Download LETRS Unit 6 Session 1 - 6 and LETRS Unit 6 Assessment (Latest 2025 / 2026) Qs & Ans and more Exams Literature in PDF only on Docsity!
LETRS Unit 6 Session 1 – 6
LETRS Unit 6 Assessment
Contents
LETRS Unit 6 Session 1 ........................................................................................................ 2
LETRS Unit 6 Session 2 ........................................................................................................ 4
LETRS Unit 6 Session 3 ........................................................................................................ 6
LETRS Unit 6 Session 4 ........................................................................................................ 8
LETRS Unit 6 Session 5 ...................................................................................................... 10
LETRS Unit 6 Session 6 ...................................................................................................... 12
LETRS Unit 6 Assessment .................................................................................................. 14
LETRS Unit 6 Session 1
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- The language comprehension domain of the Reading Rope does NOT incorporate which of the following? A. Literacy knowledge B. Language structure C. Memorization D. Background knowledge
- Answer: C. Memorization
- Rationale: (LETRS 2025): Language comprehension focuses on background knowledge, vocabulary, language structures, and literacy experiences. Memorizing text verbatim does not necessarily indicate true language comprehension skills.
- Language comprehension becomes more important to reading success… A. by the end of first grade. B. about halfway through second grade. C. about halfway through third grade. D. after third grade.
- Answer: D. After third grade.
- Rationale: (LETRS 2025): In early grades, decoding and word recognition are critical. As students move into upper elementary grades, their ability to understand increasingly complex texts depends more on vocabulary, background knowledge, and language comprehension.
- Rationale: (LETRS 2025): Effective comprehension instruction involves pre-reading (building background), during reading (monitoring), and post-reading (summarizing and clarifying) support, so that students can form a complete mental model of the text.
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LETRS Unit 6 Session 2 ────────────────────────────────────────────────────────
- Reading comprehension is difficult to assess through formal testing alone. A. True B. False
- Answer: A. True
- Rationale: (LETRS 2025): Comprehension involves multiple cognitive processes (e.g., background knowledge, language structures). Formal tests often provide a limited snapshot and may miss deeper aspects of comprehension.
- Which of the following is NOT a variable in interpreting reading comprehension test results? A. Strength or weakness in word recognition B. The format of the test C. Prior background knowledge D. State benchmarks in reading proficiency
- Answer: D. State benchmarks in reading proficiency
- Rationale: (LETRS 2025): Factors like background knowledge, word-reading ability, and test format can affect a student’s performance on comprehension tests. Fixed state benchmarks are external standards rather than variables that impact the student’s immediate test-taking process.
- Students who can answer multiple-choice questions about a passage without needing to read it are nonetheless exhibiting reading comprehension. A. True B. False
- Answer: B. False
- Rationale: (LETRS 2025): If a student can answer correctly by guessing or relying on prior knowledge of the topic (without reading), it indicates test-taking skill or familiarity with the subject, not actual reading comprehension of that text.
- Which of the following behaviors indicate problems with language comprehension? (Select all that apply.) A. Inaccurate spelling skills B. Confusion about the main idea versus details of a story C. Inability to maintain focus D. Telling the events of a story out of order
- Correct Answers: B, C, and D
- Rationale: (LETRS 2025): Difficulty focusing on the text's meaning, confusing details with main ideas, and missequencing events all suggest comprehension weaknesses. Spelling, while related to orthographic processing, is not a direct measure of language comprehension.
- Which of the following is NOT considered a strategy for informal observation of oral language comprehension? A. Giving students unit quizzes B. Having students predict a missing sentence in a passage C. Asking students “yes” or “no” questions about a text D. Having students repeat back sentences
- When preparing students to listen to or read a text, it is important to (select all that apply): A. Establish a purpose for reading. B. Preview key vocabulary words. C. Evoke or impart background knowledge. D. Encourage students to focus on literal meanings in the text only.
