Download LETRS Unit 3 Session 1 - 8 and LETRS Unit 3 Assessment (Latest 2025 / 2026) Qs & Ans and more Exams Literature in PDF only on Docsity!
LETRS Unit 3 Assessment
- LETRS Unit 3 Session 1 –
- LETRS Unit 3 Session 1......................................................................................................................... Contents
- LETRS Unit 3 Session 2.........................................................................................................................
- LETRS Unit 3 Session 3.........................................................................................................................
- LETRS Unit 3 Session 4.........................................................................................................................
- LETRS Unit 3 Session 5.......................................................................................................................
- LETRS Unit 3 Session 6.......................................................................................................................
- LETRS Unit 3 Session 7.......................................................................................................................
- LETRS Unit 3 Session 8.......................................................................................................................
- LETRS Unit 3 Assessment...................................................................................................................
LETRS Unit 3 Session 1
- Teachers who take a code-emphasis approach generally do not discuss the meanings of words being taught. A. True B. False C. They only discuss meanings if a student asks D. There is insufficient information Answer → B. False Rationale: In a code-emphasis approach, teachers focus on phoneme-grapheme instruction and decoding, but meaning and comprehension are still addressed (LETRS 2025).
- The ability to decode a new, unknown printed word, in or out of context, primarily depends on: A. Knowing the part of speech B. Obtaining its meaning from illustrations C. Knowledge of phoneme-grapheme correspondences and blending ability D. Recognizing the word from a prior vocabulary list Answer → C. Knowledge of phoneme-grapheme correspondences and blending ability Rationale: LETRS emphasizes that solid decoding requires understanding sound-symbol relationships and blending phonemes (LETRS 2025).
- Which definition(s) correctly describe(s) the term phonics? A. Awareness of individual speech sounds and how to manipulate them B. The system of phoneme-grapheme correspondences, a pillar of reading instruction,
LETRS Unit 3 Session 2
- Roughly half of English words can be spelled correctly based on established sound- symbol correspondences. A. True B. False C. Only true for multisyllabic words D. Only true for high-frequency words Answer → A. True Rationale: Research indicates about 50% of English words are spelled “by rule” through consistent sound-symbol correspondences (LETRS 2025).
- A complex syllable is a syllable that contains a: A. Digraph B. Consonant blend C. Vowel team D. VCe pattern Answer → B. Consonant blend Rationale: A complex syllable has a blended onset or coda (e.g., /bl/, /str/) according to standard phonics instruction (LETRS 2025).
- Vowel teams in English can have up to _____ letters. A. Two B. Three C. Four D. Five
Answer → C. Four Rationale: Some vowel teams (like “ough”) can involve up to four letters representing a single vowel sound (LETRS 2025).
- Which set of words includes only consonant digraphs with no blends? A. Father, shin, reach B. Cheek, less, silk C. Rough, phone, bang D. Stripe, laugh, wish Answer → A. Father, shin, reach Rationale: “th,” “sh,” and the final “ch” are digraphs. Set (C) also fits, but if we must pick one best choice from the format given, (A) exclusively shows digraphs not part of blends (e.g., “ph” or “ng” are also digraphs—some might interpret “bang” as a final nasal blend, but “ng” can function as a single phoneme). If both sets were acceptable in the original, you can note that “ng” is often taught as a digraph too. (LETRS 2025)
- Which set of words illustrates both the Floss rule and the “-ck” rule? A. Flick, sack, lock B. Fuss, cell, will C. Soak, flake, lurk D. Slick, kiss, cuff Answer → D. Slick, kiss, cuff Rationale: The Floss rule involves doubling final /f/, /l/, or /s/ after a short vowel; the “-ck” rule applies after a short vowel (e.g., “slick”). These words demonstrate both patterns (LETRS 2025).
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
━━━━━━━━━━━━━━━━━━━━
D. No additional reading practice is required at this phase Answer → B. Wide reading of texts on varied topics Rationale: Students in the consolidated phase benefit from increasingly sophisticated texts to build fluency and vocabulary, applying their advanced decoding skills to diverse content (LETRS 2025).
- Which is the best way to assess students’ ability to recognize real words in print? A. Timed readings of regularly spelled words, then timed readings of irregular words B. Timed and untimed readings of nonsense words and real words, aiming for recognition in under two seconds C. Timed and untimed readings of graded word lists, requiring recognition within one second D. Timed readings of short decodable passages only Answer → B. Timed and untimed readings of nonsense words and real words, aiming for recognition in under two seconds Rationale: Checking both real and nonsense words reveals a student’s decoding capacity and sight word recognition speed (LETRS 2025).
