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LETRS Unit 4 Session 1 - 8 and LETRS Unit 4 Assessment (Latest 2025 / 2026) Qs & Ans, Exams of Literature

LETRS Unit 4 Session 1 - 8 and LETRS Unit 4 Assessment (Latest 2025 / 2026) Qs & Ans • 2025 LETRS Unit 4 Session 1 practice questions and answers • LETRS Unit 4 Session 2 assessment review guide • LETRS Unit 4 Session 3 post-test study materials • LETRS Unit 4 Session 4 quiz preparation tips • 2025 LETRS Unit 4 Session 5 exam questions with explanations • LETRS Unit 4 Session 6 study guide with sample answers • 2025 LETRS Unit 4 Session 7 practice test with solutions • LETRS Unit 4 Session 8 review questions and answers • LETRS Unit 4 comprehensive exam prep resources • LETRS Unit 4 all sessions study guide PDF • LETRS Unit 4 Session 1-8 actual test questions • 2025 LETRS Unit 4 post-assessment answer key • 2025 LETRS Unit 4 Session 1-8 quiz bank with solutions • LETRS Unit 4 final exam practice questions

Typology: Exams

2024/2025

Available from 04/15/2025

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LETRS Unit 4 Session 1 – 8
&
LETRS Unit 4 Assessment
Contents
LETRS Unit 4 Session 1 ................................................................. .......................................................... 2
LETRS Unit 4 Session 2 ....................................... ..................................................................................... 4
LETRS Unit 4 Session 3 ....................................... ..................................................................................... 7
LETRS Unit 4 Session 4 ....................................... ..................................................................................... 9
LETRS Unit 4 Session 5 ....................................... ................................................................................... 12
LETRS Unit 4 Session 6 ....................................... ................................................................................... 15
LETRS Unit 4 Session 7 ....................................... ................................................................................... 17
LETRS Unit 4 Session 8 ....................................... ................................................................................... 20
LETRS Unit 4 Assessment ........................................ .............................................................................. 23
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Download LETRS Unit 4 Session 1 - 8 and LETRS Unit 4 Assessment (Latest 2025 / 2026) Qs & Ans and more Exams Literature in PDF only on Docsity!

LETRS Unit 4 Assessment

 - LETRS Unit 4 Session 1 – 
  • LETRS Unit 4 Session Contents
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Session
  • LETRS Unit 4 Assessment

LETRS Unit 4 Session 1

  1. Direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading. A. True B. False

Correct Answer: A (True) Rationale: According to LETRS 2025, explicit teaching of morphemes (word structure) supports students’ decoding skills and reading fluency.

  1. Many common English words combine simple Anglo-Saxon words with Greek-derived forms. A. True B. False

Correct Answer: B (False) Rationale: LETRS 2025 explains that while English words come from multiple language

Rationale: Greek roots often form new scientific vocabulary, consistent with the historical development of technical terminology (LETRS 2025).

  1. Which sound-symbol correspondences are common in words of Anglo-Saxon origin? (Select all that apply.) A. Use of kn for the /n/ sound B. Use of ch for the /k/ sound C. Use of ph for the /f/ sound D. Use of silent e

Correct Answer: A and D (Use of kn for /n/; Use of silent e) Rationale: LETRS 2025 clarifies that certain spelling patterns like “kn” (as in “knight”) and final silent -e (as in “make”) are characteristic of Anglo-Saxon words.

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LETRS Unit 4 Session 2

  1. It is acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities. A. True

B. False

Correct Answer: B (False) Rationale: LETRS 2025 recommends that phoneme-grapheme mapping be accurate so students solidify correct sound-letter correspondences early.

  1. In English, some letters of the alphabet never end a word. A. True B. False

Correct Answer: A (True) Rationale: According to English orthographic constraints taught in LETRS 2025, certain letters (e.g., “j,” “v”) do not typically appear at word endings.

  1. Words in which the letter y stands for the short i sound (e.g., rhythm, polyp) are usually from which language? A. Greek B. Anglo-Saxon C. French D. Latin

Correct Answer: D (gills, cello, get) Rationale: LETRS 2025 notes that “c” and “g” have general rules (hard/soft), but “cello” and “get” deviate from typical usage of soft/hard sounds in certain positions.

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LETRS Unit 4 Session 3

  1. Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself. A. True B. False

Correct Answer: A (True) Rationale: LETRS 2025 stresses that identifying syllable types helps students decode multisyllabic words but isn’t the ultimate objective; fluent reading is.

  1. Consonant-le (Cle) syllables can occur anywhere within a word and can be stressed or unstressed. A. True B. False

Correct Answer: B (False) Rationale: LETRS 2025 clarifies that the Consonant-le syllable usually appears at the end of words and is typically unstressed (e.g., “ta-ble”).

  1. In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? (Select all that apply.) A. The /ā/ sound in stain, sail, away, and payment B. The /ē/ sound in heed, reap, fee, and teacup C. The /ō/ sound in float, row, window, and toadstool D. The /oi/ sound in coin, ploy, android, and destroy

Correct Answer: A, C, and D Rationale: LETRS 2025 explains that vowel teams vary depending on position, accent, and historical usage within a word.

