LETRS Unit 5 Session 1 Answers
LETRS Unit 5 focuses on the important concepts of vocabulary and comprehension, which are critical for reading success.
LETRS Unit 5 Session 1 Answers
QUESTION: Recognizing the meaning of a partially known word in context is an example of:
a. high-frequency vocabulary.
b. linguistic richness.
c. expressive vocabulary.
d. receptive vocabulary.
ANSWER:
d. receptive vocabulary
QUESTION: Which of these statements are true? (Select all that are correct)
ANSWER:
a. It is impossible to measure the exact size of a person’s vocabulary.
c. The average student entering kindergarten knows about 4,000 words.
d. In the primary grades, about 10 words per week can be taught in-depth.
QUESTION: A strong vocabulary in preschoolers is associated with improved reading comprehension by third grade.
ANSWER:
Correct.
QUESTION: Approximately how many words should be thoroughly taught each week in the early grades?
- 5
- 10
- 25
- 50
ANSWER: B. Ten.
QUESTION: Every word a student is exposed to is stored in both the phonological and semantic lexicons.
ANSWER:
Incorrect.
QUESTION: abate
ANSWER: Become less in amount or intensity
QUESTION: neophyte
ANSWER: A person who is new to something
QUESTION: latent
ANSWER: Potentially existing but not presently evident or realized
QUESTION: aberrant
ANSWER: Markedly different from an accepted norm
QUESTION: garrulous
ANSWER: Full of trivial conversation
QUESTION: abeyance
ANSWER: Temporary cessation or suspension
QUESTION: abscond
ANSWER: Run away, often taking something or somebody along
QUESTION: commensurate
ANSWER: Corresponding in size, degree, or extent
QUESTION: gregarious
ANSWER: Temperamentally seeking and enjoying the company of others
QUESTION: adulterate
ANSWER: Make impure by adding a foreign or inferior substance.
QUESTION: Which of the following are examples of low-frequency words? Select all that apply.
amulet
gloaming
bureaucracy
somatic
ANSWER: All of the above.
QUESTION: Knowledge of word meanings accounts for up to how much variance in reading comprehension?
a. 20-30 percent
b. 35-45 percent
c. 50-60 percent
d. 70-80 percent
ANSWER: c. 50-60 percent
QUESTION: Children with better vocabularies (select all that apply):
a. learn to read more easily.
b. are better able to memorize sight words.
c. acquire phonemic awareness more easily.
d. are better able to compensate for deficiencies in phonemic awareness.
ANSWER: A, C
QUESTION: A child’s first-language vocabulary has little bearing on the ability to learn a second language.
true
false
ANSWER: False
QUESTION: Reading comprehension overlaps with what other skills? Select all that apply.
a. verbal intelligence
b. sight word recognition
c. background knowledge
d. memorization
ANSWER: A, C
Also Visit,
LETRS Unit 5 Session 1 : Vocabulary and Comprehension
Key Concepts Of Letrs Unit 5:
- Importance of Vocabulary:
- Vocabulary knowledge is directly linked to reading comprehension and overall literacy.
- Distinguishes between different types of vocabulary: listening, speaking, reading, and writing.
- Types of Vocabulary:
- High-Frequency Words: Common words that students encounter regularly in texts.
- Academic Vocabulary: Words that are essential for understanding subject matter across disciplines.
- Content-Specific Vocabulary: Words that are specific to particular fields or subjects.
Vocabulary Instruction Strategies:
- Explicit Teaching:
- Techniques for directly teaching vocabulary, including definitions, examples, and contextual usage.
- Importance of teaching word parts (roots, prefixes, suffixes) to enhance understanding and retention.
- Contextual Learning:
- Encouraging students to learn vocabulary in context through reading and discussions.
- Strategies for using rich, diverse texts to expose students to new vocabulary.
- Word Learning Strategies:
- Teaching students how to use context clues, morphological analysis, and dictionaries to deduce meanings.
Comprehension Development:
- The Role of Comprehension:
- Understanding that comprehension is the ultimate goal of reading.
- Discussion of the cognitive processes involved in comprehension, including decoding, inference, and summarization.
- Comprehension Strategies:
- Instruction on specific strategies to improve comprehension, such as questioning, summarizing, and predicting.
- Teaching students how to visualize and make connections to enhance understanding.
- Metacognition:
- Encouraging students to think about their own thinking processes while reading, fostering self-regulation and strategy use.
Assessing Vocabulary and Comprehension:
- Assessment Tools:
- Overview of various assessments to measure vocabulary knowledge and reading comprehension.
- Techniques for analyzing assessment data to guide instruction.
- Monitoring Progress:
- Strategies for ongoing assessment and progress monitoring to adjust instruction based on student needs.
Diverse Learners:
- Supporting All Students:
- Strategies to differentiate vocabulary and comprehension instruction for diverse learners, including English language learners and students with learning difficulties.
- Incorporating culturally relevant materials and experiences to enhance engagement and understanding.
Conclusion
LETRS Unit 5 Session 1 emphasizes the interconnectedness of vocabulary and comprehension in literacy development. By equipping educators with effective strategies for teaching these essential components, the unit aims to enhance students’ reading skills and overall academic success. The focus on both explicit instruction and contextual learning provides a comprehensive approach to fostering a rich vocabulary and strong comprehension skills in all students.