- Which should be a major instructional focus for students at the consolidated alphabetic phase? A. Practicing letter formation (alphabet writing) from memory B. Decoding two- and three-syllable words, plus learning to plan and compose in writing C. Matching single consonant and vowel charts only D. Oral recitation of poems or rhymes exclusively Answer → B. Decoding two- and three-syllable words, plus learning to plan and compose in writing Rationale: Once students have consolidated single-syllable decoding, they move on to multi-syllabic decoding, along with structured writing tasks (LETRS 2025).
LETRS Unit 3 Session 4
- Knowledge of letter names in kindergarten is an excellent predictor of later reading success. A. True B. False C. Only in first grade D. Not enough evidence Answer → A. True Rationale: Letter-name knowledge correlates with early decoding development and future reading achievement (LETRS 2025).
- Students should blend all sounds in a word before “adjusting” the pronunciation to form a real word. A. True B. False C. They should guess from context first D. They should rely on teacher modeling only Answer → A. True Rationale: Encouraging students to blend all phonemes first ensures stronger decoding skills before finalizing a word’s correct form (LETRS 2025).
- To develop visual-motor skills prior to formal letter formation, teachers may have students:
spelling relationship (LETRS 2025).
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━ ━━━━━━━━━━━━━━━━━━━━
LETRS Unit 3 Session 5
- Word chain activities must use only real words. A. True B. False C. True, if it is an advanced group D. True, unless the focus is on spelling Answer → B. False Rationale: Word chaining can include real or nonsense words to focus on phoneme manipulation (LETRS 2025).
- Open sort activities are most appropriate for advanced students who can identify orthographic patterns on their own. A. True B. False C. Only if working with high-frequency words D. Only if the teacher pre-models it Answer → A. True Rationale: Open sorts require higher-level cognitive and orthographic knowledge, typically suited for more advanced learners (LETRS 2025).
- Approximately how many words should be introduced in a lesson to practice a given
sound-symbol correspondence? A. 5– B. 10– C. 15– D. 30– Answer → C. 15– Rationale: Providing 15–30 words allows enough repeated practice without overwhelming students (LETRS 2025).
- Which activities provide direct practice with word meaning? A. Word webs and word classification B. Word families and sorting by initial sound C. Nonsense word fluency D. Timed decodable reading Answer → A. Word webs and word classification Rationale: Word webs and classification tasks focus on semantic relationships, building vocabulary alongside decoding (LETRS 2025).
- What is best for helping students distinguish between easily confused speech sounds (e.g., /k/ and /g/)? A. A closed sort focusing on big vs. little words B. A word chain using minimally contrasting pairs C. Word building with grapheme tiles only D. Using word families that include “k” and “g” Answer → B. A word chain using minimally contrasting pairs Rationale: Minimal pairs (e.g., “got”/“cot”) require careful discrimination of closely related phonemes (LETRS 2025).
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
D. Words that come from a district high-frequency list Answer → B. Any words a reader can recognize instantly Rationale: A “sight word” is any word recognized automatically, whether spelled regularly or irregularly (LETRS 2025).
- A teacher posts mind, kind, find, bind, and rind on a word wall. What do these words have in common? A. They are high-frequency words B. They share a spelling pattern and have somewhat irregular spellings C. They all denote abstract concepts D. They appear in the Fry list Answer → B. They share a spelling pattern and have somewhat irregular spellings Rationale: They share the -ind pattern, but the vowel sound/spelling is slightly irregular (LETRS 2025).
- How often should teachers introduce new irregular high-frequency words? A. At least once a day B. Three to five times per week C. At least once a month D. Once per grading period Answer → B. Three to five times per week Rationale: A steady drumbeat of 3–5 words weekly helps students learn and retain irregular high-frequency words (LETRS 2025).
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━ ━━━━━━━━━━━━━━━━━━━━
LETRS Unit 3 Session 7
- Leveled texts are ranked on objective readability criteria, gradually becoming more challenging as students progress. A. True B. False C. True for guided reading levels only D. True only if the teacher monitors progress daily Answer → B. False Rationale: “Leveled readers” often rely on subjective leveling systems or predictable features, not purely objective readability metrics (LETRS 2025).
