LETRS UNIT 4 SESSION 3 Check for Understanding
Understanding how to check for comprehension not only enhances teaching strategies but also fosters student growth. By implementing the techniques discussed in this session, teachers can create a more engaging and responsive classroom environment.
Join us as we delve into the key components of this LETRS UNIT 4 SESSION 3 session, exploring effective ways to gauge student understanding and adapt teaching methods accordingly. You’ll discover practical strategies that can make a significant impact on your students’ literacy journeys.
LETRS UNIT 4 SESSION 3 Check for Understanding
Question?
Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself.
true
false
Answer:
true
Explanation:
Identifying syllable types serves as a foundational skill to aid in reading and comprehension, rather than an end goal. The aim is to support overall literacy development. Understanding syllable structure enhances decoding and encoding skills in students.
Question?
Consonant-le (Cle) syllables can occur anywhere within a word and be stressed or unstressed.
true
false
Answer:
false
Explanation:
Consonant-le syllables typically appear at the end of words and are often unstressed. Understanding their placement assists in identifying syllable boundaries and proper pronunciation. This distinction helps learners decode multisyllabic words accurately.
Question?
In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? Select all that apply.
a. the /ā/ sound in stain, sail, away, and payment
b. the /ē/ sound in heed, reap, fee, and teacup
c. the /ō/ sound in float, row, window, and toadstool
d. the /oi/ sound in coin, ploy, android, and destroy
Answer:
a. the /ā/ sound in stain, sail, away, and payment
c. the /ō/ sound in float, row, window, and toadstool
d. the /oi/ sound in coin, ploy, android, and destroy
Explanation:
The vowel sound’s position can influence spelling patterns and vowel team choices. For instance, the context in which the sounds appear dictates which vowel teams are used. Recognizing these patterns helps in predicting spelling in other words.
Question?
If a student reads aloud a multisyllabic word but it doesn’t sound right, what strategy should be applied? Select all that apply.
a. dividing the syllables a different way
b. reviewing familiar affixes and identifying them in the word
c. flexing the vowel sound(s)
d. looking up the word in a dictionary
Answer:
a. dividing the syllables a different way
c. flexing the vowel sound(s)
Explanation:
When a word does not sound correct, changing syllable division can clarify pronunciation. Additionally, adjusting vowel sounds may yield improvements in fluency. Utilizing these strategies can enhance a student’s reading accuracy and confidence.
Question?
Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, and station?
a. a closed syllable with a short vowel
b. an open syllable with a long vowel
c. a vowel team syllable
d. an odd syllable with a schwa
Answer:
d. an odd syllable with a schwa
Explanation:
The term “odd syllable with a schwa” correctly describes the syllable structure in the listed words. Recognizing schwa helps in understanding syllable complexity and pronunciation. This knowledge supports the identification of similar syllables in other words.
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