LETRS Unit 6 Session 3 Check For Understanding
When it comes to understanding the intricate world of literacy instruction, LETRS (Language Essentials for Teachers of Reading and Spelling) offers invaluable insights and strategies. In LETRS Unit 6 Session 3, educators delve deeper into the essential components that underpin effective reading instruction, particularly focusing on the critical relationship between language and literacy.
This session is designed to enhance teachers’ awareness of how language development directly influences students’ reading abilities. Through engaging discussions and practical applications, participants are equipped with tools that can significantly impact their teaching practices and, ultimately, their students’ learning outcomes.
Whether you’re a seasoned educator or new to the field, LETRS Unit 6 Session 3 promises to broaden your understanding of literacy and its foundational elements. Get ready to explore essential concepts that empower educators to support their students on the journey to becoming proficient readers.
Understanding LETRS Unit 6 Session 3
Question?
Which of the following statements is not true about background knowledge?
Answer:
b. It applies to everything retained in short-term memory.
Question?
Background knowledge is not required for students to create a detailed schema.
Answer:
false
Explanation:
While background knowledge can enhance understanding, it is not strictly necessary for the formation of a detailed mental framework. Students can build schemas through various means, not solely relying on previously retained information.
Question?
When preparing students to listen to or read a text, it is important to (select all that apply):
Answer:
a. establish a purpose for reading.
b. preview key vocabulary words.
c. evoke or impart background knowledge.
Question?
Once a schema has been established, it is difficult for individuals to accept new information that contradicts it.
Answer:
true.
Explanation:
Established schemas form a lens through which people interpret new information, making it challenging to integrate conflicting ideas. This phenomenon highlights the importance of providing students with experiences that reshape or enhance their existing knowledge.
Question?
In preparing to read a text about France, it would be most important for teachers to spend time building and drawing out students’ background knowledge about (select all that apply):
Answer:
a. the culture of France.
c. where France is located, and its relationship to surrounding countries.
Explanation:
Understanding France’s culture and geographical context is essential for students to engage meaningfully with the text. This foundational knowledge enables them to make connections, enhancing comprehension and retention of the material presented.
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