LETRS UNIT 3 SESSION 7 Check for Understanding
This session emphasizes essential techniques for monitoring comprehension and adjusting instruction accordingly. Learning how to check for understanding not only enhances student engagement but also empowers educators to tailor their teaching methods to meet diverse learning needs.
In this introduction to LETRS UNIT 3 SESSION 7 Check for Understanding, we will explore practical tools, strategies, and insights that can significantly improve the way teachers assess their students’ learning. By implementing these approaches, educators can foster a classroom environment where every student has the opportunity to thrive.
Understanding the Importance of Assessing Student Comprehension
Question?
Leveled texts are ranked on objective readability criteria, gradually becoming more difficult as students progress through the levels.
Answer:
false
Explanation:
Leveled texts are indeed assessed based on specific criteria for readability. However, the claim that they gradually become more difficult as students advance is not accurate, as leveling can vary among different text sets.
Question?
If a teacher follows a systematic process for transferring phonics skills to text, it’s reasonable to expect students to read a decodable passage independently after a week of instruction.
Answer:
true
Explanation:
When a teacher effectively implements a structured approach to teaching phonics, it sets a strong foundation for students. With consistent practice throughout a week, it is reasonable to expect students to achieve independence in reading decodable passages.
Question?
A school library has available a series of lavishly illustrated predictable texts written in verse. What is the most appropriate way to use these in the classroom?
a. Use them as teacher read-alouds to enhance oral language and comprehension skills.
b. Find predictable passages with at least one pattern word. Use these for the text-reading component of phonics lessons.
c. Read them to students repeatedly. When students have learned much of the text by heart, recite verses together.
d. Avoid using them. Young readers in a code-emphasis program should be exposed to decodable texts only.
a. Use them as teacher read-alouds to enhance oral language and comprehension skills.
Answer:
a. Use them as teacher read-alouds to enhance oral language and comprehension skills.
Explanation:
Utilizing illustrated predictable texts as read-alouds allows teachers to model fluent reading and enrich student vocabulary and comprehension. This strategy engages students and fosters a love for reading while providing valuable language exposure.
Question?
Students are reading a decodable text that uses only pattern words or high-frequency words students have been taught. What level of reading accuracy is reasonable to expect?
70%
80%
95%
100%
95%
Answer:
95%
Explanation:
Given that the text includes familiar pattern and high-frequency words, a reading accuracy of 95% is a reasonable expectation. This level of accuracy indicates that students can decode almost all of the text smoothly, which builds their confidence and fluency.
Question?
Over the course of a week of phonics instruction, which step in the Transfer to Text Process is the first that can be phased out?
a. Highlight skill words in a decodable passage.
b. Practice reading skill words in isolation before reading them in a passage.
c. Read a clean copy of a decodable passage.
d. Read the same decodable passage two days in a row.
b. Practice reading skill words in isolation before reading them in a passage.
Answer:
b. Practice reading skill words in isolation before reading them in a passage.
Explanation:
As students become more proficient with their phonics skills, the necessity for practicing skill words in isolation decreases. Transitioning to connected text allows for more authentic practice and reinforces their phonics learning in context.
PEOPLE ALSO VISIT:
