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LETRS Unit 2 Assessment
- LETRS Unit 2 Session 1 –
- LETRS UNIT 2, SESSION 1 ...................................................................................................... Contents
- LETRS UNIT 2, SESSION 2 ......................................................................................................
- LETRS UNIT 2, SESSION 3 ....................................................................................................
- LETRS UNIT 2, SESSION 4 ....................................................................................................
- LETRS UNIT 2, SESSION 5 ....................................................................................................
- LETRS UNIT 2, SESSION 6 ....................................................................................................
- LETRS UNIT 2, SESSION 7 ....................................................................................................
- LETRS UNIT 2, SESSION 8 ....................................................................................................
- LETRS UNIT 2 ASSESSMENT ................................................................................................
LETRS UNIT 2, SESSION 1
- A student with general phonological awareness can learn to read fluently, even if the student has not yet developed awareness of speech sounds at the phoneme level. A. True B. False
Answer: B. False Ra onale: According to LETRS, students must become aware of individual phonemes to secure full phonics knowledge and achieve fluent reading.
- If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in seman3c memory. A. True B. False
Answer: A. True Ra onale: LETRS emphasizes that analyzing a word’s structure (syllables, phonemes) supports deeper encoding and more robust mental storage, aiding comprehension.
- The term coar3cula3on means: A. Perceiving all of the individual phonemes in a word when listening B. Associa3ng phonemes with the le<ers that represent each sound C. Matching the sound of a spoken word to its meaning D. Saying the phonemes within a syllable so they are seamlessly joined
Answer: D. Saying the phonemes within a syllable so that all segments are seamlessly joined Ra onale: Coar3cula3on is about how sounds overlap in real speech, producing con3nuous rather than strictly separated segments.
LETRS UNIT 2, SESSION 2
- What level of phonological or phonemic awareness is demonstrated in this (first) ac3vity? A. Early phonological awareness B. Basic phonemic awareness C. Advanced phonemic awareness
Answer: A. Early phonological awareness Ra onale: Early phonological awareness oCen pertains to skills such as rhyme, syllable coun3ng, or iden3fying ini3al sounds in simpler tasks.
- What level of phonological or phonemic awareness is demonstrated in this (second) ac3vity? A. Early phonological awareness B. Basic phonemic awareness C. Advanced phonemic awareness
Answer: B. Basic phonemic awareness Ra onale: Basic phonemic awareness involves simple blending or segmenta3on at the phoneme level (e.g., 2- or 3-phoneme words).
- What level of phonological or phonemic awareness is demonstrated in this (third) ac3vity? A. Early phonological awareness B. Basic phonemic awareness C. Advanced phonemic awareness
Answer: C. Advanced phonemic awareness Ra onale: Advanced skills typically involve manipula3ng (adding, dele3ng, subs3tu3ng) phonemes within words.
- What level of phonological or phonemic awareness is demonstrated in this (fourth) ac3vity? A. Early phonological awareness
Ra onale: Ac3vi3es involving dele3ng or reversing phonemes within more complex words indicate advanced skill.
- What level is demonstrated in the seventh ac3vity? A. Early phonological awareness B. Basic phonemic awareness C. Advanced phonemic awareness
Answer: A. Early phonological awareness Ra onale: Possibly focusing on rhyme or syllable tasks, typical of early awareness.
- What level is demonstrated in the eighth ac3vity? A. Early phonological awareness B. Basic phonemic awareness C. Advanced phonemic awareness
Answer: C. Advanced Ra onale: An ac3vity that requires more complex manipula3on, beyond simple segmenta3on or blending.
- Which phonological or phonemic awareness ac3vity would you do next? A. Reverse phonemes: “Say ‘park.’ Now say ‘park’ backward.” B. Iden3fy syllables: “How many syllables are in ‘fantas3c’?” C. Iden3fy which word does not belong in a set by first sound
Answer: C. Iden3fy which word does not belong… Ra onale: This follows the simpler con3nuum of phonological tasks (e.g., allitera3on), so it is appropriate if the student s3ll needs that prac3ce.
- What would you do next? A. Segment phonemes in CVC words B. Subs3tute vowel phonemes C. Count syllables
Answer: A. Segment CVC words Ra onale: Before moving to vowel subs3tu3ons or mul3-syllable checks, the student should solidify segmen3ng basic CVC words.
- What would you do next? A. Blend phonemes in CVC words B. Subs3tute phonemes C. Reverse phonemes
- Which tasks could a student at the early phonological awareness level perform? (Select all that apply.) A. “Which words begin with the same sound: cat, kiss, or map?” B. “Segment and tap the sounds in ‘flip.’” C. “Clap the syllables in the word ‘baseball.’” D. “Say ‘ship,’ then change /sh/ to /ch/.”
Answer: A and C Ra onale: Early students can handle simple allitera3on tasks and basic syllable segmenta3on.
