Download LETRS Unit 5 Session 1 - 6 and LETRS Unit 5 Assessment (Latest 2025 / 2026) Qs & Ans and more Exams Literature in PDF only on Docsity!
LETRS Unit 5 Session 1 – 6
LETRS Unit 5 Assessment
Contents
LETRS Unit 5 Session 1 ............................................................................................ 2
LETRS Unit 5 Session 2 ............................................................................................ 6
LETRS Unit 5 Session 3 .......................................................................................... 12
LETRS Unit 5 Session 4 .......................................................................................... 15
LETRS Unit 5 Session 5 .......................................................................................... 17
LETRS Unit 5 Session 6 .......................................................................................... 19
LETRS Unit 5 Assessment ...................................................................................... 21
LETRS Unit 5 Session 1
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- Recognizing the meaning of a partially known word in context is an example of: A. High-frequency vocabulary B. Linguistic richness C. Expressive vocabulary D. Receptive vocabulary
Answer: D. Receptive vocabulary Rationale: “Receptive vocabulary” comprises words students understand when reading or listening, even if they do not actively use those words themselves.
- A developed vocabulary in preschoolers predicts better reading comprehension in third grade: A. True B. False C. Only for native speakers D. Only when phonics is also strong
Answer: A. True Rationale: Longitudinal research shows that children’s early oral vocabulary strongly predicts later reading comprehension outcomes.
- About how many words should be taught in depth per week in the primary grades? A. 5 B. 10
D. (2), (3), and (4) only
Correct Answer: C. (1), (2), and (4) only Rationale: Researchers emphasize that vocabulary size cannot be measured precisely (1), that students typically learn thousands of words each year (2), and that about 10 words per week can be taught in-depth (4). The stated “4,000” word figure for entering kindergartners is generally higher than typical estimates (often 2,500–3,000).
6.1) Knowledge of word meanings accounts for up to how much variance in reading comprehension? A. 20–30% B. 35–45% C. 50–60% D. 70–80%
Answer: A. 20–30% Rationale: Multiple studies find that vocabulary knowledge explains roughly 20–30% of the variance in reading comprehension.
6.2) Which of the following are examples of low-frequency words? (Select all that apply.) A. Amulet B. Gloaming C. Bureaucracy D. Somatic
Answer: (A), (B), (C), and (D) Rationale: These words occur infrequently in everyday language and are typically considered Tier 2 or Tier 3 vocabulary.
6.3) Reading comprehension overlaps with what other skills? (Select all that apply.) A. Verbal intelligence B. Sight word recognition C. Background knowledge D. Memorization
Answer: A and C Rationale: Reading comprehension depends heavily on verbal reasoning (intelligence) and background knowledge. Sight word recognition is fundamental but not sufficient alone, and relying solely on memorization is less effective.
6.4) Children with better vocabularies (Select all that apply.): A. Learn to read more easily. B. Are better able to memorize sight words. C. Acquire phonemic awareness more easily. D. Are better able to compensate for deficiencies in phonemic awareness.
Answer: A and C Rationale: Strong vocabulary knowledge supports reading acquisition and helps children develop phonemic awareness. Memorizing or compensating for major deficits purely via vocabulary is less well-documented.
6.5) A child’s first-language vocabulary has little bearing on the ability to learn a second language. A. True B. False
Answer: B. False Rationale: Strong first-language skills—and especially vocabulary knowledge—generally
A. Placing students in a language-rich environment B. Reading aloud to students C. Speed drills D. Explicit teaching of selected words
Multiple-Choice Version: A. A & B only B. A & D only C. A, B, and D only D. All options (A, B, C, D)
Correct Answer: C. A, B, and D only Rationale: Rich oral language experiences (A), read-alouds (B), and explicit teaching (D) create multiple “mental hooks” for new words. Speed drills (C) alone do not build semantic depth.
