LETRS UNIT 6 SESSION 5 Check for Understanding
Through practical examples and engaging discussions, LETRS UNIT 6 SESSION 5 Check for Understanding equips teachers with tools to implement effective assessment strategies in their classrooms. Let’s explore how these insights can transform the way we approach learning and assessment in our educational settings.
Effective Assessment Strategies in LETRS UNIT 6 SESSION 5
Which of the following is not correct?
A text may lack coherence if:
Answer:
A text may lack coherence if it is short.
Explanation:
Length alone does not determine the coherence of a text. A short text can be well-structured and convey its message clearly, while a longer text may lack coherence if its ideas are poorly organized or connected. Thus, being short does not inherently mean a lack of coherence.
The sentences “They were asked to wait in the living room. They didn’t.” provide an example of:
Answer:
ellipsis
Explanation:
Ellipsis refers to the omission of words that are understood from the context, which helps in avoiding redundancy. In this case, the sentence omits the expected information that they didn’t wait, making it more concise while still conveying the intended meaning.
Which of the following words are examples of subordinating conjunctions? Select all that apply.
Answer:
because; while
Explanation:
Subordinating conjunctions connect dependent clauses to independent clauses, providing relationships between ideas. “Because” introduces reason, while “while” indicates time or contrast, both serving to enhance the complexity of sentences.
Which of the following activities can be used to help students notice and interpret cohesive devices? Select all that apply.
Answer:
Ask students to complete the unstated thought in sentences with ellipsis; Ask students to find cohesive devices that explain why, when, or how something occurred during a second or third reading; Circle conjunctions in a text.
Explanation:
These activities engage students in active analysis of the text, helping them recognize how cohesive devices function within sentences. By completing thoughts and identifying connections, students enhance their understanding of text structure and coherence.
Teachers should not expect students to fully understand complex and compound sentences containing conjunctions until fourth grade.
Answer:
true
Explanation:
Developmentally, understanding complex and compound sentences is a skill that typically emerges as students progress through early education. By fourth grade, learners are generally better equipped to handle these structures, making it reasonable for teachers to expect more comprehension at this stage.
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