LETRS Unit 3 Session 3 Check For Understanding
Question: Ehri’s phases of word-reading development should be viewed as a continuum and not discrete stages of development.
Answer: TRUE
Explanation: Recognizing that Ehri’s phases represent a continuum emphasizes the fluidity of word-reading development, rather than treating each phase as a separate, isolated stage.
Question: Students with solid phonics skills tend to recognize sight words more quickly, regardless of how regular the words’ spellings are.
Answer: TRUE
Explanation: Proficient phonics skills allow students to decode and recognize sight words more efficiently, enhancing their reading fluency, regardless of the spelling regularity.
Question: Kasey is in the consolidated alphabetic phase. Which instructional approach will be most helpful to support her future reading skills?
Answer: b. wide reading of texts from a variety of topics
Explanation: Engaging with diverse texts helps solidify reading skills and comprehension, supporting Kasey’s development in the consolidated alphabetic phase.
PEOPLE WHO VISITED LETRS Unit 3 Session 3 , ALSO VISIT:
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| LETRS Unit 3 Session 8 |
| LETRS Unit 4 Session 1 |
Question: Which is the best way to assess students’ ability to recognize real words in print?
Answer: c. Have students do timed and untimed readings of graded word lists; sight words should be recognized within one second.
Explanation: This method provides a clear measure of students’ ability to quickly and accurately recognize sight words, which is key for assessing reading fluency.
Question: Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? Select all that apply.
Answer: b. Have students decode two- and three-syllable words.
Answer: d. Have students learn to plan before writing and compose according to the plan.
Explanation: Focusing on decoding more complex words and planning for writing will build foundational skills necessary for reading and writing fluency in students at this phase.
Question: Students are likely to demonstrate one set of phase characteristics before _________________ to the next phase, in which the student’s approach to reading will be qualitatively different from the previous phase.
Answer: graduating
Explanation: Transitioning between phases involves significant changes in reading strategies, signaling a readiness to move to more advanced levels.
Question: Teaching must be _____________ to the appropriate student level for growth to occur.
Answer: matched
Explanation: Tailoring instruction to meet students at their individual reading levels is essential for effective learning and development.
Question: A student knows some, but not all, _____________ ___________ names and forms; practice alphabet matching, naming, and ordering until alphabet letters can be named in random order and put in order.
Answer: alphabet letter
Explanation: Mastery of the alphabet is a foundational skill for reading and writing, which should be developed through consistent practice and engagement.
Question: A student may be aware of how ______ looks – alternating letters, spacing, etc.; practice writing the letters until the alphabet can be written to dictation (model), dictation (no model) and memory. Use lowercase for writing; use uppercase and lowercase for naming.
Answer: print
Explanation: Understanding print concepts is crucial for developing reading and writing skills, and consistent practice helps reinforce this knowledge.
Question: A student may not understand the concept of a _______ _________; has little phonemic awareness; Gradually build associations between gestures, key words, and speech sounds. Emphasize articulation.
Answer: speech sound
Explanation: Developing awareness of speech sounds is fundamental for phonemic awareness, and targeted practice can help solidify these connections.
Question: A student is beginning to match words ________ by initial consonants; Blend the parts of compounds, then syllables, then onset-rime units, then phonemes in one-syllable, simple words.
Answer: orally
Explanation: Oral practice aids in recognizing phonetic patterns and blending sounds, which are essential skills for reading development.
Question: A student may lack knowledge of word ____________ or information required to understand text; Build vocabulary through read-alouds, theme units, and expressive language games. Stimulate verbal expression through retelling, structured conversation, and question-response routines.
Answer: meaning
Explanation: Vocabulary development is a key component in reading comprehension, and diverse activities can help foster this understanding.
Question: A student tries to sound out by associating sound with _____ letter and, perhaps, another letter or two; guesses at the rest; Match all sounds on consonant and vowel charts to key words and common spellings.
Answer: first
Explanation: Focusing on the sounds associated with initial letters assists students in decoding words, promoting their reading skills.
Question: A student wants to ______ on context (e.g., pictures, topical knowledge) to guess at words; Blend known phoneme-grapheme correspondences into words, left to right, as consonants and vowels are learned. Practice automatic recognition of high-frequency words (regular and irregular, a few per week).
Answer: rely
Explanation: Encouraging reliance on context helps students infer meaning and makes reading more intuitive as they develop their skills.
Question: A student begins to read simple _____ with known words; Start to read decodable text with known letter-sound correspondences and high-frequency words.
Answer: sentences
Explanation: Engaging with simple sentences reinforces learning and builds confidence in the student’s reading ability.
Question: A student attends to books read aloud, ______ and _________ questions, and retells what the reading is about; Browse text and predict before reading.
Answer: asks and answers
Explanation: Active engagement through questioning and retelling enhances comprehension and retention of information from read-alouds.
Question: A student understands the _________ of classroom instruction; Differentiate question words (who, what, when, where, why, how); ask and answer questions. Retell or summarize what was read.
Answer: language
Explanation: Recognizing the language used in instructions aids students in following directions and participating more effectively in classroom discussions.