- Techniques for enhancing interactive book reading include (Select all that apply.): A. Using props to introduce new words B. Using closed-ended questions C. Using words students know when defining a new word D. Elaborating on student responses
Multiple-Choice Version: A. A & C only B. A, C & D only C. A & B only D. B, C & D only
Correct Answer: B. A, C & D only
Rationale: Introducing new words with props, defining words in student-friendly terms, and elaborating on student responses all boost interactive reading and language growth.
- Which test may be used for both screening and progress monitoring of vocabulary? A. Acadience® Reading Word Use Fluency subtest B. Peabody Picture Vocabulary Test C. CORE Vocabulary Screener D. Expressive Vocabulary Test
Answer: A. Acadience® Reading Word Use Fluency subtest Rationale: Acadience® Word Use Fluency can serve as a quick, repeated measure of functional vocabulary growth.
6.1) Effective vocabulary instruction includes (Select all that apply.): A. Looking up definitions in a dictionary B. Identifying synonyms and antonyms C. Considering how a word relates to other words D. Answering multiple-choice questions about a word’s meaning
Multiple-Choice Version: A. A & B only B. B & D only C. C only D. B & C only
Correct Answer: C. Considering how a word relates to other words Rationale: Instruction is most effective when students make deep connections among words and learn how new vocabulary fits within semantic networks.
A. Asked students to identify animals in pictures B. Prompted definitions of suffixes “-er” and “-est” C. Paused to explain every word used D. Prompted connections between “big/bigger/biggest” and “small/smaller/smallest”
Multiple-Choice Version: A. A, B & C only B. B & D only C. B, C & D only D. A & D only
Correct Answer: B. B & D only Rationale: Clarifying comparative/superlative suffixes and linking them to related word sets fosters deeper word knowledge.
6.5) While reading aloud, teachers can help students learn new words by (Select all that apply.): A. Discussing new words and concepts B. Helping students relate concepts to their own experiences C. Supplying word lists before reading D. Taking pauses during reading to discuss vocabulary
Multiple-Choice Version: A. A & B & D only B. A & C only C. C & D only D. B & C & D only
Correct Answer: A. A, B & D only
Rationale: Providing direct explanation and contextual discussion helps deepen semantic processing. Merely handing out lists (C) is less interactive.
6.6) How did the teacher help prepare the students for the read-aloud? A. Called out two vocabulary words (“orbit,” “contaminant”) B. Brought in objects related to the read-aloud C. Told students the main idea to listen for D. Explained definitions of new words they’d encounter
Correct Answer: A. Called out two vocabulary words (“orbit,” “contaminant”) Rationale: Previewing key unfamiliar words helps students focus their listening and prime schema.
6.7) The teacher called upon the students’ background knowledge by (Select all that apply.): A. Having them explain what they thought might cause space trash B. Having them talk about other books related to space C. Asking if they’d like to go to space D. Calling on a student to explain what a sidebar is and what it does
Multiple-Choice Version: A. A & D only B. A, B & D only C. A, C & D only D. All of the above
Correct Answer: B. A, B & D only Rationale: Tapping prior, relevant knowledge fosters comprehension; simply asking “Would you like to go?” does not activate relevant background knowledge.
C. Words students will only see when reading about that topic D. Words with very concrete, literal meanings
Multiple-Choice Version: A. A & B only B. A, B & D only C. B & C only D. B, C & D only
Correct Answer: A. A & B only Rationale: Tier 2 words should be frequent enough and critical to text meaning. Words that appear only in isolated topics (C) are less ideal for robust instruction.
- Word lists are an ideal method for selecting vocabulary to teach to students. A. True B. False C. Only at older grades D. Only for Tier 3 words
Answer: B. False Rationale: Word lists alone may not account for context, utility, or conceptual understanding.
- ELs’ needs for vocabulary instruction may differ from native speakers because (Select all that apply.): A. They may pronounce the words with an accent that must be corrected B. They will lag behind in all aspects of reading C. They may be unfamiliar with Tier 1 word meanings D. They may need explicit interpretation of figurative language
Multiple-Choice Version: A. A & B only B. C & D only C. B & D only D. A & C only
Correct Answer: B. C & D only Rationale: ELs often require direct instruction in assumed “basic” words and explicit teaching of idioms/figurative expressions.