- Correct Answers: A, B, and C
- Rationale: (LETRS 2025): Comprehension is bolstered by clarifying purpose, ensuring familiarity with vocabulary, and activating or building relevant background knowledge. Focusing only on literal meaning is too narrow.
- Once a schema has been established, it is difficult for people to accept new information that contradicts it. A. True B. False
- Answer: A. True
- Rationale: (LETRS 2025): Learners often experience “cognitive dissonance” when faced with contradictory information, making it challenging to adjust or replace existing schemas.
- In preparing to read a text about France, it would be MOST important for teachers to spend time building and drawing out students’ background knowledge about (select all that apply): A. The culture of France. B. Whether they can recognize a French braid. C. Where France is located, and its relationship to surrounding countries. D. Their personal experiences in eating croissants.
- Rationale: (LETRS 2025): Cultural context and geographical relationships are relevant background facts. Knowing if they can recognize a French braid or whether they have eaten a croissant is less crucial to understanding the text’s broader context.
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LETRS Unit 6 Session 4 ────────────────────────────────────────────────────────
- Which of the following is NOT a direct factor in text comprehension? A. Decoding meanings of individual words B. Identifying meanings of words within sentences C. The ability to spell from dictation D. Creating a mental model
- Answer: C. The ability to spell from dictation
- Rationale: (LETRS 2025): Spelling skill alone does not drive comprehension. Comprehending text depends on decoding, sentence-level interpretation, and building a coherent mental model.
- Readers who struggle with comprehension may also (select all that apply): A. Have insufficient working memory. B. Have divergent dialects. C. Lack experience with longer, more formal sentences. D. Use appropriate expression when reading aloud.
- Correct Answers: A, B, and C
- Rationale: (LETRS 2025): Limited working memory, unfamiliar dialects, and minimal exposure to complex sentences can all impede comprehension. Fluent expression (prosody) alone does not guarantee comprehension.
- Rationale: (LETRS 2025): Before naming parts of speech or discussing advanced grammatical structures, students benefit from understanding how words function to convey meaning in a sentence.
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LETRS Unit 6 Session 5 ────────────────────────────────────────────────────────
- Which of the following is NOT correct? A text may lack coherence if… A. It lacks details. B. The author departs from the storyline. C. It is short. D. It lacks organization.
- Answer: C. It is short
- Rationale: (LETRS 2025): Text coherence depends on clear organization and relevant details, not merely length.
- The sentences “They were asked to wait in the living room. They didn’t.” provide an example of… A. Substitution B. Conjunctions C. Pronoun reference D. Ellipsis
- Answer: D. Ellipsis
- Rationale: (LETRS 2025): An ellipsis occurs when part of the meaning is left out or implied. In this case, “They didn’t [wait]” is understood from context.
- Which of the following words are examples of subordinating conjunctions? (Select all that apply.) A. Because B. And C. Or D. While
- Correct Answers: A (Because) and D (While)
- Rationale: (LETRS 2025): Subordinating conjunctions introduce dependent clauses (e.g., because, while, if). Coordinating conjunctions (and, but, or) join elements of equal syntactic rank.
- Which of the following activities can be used to help students notice and interpret cohesive devices? (Select all that apply.) A. Use sentences without a clear pronoun reference. B. Ask students to complete the unstated thought in sentences with ellipses. C. Ask students to find cohesive devices that explain why, when, or how something occurred during a second or third reading. D. Circle conjunctions in a text.
- Correct Answers: B, C, and D
- Rationale: (LETRS 2025): Having students explicitly identify ellipses, conjunctions, and other cohesive ties raises their awareness of how texts logically connect ideas.
- Teachers should NOT expect students to fully understand complex and compound sentences containing conjunctions until fourth grade. A. True B. False
- Which of the following is NOT an element of story grammar? A. Setting B. Characters C. Plot D. Index
- Answer: D. Index
- Rationale: (LETRS 2025): Traditional narrative structures include elements like setting, characters, plot, and resolution. An index is a text feature more common in nonfiction.
