LETRS UNIT 4 SESSION 5 Check for Understanding
LETRS UNIT 4 SESSION 5 emphasizes the importance of monitoring student progress, ensuring that educators can identify where support is needed most.
As we explore the components of effective understanding checks, we’ll highlight practical methods that can be seamlessly integrated into your classroom. These techniques not only foster a deeper connection between teachers and students but also empower learners to take ownership of their educational journeys. By the end of this session, you’ll be equipped with valuable insights to enhance your teaching practice and drive student success.
Let’s embark on this journey to refine our assessment strategies and make literacy learning more engaging and effective for our students.
LETRS UNIT 4 SESSION 5
Question?
Understanding the syllable structure or morphological structure of a word can make it easier to spell.
Answer:
true
Explanation:
Comprehending how syllables and morphology function within words can significantly aid in spelling accuracy.
Question?
Reading and spelling should be taught as separate strands within a reading program starting in fourth grade.
Answer:
false
Explanation:
Integrating reading and spelling instruction tends to be more effective earlier in education rather than separating them at a later stage.
Question?
About how many irregular spelling words should be introduced per week as part of spelling instruction?
Answer:
3-5
Explanation:
Introducing 3 to 5 irregular spelling words weekly provides a manageable workload for students, allowing for effective learning.
Question?
Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply.
Answer:
a. a student’s ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and c. a student’s ability to spell whole words
Explanation:
Both screeners evaluate students’ competencies in letter-sound relationships and their overall word spelling abilities.
Question?
Which spelling concept is usually taught in third grade?
Answer:
b. multisyllabic base words
Explanation:
Introducing multisyllabic base words in third grade builds on students’ understanding of word structures, supporting their spelling development.
Question?
Which morphological concepts would help students spell “organization”? Select all that apply.
Answer:
a. knowing it contains the derivational noun suffix “-tion” AND d. knowing its base word is “organize”
Explanation:
Understanding the suffix “-tion” and the base word “organize” provides crucial insights into the spelling of “organization.”
Question?
What data should a teacher examine when reading a spelling screener score sheet? Select all that apply.
Answer:
a. how many whole words the student spelled correctly
b. how well the student knows patterns taught at that grade level
c. how many errors the student made within each conceptual category
Explanation:
These data points help educators assess students’ overall spelling performance and identify areas needing improvement.
Question?
Should students study the words before taking the LETRS spelling screeners?
Answer:
no
Explanation:
The intent of the screeners is to evaluate students’ genuine spelling abilities, which should not be influenced by prior study.
Question?
Which spelling screener and words should be dictated for midyear and end-of-year kindergarten students?
Answer:
a. Basic Spelling Screener, first 5-8 words
Explanation:
For young learners, dictating only the initial few words ensures the assessment is appropriate for their developmental stage.
Question?
Which spelling screener, and which words from it, should be dictated for students in grade 1?
Answer:
c. Basic Spelling Screener, at least the first 15 words
Explanation:
Assessing the first 15 words allows educators to gauge the spelling abilities of first graders accurately.
Question?
Which spelling screener should be used for weak spellers in grades 2 and 3?
Answer:
b. Advanced Spelling Screener, all words
Explanation:
The Advanced Spelling Screener provides comprehensive insights into the spelling challenges faced by weaker students in these grades.
Question?
Which spelling screener, and which words from it, should be dictated for strong spellers in grade 3?
Answer:
b. Advanced Spelling Screener, all words
Explanation:
Strong spellers should be evaluated using the complete set of words to assess their proficiency accurately.
Question?
If a student does not yet know the silent “e” convention, is spelling “hope” as “hop” weak phonology?
Answer:
a. No, the student is likely using the letter “o” to spell the vowel sound.
Explanation:
This indicates that the student’s understanding of vowel sounds is sound, and they may just not yet be aware of the silent “e” rule.
Question?
In what way does misspelling “wait” as “whet” demonstrate an orthographic error?
Answer:
a. The use of “wh” to spell the /w/ sound is an orthographic error.
Explanation:
This misspelling highlights a misunderstanding of phoneme-grapheme correspondence, specifically relating to the /w/ sound.
Question?
What information is helpful in determining if this student made enough spelling progress in grade 1?
Answer:
b. whether she has mastered what has been taught in grade 1
Explanation:
Evaluating mastery of the grade-level content helps assess overall progress in spelling skills.
Question?
Which of the following best practices did the teacher demonstrate? Select all that apply.
Answer:
a. She had students break the word into syllables.
b. She reminded students of syllable types and prompted them for the correct spelling of a syllable type.
c. She had students tap out the phoneme-grapheme correspondences for the second syllable.
Explanation:
These practices encourage a thorough understanding of word structure and support students in improving their spelling.
Question?
Which of the following best practices did the teacher demonstrate?
Answer:
c. She had students identify the correct phoneme-grapheme correspondence of the last sound before writing it.
Explanation:
This strategy helps reinforce students’ understanding of sound-letter relationships, essential for accurate spelling.
Question?
Which of the following best practices did the teacher demonstrate? Select all that apply.
Answer:
a. She posted the letter patterns the students were working with.
b. She had students check (proofread) their work.
Explanation:
Displaying letter patterns and encouraging proofreading fosters a supportive learning environment, enhancing spelling skills.
Question?
Which of the following best practices did the teacher demonstrate?
Answer:
c. She had students recall words on word cards as part of frequent, distributed practice.
Explanation:
Regularly practicing with word cards develops retention and strengthens spelling skills through repeated exposure.
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