- Inhibiting students’ use of their native language is counterproductive to developing proficiency in English. A. True B. False
Answer: A. True Rationale: Research encourages building on the first language to strengthen overall language development.
- Low-frequency words that pertain to a specific area of study would be considered: A. Tier 1 B. Tier 2 C. Tier 3 D. Academic Tier 2
Answer: C. Tier 3 Rationale: Tier 3 words are domain-specific words rarely encountered outside specialized contexts (e.g., “photosynthesis,” “legislature”).
Multiple-Choice Version: A. A, B, & C only B. A & C only C. B & D only D. All of the above
Correct Answer: A. A, B, & C only Rationale: Addressing phonological confusion, practicing in sentences, and linking to known cognates all facilitate comprehension. Forbidding L1 usage can hinder progress.
- Explicit vocabulary instruction includes which of the following? (Select all that apply.) A. Filling in blanks on worksheets B. Explaining meaning with a student-friendly definition C. Using visual prompts or actions to clarify meaning D. Copying vocabulary words multiple times
Multiple-Choice Version: A. A, B, & C only B. B & C only C. A & D only D. All of the above
Correct Answer: B. B & C only Rationale: Clear, friendly explanations and visual/physical prompts reinforce robust vocabulary learning.
- The instruction “Tell your partner about a time you acted responsibly” is an example of: A. Describing what a word is not
B. Defining a word’s meaning C. Eliciting word use D. Translating into the first language
Answer: C. Eliciting word use Rationale: Prompting students to integrate the new term into personal experiences builds deeper retention and semantic associations.
LETRS Unit 5 Session 5 ────────────────────────────────────────────────────────
- Most of the oldest words used in English do not have multiple meanings. A. True B. False
Answer: B. False Rationale: Many ancient words in English have acquired multiple meanings over centuries of usage.
- What is the main focus of classification activities? A. Ensuring students understand each word’s dictionary definition B. Having students figure out categories on their own C. Ensuring students understand how words group and relate to each other D. Providing a fun, filler activity
Answer: C. Ensuring students understand the relationships among the words included Rationale: Classification tasks prompt students to notice shared attributes and conceptual organization.
Answer: D. Gradable antonyms Rationale: Gradable antonyms (e.g., hot/cold, near/far) fall on a continuum.
LETRS Unit 5 Session 6 ────────────────────────────────────────────────────────
- The way teachers use language has a direct effect on students’ vocabulary growth. A. True B. False
Answer: A. True Rationale: Rich, sophisticated adult language input and modeling is a key contributor to students’ vocabulary expansion.
- Which of the following is not an effective way to encourage richer language use in the classroom? A. Using precise, descriptive words in routine moments B. Rephrasing student responses into more refined language C. Using sophisticated language while discussing a book D. Providing dictionaries for students at their desks
Answer: D. Providing dictionaries for students at their desks Rationale: Merely having a dictionary on hand is less effective than active modeling, rephrasing, and high-level discussion.
- Strategies for encouraging independent word learning include (Select all that apply.): A. Having students look up new words in the dictionary before reading B. Directly teaching high-utility prefixes, roots, and suffixes
C. Exposing students to many new words at once D. Exposing students to a new word in multiple contexts
Multiple-Choice Version: A. A, B & C only B. B & D only C. A & D only D. All of the above
Correct Answer: B. B & D only Rationale: Teaching morphological elements and showing words across contexts are strong strategies; looking up every new word (A) or introducing too many words (C) is less effective.
- Understanding that word choices matter and that words carry power is one way to describe: A. Syntax B. Semantics C. Word consciousness D. Multiple meanings
Answer: C. Word consciousness Rationale: “Word consciousness” is an awareness that words have nuanced impact and can be chosen precisely.
- How might teachers help students “own” new vocabulary words? A. Have students write words and outline their shapes B. Have students copy sentences using the words C. Provide extension activities so students use the words in authentic settings
