LETRS Unit 1 Session 5 Check For Understanding

QUESTION:

Reads whole words with phoneme-grapheme mapping.

ANSWER:

Full Alphabetic.

QUESTION:

Recognizes some words using visual features.

ANSWER:

Prealphabetic.

QUESTION:

Remembers multisyllabic words; analogizes easily

ANSWER:

Consolidated Alphabetic.

QUESTION:

Knows a few phoneme-grapheme correspondences

ANSWER:

Partial Alphabetic.

QUESTION:

This student was asked to write about a favorite celebration with family or friends. She wrote: My favorite celebration Halloween. We go trick or treating. It is fun because you get lots of candy and we get to wear costumes and we get wear costumes to school and we get to show our costumes to friends.
Which of Ehri’s phases does this sample represent?

ANSWER:

Full Alphabetic.

QUESTION:

This student attempted to write a story about mowing the lawn.
Which of Ehri’s phases does this sample represent?

ANSWER:

Prealphabetic.

QUESTION:

This student was asked to write about his favorite season.
Which of Ehri’s phases does this sample represent?

ANSWER:

Consolidated Alphabetic.

QUESTION:

This student was asked to write the following words: fan, pet, dig, rob, hope, wait, gum, sled, stick, shine, dream, blade, coach, fright, and snowing.
Which of Ehri’s phases does this sample represent?

ANSWER:

Partial Alphabetic.

QUESTION:

What skill is most important for a student just learning to read?

ANSWER:

accurate decoding.

EXPLANATION:

1. What skill is most important for a student just learning to read?

Accurate Decoding

Accurate decoding is the foundational skill that students must develop when they first learn to read. Decoding refers to the ability to translate written words into spoken language by recognizing the letters and their corresponding sounds (phonemes). This process involves several key components:

• Phonemic Awareness: Before students can decode, they need to understand that words are made up of individual sounds. This awareness is crucial because it allows them to break down words into manageable parts.
• Phonics: This involves the relationship between letters (graphemes) and sounds (phonemes). When students learn phonics, they can apply this knowledge to decode unfamiliar words. For example, knowing that the letter “c” typically represents the /k/ sound helps a student read the word “cat.”
• Fluency: While not the sole focus in the beginning stages, fluency—the ability to read with speed and accuracy—develops alongside decoding. As students practice decoding, they become more fluent, which in turn enhances their overall reading comprehension.

Accurate decoding is crucial because it serves as a bridge to understanding the meaning of text. If a student struggles with decoding, it can hinder their ability to comprehend what they are reading, leading to frustration and a lack of motivation. Therefore, teaching students to decode accurately is essential for fostering a positive reading experience and promoting literacy skills that will benefit them throughout their education.

QUESTION:

Why is it important to build students’ fast and accurate word recognition and spelling?

ANSWER:

so that students don’t have to laboriously sound out words.

EXPLANATION:

Why is it important to build students’ fast and accurate word recognition and spelling?

Fast and accurate word recognition, along with strong spelling skills, are essential for students because they directly contribute to reading fluency and overall comprehension. Here’s why:

• Cognitive Load: When students are able to quickly recognize words, they free up cognitive resources to focus on understanding the meaning of the text rather than laboring over individual words. If a student has to sound out every word, they use more mental energy on decoding rather than comprehension, which can slow down their reading and hinder their ability to grasp the broader message or concepts.
• Automaticity in Reading: Automaticity refers to the ability to recognize words without conscious effort. This is crucial because skilled readers can instantly recognize common words or words they’ve encountered before, allowing them to read fluidly and focus on higher-order thinking skills like inference, critical analysis, and interpretation. The quicker a student can recognize words, the more seamlessly they can understand and enjoy reading.
• Fluency and Comprehension: Fast and accurate word recognition directly contributes to reading fluency. Fluency is not just about reading quickly, but also with appropriate expression and understanding. Fluent readers can read aloud with ease, accurately interpret punctuation and tone, and better comprehend what they are reading. Without fluency, students may struggle with comprehension, as they spend too much time decoding words and lose track of the content.
• Spelling as a Reinforcement of Reading Skills: Good spelling supports reading development. When students learn to spell words accurately, they reinforce their understanding of phonics and word structures. Spelling helps students internalize word patterns and rules, which improves their ability to recognize these words when reading. Additionally, accurate spelling enables students to express themselves more clearly in writing, further strengthening their literacy skills.

In sum, developing fast and accurate word recognition and spelling ensures that students can read efficiently, making the reading process more enjoyable and less labor-intensive, which is key to fostering lifelong reading habits.

QUESTION:

Which scenario describes a child in the prealphabetic phase?

ANSWER:

a child who responds “Meow!” when asked, “What is the first sound in cat?”.

EXPLANATION:

Yes, a child who responds “Meow!” when asked, “What is the first sound in cat?” is likely in the prealphabetic phase of reading development.

The prealphabetic phase is characterized by a lack of understanding of the alphabetic principle, meaning that children do not yet grasp the connection between letters and sounds. Instead of recognizing or identifying individual letters or sounds, they rely on visual or context-based cues. For example, a child may associate the word “cat” with a cat’s meow or other characteristics of a cat rather than understanding that the word is made up of specific sounds (/k/ /a/ /t/) represented by letters.

In this case, the child’s response of “Meow!” shows they are relying on their conceptual understanding of what a cat is (a pet that makes a “meow” sound) rather than decoding the word phonetically. They are associating the word with an image or sound related to the cat, but they are not yet using letters and sounds to understand the word.

In later phases, such as the partial alphabetic or full alphabetic phases, children begin to recognize that specific letters correspond to sounds and can start to sound out words.

QUESTION:

Which scenario describes a child in the consolidated alphabetic phase?

ANSWER:

a child who sees the word inactive and figures out that it means “not active”.

EXPLANATION:

In the consolidated alphabetic phase, children begin to recognize and use larger chunks of letters or letter patterns, such as syllables, prefixes, suffixes, or word families, to decode and understand words. They are no longer relying on just individual letter-sound correspondence but are able to consolidate knowledge of familiar letter combinations.

In the scenario where a child sees the word “inactive” and figures out that it means “not active”, they are demonstrating their understanding of prefixes and base words. The child recognizes the prefix “in-” as meaning “not” and combines that with their knowledge of the word “active” to deduce the meaning of the whole word. This is a hallmark of the consolidated alphabetic phase, where children use their knowledge of morphemes (the smallest units of meaning) to read and understand words more efficiently.

At this stage, they no longer need to sound out each letter or part of the word separately but instead draw upon their understanding of common patterns and word parts. This allows them to process and understand words faster and with greater comprehension.

QUESTION:

The primary area of difficulty for students who fall behind in their reading development is:

ANSWER:

underdeveloped foundational reading skills.

EXPLANATION:

The main challenge for students who struggle with reading development is often due to underdeveloped foundational reading skills. These skills include phonemic awareness (the ability to recognize and manipulate sounds in spoken words), phonics (understanding the relationship between letters and sounds), and basic decoding abilities. When students do not have a solid grasp of these early reading skills, it becomes harder for them to progress to more complex aspects of reading, such as fluency and comprehension. Without strong foundational skills, they may have difficulty recognizing words, sounding them out, or understanding their meanings, leading to delays in reading development. Strengthening these foundational areas is critical to helping students catch up and improve their overall reading proficiency.

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