LETRS Unit 2 Session 3 Check For Understanding
Here are answers to the LETRS Unit 2 Session 3 bridge to practice questions. If you are preparing for it, you are at right place.
LETRS Unit 2 Session 3 Bridge To Practice
QUESTION:
Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction.
ANSWER:
True.
EXPLANATION:
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. When phonemic awareness is combined with phonics instruction (teaching how these sounds are represented by letters), students can more effectively apply their sound knowledge to reading and spelling. Linking these two skills strengthens a child’s ability to decode words.
QUESTION:
The inventory of phonemes used in Spanish is nearly identical to that used in English.
ANSWER:
False. EXPLANATION:
English and Spanish have different phoneme inventories. English contains around 44 phonemes, while Spanish has about 24. Some phonemes in English, such as certain vowel sounds, do not exist in Spanish, and vice versa. This difference can affect how Spanish-speaking students learn to read in English.
QUESTION:
A screening test measures segmentation of three phonemes in a word. This screening test has the best predictive validity for students in which grade levels?
ANSWER:
Kindergarten or First Grade.
EXPLANATION:
Segmenting phonemes (breaking words into individual sounds) is a foundational skill that typically develops in early literacy stages, around kindergarten or first grade. Early identification of students’ abilities to segment phonemes can help predict future reading success.
QUESTION:
How much phonological awareness training should be done with students for maximum effectiveness?
ANSWER:
a few minutes a day, several days per week.
EXPLANATION:
Research shows that brief, consistent practice in phonological awareness (working with sounds in language) leads to better results than long, infrequent sessions. A few minutes daily is ideal for young learners, helping them build skills without overwhelming them.
QUESTION:
Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply.
ANSWER:
Spelling becomes more phonetically accurate. AND Attempts to decode text focus more on blending sounds.
EXPLANATION:
The alphabetic principle is the understanding that letters represent sounds. Once a child grasps this concept, their spelling becomes more aligned with how words sound (even if it’s not perfect spelling). Also, when decoding, the focus shifts from guessing words based on context to blending sounds to form words, which is more effective for reading accuracy.
QUESTION:
A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following?
a. their ability to segment phonemes
b. their ability to manipulate phonemes
c. their ability to represent phonemes with letters (as shown in spelling samples)
d. their ability to perform advanced phonemic awareness tasks.
ANSWER:
d. their ability to perform advanced phonemic awareness tasks.
EXPLANATION:
By third grade, students should have basic phonemic awareness skills, so a screening for advanced phonemic awareness tasks (like phoneme manipulation, deleting or substituting sounds) is more appropriate. Mastery of these advanced skills is crucial for more complex reading tasks, and deficits in these areas could indicate a risk for reading difficulties.
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Unlocking the Essentials of LETRS Unit 2 Session 3: Phonemic Awareness and Phonics
Phonemic awareness and phonics are two cornerstones of early literacy instruction. Understanding how these two elements work together is critical for any educator tasked with teaching reading. LETRS (Language Essentials for Teachers of Reading and Spelling) training, developed by literacy experts Louisa Moats and Carol Tolman, breaks down the science of reading to equip teachers with research-backed strategies for classroom success. In Unit 2, Session 3, LETRS dives deep into the integration of phonemic awareness with phonics, phonological skills development, and screening for reading difficulties.
In this blog post, we’ll explore the key lessons from this session, with a focus on phonemic awareness, phonological instruction, and their pivotal role in early reading success.
The Power of Phonemic Awareness: Why It Matters
Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds—known as phonemes—in spoken words. It is the foundation of early reading because without the ability to break down and manipulate sounds, children will struggle with the process of decoding words, a key skill for reading.
The LETRS approach emphasizes that phonemic awareness is crucial in the early grades, particularly in kindergarten and first grade, where the focus is on sound segmentation and blending. Once children can distinguish the phonemes in words, they are ready to move forward with phonics, where they learn to link these sounds with their corresponding letters or letter patterns.
