruction? --ANSWER- emphasis on reading leveled texts individually and 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? --ANSWER- timed reading of learned words
Regularly spelled words --ANSWER- three, day, bird, goose, mouse, maybe, go,
have
Irregularly spelled words --ANSWER- yacht, love, father, you
Why is the letter "x" referred to as an odd letter? --ANSWER- Letter "x" can
represent two phonemes.
Which word contains a consonant trigraph? --ANSWER- ditch (-tch)
Which is an example of a consonant blend? --ANSWER- shr
QUESTIONS AND CORRECT ANSWERS BRAND
NEW 2025-2026 HIGHLY COMPREHENSIVE AND
EXTREMELY ORGANISED WITH EXAMPLES
Decoding --ANSWER- The ability to translate a word from print to speech,
usually by employing knowledge of sound symbol correspondences; also the act of
deciphering a new word by sounding it out.
Graphemes --ANSWER- A letter or letter combination that spells a phoneme; can
be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).
Scarborough's Reading Ropes identify 3 major strands or sub skills that
contribute to printed word recognition. What are they? --ANSWER-
Phonological awareness, decoding, and word recognition
Orthography --ANSWER- A writing system for representing language.
True --ANSWER- To know what the word actually says, the reader must look
closely at all the letter sounds and recode them into sound and sense
What is word study? --ANSWER- The point of learning to decode by Phil's and
to recognize orthographic patterns
What is the goal of word study? --ANSWER- To develop automatic recognition
of words we've seen before and recall word spellings for writing. Example: word
specific knowledge like bare and bear and your, you're.
irregular words --ANSWER- A word whose spelling or pronunciation does not
conform to the system of sound-symbol correspondences or syllable patterns
Explain the 4 part processing model --ANSWER- Context to meaning, meant to
phonological and orthographic
,When students' abilities to read real words are tested with lists, using a timer,
the strand of the Reading Rope is being
assessed --ANSWER- Sight recognition
True or false: the letter x is the only letter that stands for two phonemes, /k/
and so/ and occasionally /g/ and /z/. --ANSWER- True
What is a blend? --ANSWER- A blend is not one sound but 2 or 3 adjacent
consonants before before or after a vowel in a syllable. Example: c-l (clean), s-t
(most), th-r(thrush)
Name Ehri's Phases --ANSWER- Prealphabetic, early alphabetic, later alphabetic,
and consolidated alphabetic
Pre-alphabetic --ANSWER- Knows some, but not all, alphabet letter names and
forms; does not know the sound they represent
Early alphabetic --ANSWER- Tries to sound out words by associating a sound
with the first letter and perhaps another letter or two
Later alphabetic --ANSWER- Can spell words phonetically, including all the
speech sounds, but is not accurate
Consolidated alphabetic --ANSWER- Generalizes phonics skills to unknown
words, then uses context as a backup to recognize words.
What is the purpose of a word chain --ANSWER- To give students practice
recognizing subtle differences between and among similar sounding words
example: shin, thin, thimble, shim, sham, mam, mash, math. (Tell students when a
"word is a nonsense word)
What are the types of word sorts? --ANSWER- Open and closed
What is the difference in open and closed sorts? --ANSWER- In a closed sort,
the teacher tells the students how to sort the words and provides the names of the
categories. Open sorts are open-ended and therefore more difficult then closed
sorts.
, What is the purpose of decodable text? --ANSWER- Decodable text serves the
specific purpose or providing ample practice using and reading words with the
phonic elements that have been taught
decodable text --ANSWER- Beginner-oriented books that contain the same letters
or word patterns currently being studied, or those previously taught.
High frequency words --ANSWER- Words that occur most often in English
writing.
Teachers who take a code-emphasis approach to instruction generally do not
discuss the meanings of words being taught. --ANSWER- False
The ability to decode a new, previously unknown printed word, in or out of
context, depends on --ANSWER- knowledge of phoneme-grapheme
correspondences and the ability to blend phonemes and graphemes quickly.
The term phonics may be used to refer to --ANSWER- the system of phoneme-
grapheme correspondences that are the basis for an alphabetic orthography, an
essential component of effective reading instruction and a strategy for decoding
new words and storing them in orthographic memory.
Which of the following are typical of meaning-emphasis approaches to
instruction? --ANSWER- emphasis on reading leveled texts individually and 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? --ANSWER- timed reading of learned words
Regularly spelled words --ANSWER- three, day, bird, goose, mouse, maybe, go,
have
Irregularly spelled words --ANSWER- yacht, love, father, you
Why is the letter "x" referred to as an odd letter? --ANSWER- Letter "x" can
represent two phonemes.
Which word contains a consonant trigraph? --ANSWER- ditch (-tch)
Which is an example of a consonant blend? --ANSWER- shr