Question: A student writes simple sentences to ____________; participates in shared writing; composes orally and attempts new spellings; Begin to spell high-frequency words accurately and to spell regular words by sound.
Answer: dictation
Explanation: Writing practice through dictation reinforces spelling and composition skills, essential for developing literacy.
Question: A student can spell words ______________, with all the speech sounds represented (letter name spellings still common); Increase knowledge of rime patterns, word families, “choice” spellings for consonants, and most common spellings for all vowel sounds.
Answer: phonetically
Explanation: Phonetic spelling indicates a growing understanding of sound-letter relationships, which is crucial for reading development.
Question: A student shows knowledge of letter ______________ and orthographic constraints; Read and spell blends and diagraphs.
Answer: patterns
Explanation: Understanding letter patterns helps students make sense of how words are formed, aiding reading fluency.
Question: A student is learning the most common _______ words for reading and spelling; Read and spells words with short vowels, vowel-consonant-e, and inflections such as -ed, -s, -ing.
Answer: sight
Explanation: Mastery of sight words is vital, as these words often appear frequently in texts, supporting reading fluency.
Question: A student is starting to chunk common ____________ and letter sequences – such as -ing and -ack – and to read by analogy; Learn vowel teams and vowel-r patterns.
Answer: syllables
Explanation: Chunking skills enable students to decode words more efficiently, enhancing their reading comprehension and speed.
Question: A student can read decodable text, although not ___________; commonly reads word by word; Read decodable text with learned patterns and sight words, increase fluency. Reread for context if decoding attempt does not make sense. Partner read; use peer-assisted tutoring routines. Expand theme-related vocabulary. Write and publish first storybooks.
Answer: fluently
Explanation: Reading fluency develops over time with practice and support, allowing students to read with greater ease and confidence.
Question: A student can generalize phonics skills to ___________ words, then uses context as backup; Increase accuracy and automaticity with high-frequency words and regular words for reading.
Answer: unknown
Explanation: Applying phonics skills to unknown words strengthens overall reading ability and confidence in tackling new text.
Question: A student is increasing __________ in passage; Decode two-syllable and three-syllable words, using most common syllable division principles.
Answer: fluency
Explanation: Developing fluency aids comprehension and allows for smoother reading experiences, contributing to overall literacy success.
Question: A student recognizes more than 200 _________-______________ words by sight; Increase speed to 60-90 words per minute with independent reading material (95% correct).
Answer: high-frequency
Explanation: Proficiency in high-frequency words is critical for developing reading fluency and confidence.
Question: A student uses context to fully identify the ____________ of new words; Expand vocabulary at a rate of 800 or more words per year through second grade, then at the rate of 2,000 words per year.
Answer: meanings
Explanation: Understanding word meanings is essential for comprehension and allows students to engage more deeply with texts.
Question: A student can employ beginning comprehension ___________ – browsing, anticipating, questioning, clarifying, retelling and summarizing – with teacher support; Deepen awareness of different genres—narrative and expository—and how they are organized.
Answer: strategies
Explanation: Developing comprehension strategies is key to understanding texts and enhances students’ ability to analyze information.
Question: A student can ____________ readable compositions with capitals, end punctuation, and most words spelled correctly or phonetically; Plan before writing and stick to the plan.
Answer: compose
Explanation: The ability to write organized compositions reflects a student’s understanding of language structure and enhances writing skills.
Question: If students are lacking basic phonemic awareness, it is likely that their needs fit the profile of _____________ learners.
Answer: prealphabetic
Explanation: Prealphabetic learners typically struggle with sound-letter associations, indicating a need for foundational phonemic instruction.
Question: If students have partial phonemic awareness, but not full phonemic awareness, and are beginning to pair alphabet letters with sounds, the students may fit the profile of __________ ________________ learners.
Answer: early alphabetic
Explanation: Early alphabetic learners are transitioning from non-alphabetic to alphabetic understanding and require support in developing solid phonemic awareness.
Question: If students have phonemic awareness and can spell each sound phonetically, but are just learning how printed words are actually spelled, they are likely in the _________ ____________ phase.
Answer: later alphabetic
Explanation: Later alphabetic learners demonstrate emerging skills in decoding and spelling, indicating advancement in their reading journey.
Question: If students have phonemic awareness and knowledge of basic phonics but need to read whole words, syllables, and morphemes with more fluency, they are probably in the ___________ __________ phase.
Answer: consolidated alphabetic
Explanation: Students in the consolidated alphabetic phase showcase a developed understanding of phonics but require more practice for fluency with whole words and syllables.
Question: One of Ehri’s most important points is that sight word learning – fast recognition of words – is _____________ by and correlated with phonic knowledge, or the ability to match phonemes and grapheme rapidly and accurately.
Answer: facilitated
Explanation: Phonic knowledge is foundational for developing sight word recognition, significantly enhancing reading speed and comprehension.
Question: The most direct way to measure automatic recognition of real words is with graded lists, read under ________ and _________ conditions.
Answer: timed and untimed
Explanation: This approach ensures a comprehensive assessment of students’ ability to recognize words automatically, reinforcing the importance of fluency in reading.