- If a teacher follows a systematic process for transferring phonics skills, it is reasonable to expect students to read a decodable passage independently after about a week of instruction. A. True B. False C. Only if they are above grade level D. Only if the passage has fewer than 100 words Answer → A. True Rationale: With consistent, systematic phonics routines, students can decode newly taught patterns in controlled text within roughly one week (LETRS 2025).
- A school library has a series of predictable texts written in verse with lavish illustrations. How should a teacher use them? A. Use them for teacher read-alouds to enhance language and comprehension B. Use them as the primary decodable readers in phonics lessons C. Encourage students to memorize the verses and recite them together D. Avoid using them in any form
- The quality of Tier 2 and Tier 3 instruction is the most critical variable affecting student progress K–3. A. True B. False C. True only for Tier 3 D. True only for decoding instruction Answer → B. False Rationale: Effective Tier 1 core instruction is the bedrock for overall success, though Tier 2 and Tier 3 are also vital (LETRS 2025).
- Successful implementation of an RTI or MTSS model hinges on collaboration among all faculty. A. True B. False C. Only the reading specialist must collaborate D. Collaboration is optional Answer → A. True Rationale: A robust RTI/MTSS framework requires all stakeholders to communicate and coordinate efforts (LETRS 2025).
- What proportion of students likely need Tier 2 or 3 instruction when Tier 1 is effective? A. At least 5% B. At least 10% C. At least 20% D. At least 30% Answer → C. At least 20% Rationale: Typically, around 15–20% may require additional targeted support (LETRS 2025).
- Based on assessment data shared, how does teachers’ professional development (PD) affect outcomes? A. In-depth PD has little impact on Tier 1 students B. PD with coaching shows no difference in outcomes C. Even with in-depth PD, Tier 3 students make no progress D. Building teacher expertise with ongoing PD/coaching significantly improves outcomes Answer → D. Building teacher expertise with ongoing PD/coaching significantly improves outcomes Rationale: Research shows continuous teacher training plus coaching elevates student achievement (LETRS 2025).
- Your district adopts a solid, research-based core reading program. How should a teacher implement this? A. Implement only the elements aligning with students’ interests B. Follow it, but supplement or adjust pacing as needed C. Follow it exactly with zero deviations D. Use it only as a rough guide Answer → B. Follow it, but supplement or adjust pacing as needed Rationale: Even a high-quality core program must be adapted to meet individual student needs (LETRS 2025).
B. Know, gnat, wreck C. Ache, match, dodge D. Sing, yuck, rank Answer → A. Blink, frog, twist Rationale: /bl/, /fr/, /tw/ are consonant blends (LETRS 2025).
- Which word group might a teacher use to practice reviewing consonant digraphs? A. Sugar, badge, machine B. Garage, delve, quest C. Thorn, show, chase D. Bunk, bonk, bank Answer → C. Thorn, show, chase Rationale: “th,” “sh,” and “ch” are all common consonant digraphs (LETRS 2025).
- In a complete 30–40-minute phonics lesson, which activity typically would NOT be included? A. Word sorts, chaining, or timed word list reading B. Writing pattern words to dictation and in short sentences C. A “sound warm-up” with oral manipulation of the target sound D. Partner reading of a high-interest trade book Answer → D. Partner reading of a high-interest trade book Rationale: High-interest trade books are generally not controlled decodable texts and are better used outside the core phonics block (LETRS 2025).
- Which phonics pattern in these words is typically taught last: gale, cot, wed, dug? A. Cot B. Wed C. Dug D. Gale
Answer → D. Gale Rationale: Long-vowel patterns (such as the silent-e in “gale”) are usually introduced after basic short-vowel CVC words (LETRS 2025).
- About what percent of English words can be spelled and read accurately using sound- symbol correspondences alone (without syllable or morpheme knowledge)? A. 15% B. 34% C. 50% D. 80% Answer → C. 50% Rationale: Around half of English words are straightforwardly decodable by basic sound- symbol rules (LETRS 2025).
- How many graphemes are in the word weight? A. 1 B. 3 C. 5 D. 6 Answer → B. 3 Rationale: /w/ /ā/ /t/ are the three phonemes; “weight” has letter clusters “wei” making the /ā/ sound and “gh” silent. The total graphemes are “w,” “eigh,” “t,” typically counted as 3 (some might count “w,” “ei,” “gh,” “t” differently, but from a standard phoneme-grapheme standpoint “eigh” often is one grapheme for the long /ā/; consult your phonics scope) (LETRS 2025).
- Which task best helps kindergartners learn letter formation? A. Pointing to the alphabet poster and singing the ABCs B. Naming uppercase and lowercase letters in random order