Key Concept: Linking Phonemic Awareness with Phonics
One of the central takeaways from LETRS Unit 2, Session 3 is that phonemic awareness instruction is most beneficial when it is paired with phonics instruction. Phonics involves teaching the relationship between sounds and the letters that represent them, while phonemic awareness is purely auditory, focusing on the manipulation of sounds in spoken language. When taught together, these skills complement one another, helping children better decode words when reading and spell words when writing.
Research backs this up:
studies have shown that phonemic awareness, when integrated with phonics instruction, leads to improved reading outcomes. Teaching children to connect phonemes to graphemes (letters or groups of letters) enhances their ability to decode unfamiliar words, leading to greater reading fluency and comprehension.
Dispelling Myths: Phoneme Inventories in English and Spanish
Another key lesson from this session addresses a common misconception about phoneme inventories. While both English and Spanish use the alphabetic writing system, their inventories of phonemes (distinct sounds) differ significantly.
In the check-for-understanding section, one question asks:
“Is the inventory of phonemes used in Spanish nearly identical to that used in English?”
The answer is false. English contains around 44 phonemes, including several diphthongs and vowel sounds that don’t exist in Spanish. Spanish, by contrast, has about 24 phonemes. This distinction is essential for educators working with English language learners (ELLs), particularly those who speak Spanish. Awareness of these differences helps teachers to anticipate and address the specific challenges that ELL students might encounter when learning to read in English.
Assessing Early Literacy Skills: Screening for Reading Difficulties
Effective reading instruction requires early identification of students who may be at risk for reading difficulties. LETRS Unit 2, Session 3 emphasizes the importance of using appropriate screening measures to assess students’ phonological and phonemic awareness skills, particularly in kindergarten and first grade.
For example, screening tests that measure students’ ability to segment three phonemes in a word have high predictive validity for these early grades. By identifying weaknesses in segmentation early, teachers can intervene before more serious reading difficulties develop. This proactive approach is a hallmark of effective reading instruction, as it helps close the gap for struggling readers before they fall too far behind.
However, the focus of screening changes as students progress. For third-grade students, screening for more advanced phonemic awareness tasks—such as the ability to manipulate phonemes or perform more complex auditory tasks—becomes critical. These skills are necessary for advanced reading and spelling abilities, and difficulties at this stage can signal a need for targeted interventions.
Best Practices in Phonological Awareness Instruction
Another key topic covered in this session is how much time should be spent on phonological awareness instruction for maximum effectiveness. According to the research, a few minutes per day, several days per week, is optimal. Spending long stretches of time on these activities is unnecessary and may even overwhelm young learners.
Short, focused lessons help maintain students’ attention and allow them to gradually build their skills over time. Integrating phonological awareness into daily routines and lessons, rather than isolating it as a separate block, can also be an effective strategy.
The Alphabetic Principle: A Milestone in Literacy Development
Grasping the alphabetic principle—understanding that letters and letter combinations represent the sounds of spoken language—is a major milestone for young readers. Once children master this principle, several important changes occur in their reading development:
- Spelling becomes more phonetically accurate: As children learn that letters correspond to sounds, their attempts at spelling words start to reflect this understanding. Even if their spelling is not perfect, it shows greater alignment with how words are pronounced.
- Decoding focuses on blending sounds: Instead of relying on visual cues or memorized words, students begin to decode unfamiliar words by blending sounds together. This strategy is much more reliable and efficient as they encounter more complex texts.
These changes mark significant progress in a child’s reading development and signal that they are on the path toward fluent reading.
Final Thoughts: Building a Strong Foundation with LETRS
LETRS Unit 2, Session 3 offers critical insights for educators on how to integrate phonemic awareness and phonics instruction to improve early literacy outcomes. By linking these two skills, understanding language differences, and implementing timely screening measures, teachers can better support their students’ journey toward reading proficiency. With a focus on research-backed practices, LETRS empowers teachers to provide the high-quality reading instruction that every child deserves.
As you continue to implement these strategies in your classroom, remember that early identification, consistent practice, and the integration of phonological awareness and phonics are key to helping young learners build a strong foundation in reading.
