LETRS Unit 3 Session 1 Check For Understanding
In Unit 3, Session 1 of LETRS (Language Essentials for Teachers of Reading and Spelling), educators dive into the foundational concepts of phonology, phonological awareness, and phonemic awareness.
This session emphasizes the importance of understanding the sound structure of language as a critical component for developing strong reading skills. By exploring the distinctions between these terms and learning effective instructional strategies, teachers can better support students in mastering the sounds of language, which is a key step toward reading proficiency.
LETRS Unit 3 Session 1
QUESTION: Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of words being taught.
Answer: False
Explanation:
Although a code-emphasis approach focuses primarily on decoding skills and the phoneme-grapheme relationships, it does not mean that word meanings are ignored entirely. Effective reading instruction incorporates both decoding and vocabulary knowledge, as understanding the meaning of words enhances comprehension. While the primary emphasis may be on phonics, discussing word meanings helps students make connections between decoding and comprehension, fostering a more holistic approach to literacy.
QUESTION: The ability to decode a new, unfamiliar printed word, whether in context or out of context, depends on which factors? Select all that apply.
- a. Knowledge of how letters and sounds correspond
- b. Familiarity with its grammatical role
- c. Quick blending of sounds and letters
- d. Prior recognition of high-frequency words
Answer: a & c
Explanation:
Decoding new words relies heavily on understanding phoneme-grapheme correspondences and the ability to quickly blend these sounds together. These skills are essential for recognizing patterns and constructing the correct pronunciation of unfamiliar words. While knowing a word’s part of speech or previous knowledge of sight words can aid in comprehension, they do not directly affect the decoding process. Strong phonics knowledge and blending skills are key for efficient word recognition and reading fluency.
QUESTION: The term “phonics” may refer to which of the following? Select all that apply.
- a. Recognizing and manipulating sounds within spoken words
- b. The relationships between sounds and letters in a written language
- c. A core element of effective literacy instruction
- d. A method for decoding and storing words in memory
Answer: b, c, & d
Explanation:
Phonics encompasses several components essential for reading. It refers to the system of sound-letter correspondences foundational to alphabetic languages and is one of the five critical pillars of effective reading instruction. Additionally, phonics instruction includes strategies for decoding new words and retaining them in long-term memory, which supports reading fluency and comprehension. While phonemic awareness involves sound manipulation, phonics specifically pertains to connecting these sounds with written symbols.
QUESTION: Which practices are commonly associated with meaning-emphasis approaches to reading instruction? Select all that apply.
- a. Focusing on leveled texts for individualized reading experiences
- b. Using phonics-based texts in early grades
- c. Relying on teacher-led instruction
- d. Encouraging the use of context clues (such as pictures) for word reading
Answer: a & d
Explanation:
Meaning-emphasis approaches prioritize reading comprehension and understanding over phonetic decoding. In this approach, students often engage with leveled texts that match their reading ability and are encouraged to use contextual clues, such as illustrations, to decode words. This method fosters a natural reading experience but may not provide as much focus on the systematic decoding skills emphasized in code-emphasis approaches. This emphasis on meaning helps students develop comprehension skills early on.
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QUESTION: Which of the following is commonly used as an extended practice activity in phonics instruction?
- a. Manipulating phonemes within words
- b. Independent silent reading
- c. Practicing timed reading of words already learned
- d. Speaking sentences using specific vocabulary
Answer: c
Explanation:
Timed reading of previously learned words is a typical extended practice activity in phonics lessons, as it reinforces fluency and automaticity in word recognition. This practice helps students read words more quickly and accurately, supporting the development of fluent reading skills. Extended practice activities in phonics are designed to strengthen decoding skills and ensure that students can apply these skills efficiently during regular reading activities.
QUESTION: The primary goal of code-emphasis instruction is to develop a student’s ability to understand the meaning of texts.
Answer: False
Explanation:
Code-emphasis instruction is primarily focused on teaching students how to decode words by understanding the relationships between letters and sounds. While comprehension is the ultimate goal of reading, code-emphasis instruction starts with building strong phonics skills that enable students to decode words accurately and fluently. Once decoding is established, comprehension can be developed more effectively.
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QUESTION: Which skills are necessary for a student to decode an unfamiliar word they encounter? Select all that apply:
- a. Knowing common prefixes and suffixes
- b. Understanding phoneme-grapheme relationships
- c. The ability to blend sounds smoothly and accurately
- d. Familiarity with the word’s meaning in context
Answer: b & c
Explanation:
Decoding requires knowledge of phoneme-grapheme correspondences, which allows students to map sounds to letters accurately. The ability to blend these sounds is also essential to form whole words from individual phonemes. While understanding prefixes, suffixes, or word meanings can aid vocabulary and comprehension, they are not primary skills required for initial decoding of unfamiliar words.
QUESTION: The term “decoding” in reading instruction refers to:
- a. Understanding and explaining the meaning of complex words
- b. Breaking down words into individual sounds and mapping them to letters
- c. Memorizing high-frequency sight words
- d. Reading with fluency and expression
Answer: b
Explanation:
Decoding involves breaking down words into their individual sounds (phonemes) and associating those sounds with letters or letter patterns (graphemes). This skill is critical for early readers, as it enables them to read new and unfamiliar words by applying their knowledge of phonics. Decoding is the foundation upon which fluent reading and comprehension are built.
QUESTION: Which of the following is a characteristic of a balanced literacy approach to reading instruction? Select all that apply:
- a. Incorporating both phonics and whole language methods
- b. Emphasizing only phonics in early reading instruction
- c. Using a variety of reading materials, including leveled readers and decodable texts
- d. Relying primarily on student-led reading activities without direct instruction
Answer: a & c
Explanation:
A balanced literacy approach incorporates both phonics instruction and whole language elements, using diverse reading materials that meet various instructional needs. This approach provides phonics-based instruction for decoding skills, while also encouraging comprehension and fluency through exposure to rich, meaningful texts. By blending these methods, balanced literacy aims to build a well-rounded foundation for reading success.
QUESTION: Which of the following activities is typically part of phonics instruction to reinforce blending skills?
- a. Silent reading time for personal choice books
- b. Repeated reading of a familiar passage
- c. Practicing sound blending through interactive word games
- d. Independent reading using leveled readers
Answer: c
Explanation:
Practicing sound blending through interactive word games helps students apply their phonics knowledge in a fun and engaging way. These activities strengthen blending skills by allowing students to practice putting sounds together to form words. While other activities support reading development, sound blending games are particularly effective in phonics instruction, building the foundational skills necessary for accurate and fluent decoding.