  1. If a student reads aloud a multisyllabic word but it doesn’t sound right, what strategy should be applied? (Select all that apply.) A. Dividing the syllables a different way B. Reviewing familiar affixes and identifying them in the word C. Flexing the vowel sound(s)
  1. Students should learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less. A. True B. False

Correct Answer: A (True) Rationale: LETRS 2025 explains that English inflectional endings (e.g., -s, -ed) are more common and simpler morphologically; they are introduced before more complex derivational suffixes.

  1. Adding a derivational suffix to a word often changes the part of speech. A. True B. False

Correct Answer: A (True) Rationale: LETRS 2025 describes how derivational endings (-ful, -less, -ness, etc.) can change words from one part of speech to another (e.g., happy → happiness).

  1. The noun plural is pronounced as a whole syllable, /əz/ or /ɪz/, when it follows which type of phoneme? (Select all that apply.)

A. Nasals B. Some fricatives C. Glides D. Affricates

Correct Answer: B and D Rationale: According to LETRS 2025, the -es plural adds a syllable when it follows certain fricatives (/s/, /z/, /sh/, /zh/) or affricates (/ch/, /j/).

  1. Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes? A. si - lent B. un - read - a - ble C. hap - pi - ness D. care - ful - ly

Correct Answer: D (care - ful - ly) Rationale: LETRS 2025 emphasizes the importance of morphemic boundaries; “care,” “ful,” and “ly” are distinct morphemes.

  1. For which of these verbs would you need to change y to i before adding the suffix -ed?

Rationale: LETRS 2025 highlights that knowledge of syllables and morphemes supports accurate spelling and decoding.

  1. Reading and spelling should be taught as separate strands within a reading program starting in fourth grade. A. True B. False

Correct Answer: B (False) Rationale: LETRS 2025 advocates for integrated reading and spelling instruction across grade levels.

  1. About how many irregular spelling words should be introduced per week as part of spelling instruction? A. 1– B. 3– C. 5– D. 8–

Correct Answer: B (3–5) Rationale: LETRS 2025 recommends focusing on a manageable number of high-frequency

irregular words (3–5) per week.

  1. Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? (Select all that apply.) A. A student’s ability to spell specific types of letter-sound correspondences (e.g., consonant blends) B. How quickly a student can write a word while spelling it correctly C. A student’s ability to spell whole words D. How many high-frequency, irregular words a student can spell correctly

Correct Answer: A and C Rationale: LETRS 2025 indicates these screeners measure letter-sound correspondence and whole-word spelling accuracy.

  1. Which spelling concept is usually taught in third grade? A. Initial and final consonant blends (e.g., gr-, -nt) B. Multisyllabic base words C. VCe patterns (a_e, i_e, o_e, u_e, e_e) D. Inflectional suffixes -s and -ing

Correct Answer: B (Multisyllabic base words)

Correct Answer: A (True) Rationale: According to LETRS 2025, fluency correlates strongly with overall reading achievement and comprehension.

  1. Which of the following techniques specifically targets automaticity as a fluency subskill? A. Simultaneous oral reading B. Repeated readings C. Speed drills D. Oral reading with a partner

Correct Answer: C (Speed drills) Rationale: LETRS 2025 identifies speed drills as a focused method for building immediate recognition of words or patterns.

  1. Which of the following techniques specifically targets reading prosody as a fluency subskill? A. Speed drills B. Repeated readings C. Oral reading with a partner D. Phrase-cued oral reading

Correct Answer: D (Phrase-cued oral reading) Rationale: LETRS 2025 stresses that segmenting text into meaningful phrases improves intonation, expression, and overall prosody.

  1. How much gain in fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week? A. About 5 percent B. About 10 percent C. About 15 percent D. About 20 percent

Correct Answer: B (About 10 percent) Rationale: Research cited in LETRS 2025 indicates repeated reading can yield approximately a 10% improvement in reading rate.

LETRS Unit 4 Session 7

  1. When a student develops reading problems early on, it is usually appropriate to look for weaknesses in word recognition.

D. PAST results

Correct Answer: A (ORF performance) Rationale: LETRS 2025 encourages first checking oral reading fluency (accuracy and rate) to see if a foundational fluency gap exists.

  1. If a student’s general performance is not at level, but the ORF measures show accuracy, then what are appropriate next steps? (Select all that apply.) A. Check the fluency of prerequisite skills B. Provide Tier 1 and enrichment instruction C. Focus on teaching basic phonological and phonemic skills D. Focus on fluency-building activities at the word, phrase, and text levels

Correct Answer: A and D Rationale: LETRS 2025 suggests verifying the speed of foundational skills (A) and building fluency strategies at multiple levels (D).

  1. Which of the following is generally not considered when assessing whether a student’s performance is at level? A. State assessments B. Reading and spelling screeners

C. Reading levels of leveled text D. Teacher reports

Correct Answer: C (Reading levels of leveled text) Rationale: LETRS 2025 emphasizes the importance of multiple data sources for performance; leveled text levels are less precise than formal assessments or screeners.

LETRS Unit 4 Session 8

  1. The “formula” for how much time to allocate to word work varies by grade level; teachers should never deviate from the established formula for the grade they teach. A. True B. False

Correct Answer: B (False) Rationale: LETRS 2025 acknowledges that teachers must adapt instruction based on student data even though guidance by grade level exists.