- Which tasks could a typical 7-year-old perform? (Select all that apply.) A. “Say ‘brake.’ Now say it again without the /r/ → bake.” B. “Say ‘mit.’ Now say it again without /m/ → it.” C. “Say ‘sand.’ Now say it again without /n/ → sad.” D. “Say ‘bike.’ Now say it again without /k/ → bye.”
Answer: B and D Ra onale: By age 7, children commonly manipulate ini3al or final sounds in short words; removing an internal sound like /n/ in “sand” is oCen more advanced.
- Which advanced/complex phoneme awareness skill is most difficult for children to master? A. Dele3ng a final sound from a CVC word B. Adding a sound to the beginning of a CCVC word C. Dele3ng the second phoneme in a CCVCC pa<ern D. Matching words with the same ini3al sounds
Answer: C. Dele3ng the second phoneme in CCVCC Ra onale: Removing a phoneme that is embedded inside mul3ple consonants is a high-level challenge in phoneme manipula3on.
LETRS UNIT 2, SESSION 3
- Phonemic awareness instruc3on for young learners is most beneficial when linked with phonics instruc3on. A. True B. False
Answer: A. True Ra onale: LETRS recommends integra3ng phonological awareness with decoding instruc3on to create a strong founda3on for reading.
Answer: C. A few minutes a day… Ra onale: Brief, frequent prac3ce is shown to be more effec3ve than lengthy drills.
- Once a child grasps the alphabe3c principle, which changes typically occur? (Select all that apply.) A. Spelling becomes more phone3cally accurate B. The student easily deletes/subs3tutes phonemes C. A<empts to decode focus more on blending sounds D. Recogni3on improves for high-frequency, irregular words
Answer: A and C Ra onale: Knowing le<ers map to sounds leads to more accurate phone3c spelling and a greater emphasis on blending in decoding a<empts.
LETRS UNIT 2, SESSION 4
- How many phonemes are heard in this example? (Ques3on #1) A. 2 B. 3 C. 4
D. 5
Answer: B. 3 Ra onale: Coun3ng dis3nct phonemes requires careful a<en3on to each sound spoken.
- How many phonemes are heard? (Ques3on #2) A. 2 B. 3 C. 4 D. 5
Answer: C. 4 Ra onale: The spoken word likely has four separate sounds.
- How many phonemes are heard? (Ques3on #3) A. 2 B. 3 C. 4 D. 5
Answer: D. 5 Ra onale: Some words with mul3ple consonant clusters can yield five dis3nct phonemes.
A. /ch/ B. /s/ C. /sh/ D. /z/
Answer: B. /s/ Ra onale: Carefully focusing on the hiss-like sound reveals /s/.
- Which sound did you hear? A. /b/ B. /m/ C. /n/ D. /p/
Answer: B. /m/ Ra onale: /m/ is a nasal created with closed lips and voice.
- Which sound did you hear? A. /k/ B. /w/ C. /wh/ D. /y/
Answer: B. /w/ Ra onale: The /w/ sound is a glide made by rounding the lips at the start.
- Which sound did you hear? A. /s/ B. /sh/ C. /z/ D. /zh/
Answer: C. /z/ Ra onale: /z/ is a voiced sibilant (like /s/, but with vocal fold vibra3on).
- Which sound did you hear? A. /b/ B. /m/ C. /n/ D. /p/
Answer: D. /p/ Ra onale: /p/ is an unvoiced bilabial stop.
D. /p/
Answer: B. /m/ Ra onale: The /m/ sound is the only nasal requiring complete lip closure.
- Which sound is the voiced counterpart to /ch/? A. /k/ B. /j/ C. /s/ D. /sh/
Answer: B. /j/ Ra onale: /ch/ and /j/ share place/manner but differ in voicing.
- Which word includes the glide /y/ between another consonant and the long “u”? A. tool B. rude C. few D. noon
Answer: C. few Ra onale: In “few,” the /y/ glide merges with the /u/ vowel, oCen heard as /fyoo/.
- A student writes “charp” for “sharp.” The likely cause? A. Confusing two affricates B. Subs3tu3ng an affricate for a frica3ve C. Confusing two unvoiced frica3ves D. Subs3tu3ng an unvoiced frica3ve for a voiced one
Answer: B. Subs3tu3ng an affricate for a frica3ve Ra onale: /sh/ is a frica3ve, but the student wrote a sound resembling an affricate (/ch/).
- A student writes “vis” for “this.” The likely cause? A. Subs3tu3ng a nasal for a frica3ve B. Subs3tu3ng a glide for a frica3ve C. Confusing two voiced frica3ves D. Subs3tu3ng an unvoiced frica3ve for a voiced one
Answer: C. Confusing two voiced frica3ves (/v/ and voiced /th/) Ra onale: /th/ (voiced) and /v/ are oCen confused by learners, especially if they’re merging the sound with labiodental /v/.
- A student writes “mob” instead of “mop.” The likely cause?