- Which of the following are features of informational text? (Select all that apply.) A. Often written in present tense B. Logical format C. Density of new ideas and concepts D. Climax
- Correct Answers: A, B, and C
- Rationale: (LETRS 2025): Informational texts often use present tense (especially science or factual texts), follow a logical/organizational structure, and introduce new or dense content. A “climax” is a narrative feature.
- The topic sentence “There are three main categories of clouds—high clouds, mid clouds, and low clouds” would introduce what kind of informational text structure? A. Cause/effect B. Process C. Classification D. Compare/contrast
- Answer: C. Classification
- Rationale: (LETRS 2025): Classifying “categories” of clouds reflects a text structure that groups items into related sets.
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LETRS Unit 6 Assessment ────────────────────────────────────────────────────────
- Which of the following statements BEST describes an effective way to prepare students to listen to or read a text? A. Read aloud the whole text first without pausing. B. Present a completed outline of the narrative or informational text. C. Establish the purpose for reading the text and impart background knowledge. D. Remind students of other books written by the same author.
- Answer: C. Establish the purpose for reading the text and impart background knowledge.
- Rationale: (LETRS 2025): Purpose-setting and background knowledge are crucial for comprehension readiness, enabling students to connect the text with what they already know.
- Which of the following describes a PRODUCT of comprehension, rather than a PROCESS? A. Generating mental pictures while reading B. Verbalizing a summary or retelling of the text after reading C. Pausing when meanings are not adding up or making sense D. Making inferences by connecting prior knowledge to the text
- Answer: B. Verbalizing a summary or retelling of the text after reading
- Rationale: (LETRS 2025): Summaries or retellings indicate a final outcome created by
D. Emphasize auditory-verbal repetition (modeling and speaking) of key ideas.
- Answer: C. Provide visual context for meaning—pictures, graphic organizers, objects, and/or actions.
- Rationale: (LETRS 2025): Visual supports help students attach meaning more readily to unfamiliar words and structures, aiding overall comprehension.
- Which statement explains the MOST important reason why formal (standardized) tests of reading comprehension may be of limited value to teachers? A. Not all tests of reading comprehension measure the same things. B. They do not measure knowledge of vocabulary. C. They typically reflect word-recognition skill, not comprehension. D. They ask questions about details clearly found within the text.
- Answer: A. Not all tests of reading comprehension measure the same things.
- Rationale: (LETRS 2025): Comprehension tests vary in content, format, and what they emphasize (literal vs. inferential questions). A single standardized test cannot capture all comprehension subskills.
- Which statement is NOT true about how a student’s understanding of syntax can affect comprehension? A. Sentence structures in written text may differ substantially from a student’s home dialect. B. Students may lack experience with the complex, formal sentence structures in written text. C. Long, complex sentences may tax students’ working memory capacities. D. The ability to process sentence structure has little effect on comprehension.
- Answer: D. The ability to process sentence structure has little effect on comprehension.
- Rationale: (LETRS 2025): Flexible use of syntax is central to meaning-making; difficulty parsing
longer or more formal sentences can hinder comprehension.
- What technique would be MOST relevant for teaching students to comprehend the structure of a fictional narrative? A. Making puppets to represent the main characters B. Using a story grammar outline to make notes C. Calling attention to transitional phrases such as “next” and “then” D. Asking students to talk about their own experiences
- Answer: B. Using a story grammar outline to make notes
- Rationale: (LETRS 2025): Story grammar outlines (setting, characters, problem, events, resolution) help students grasp narrative structure and retain key details.
- Which sentence is MOST likely to challenge younger students’ language comprehension abilities? A. The team lost, but everyone felt good about the game. B. Both the coaches and the players were happy. C. Unless everyone can agree, we will not play there again. D. By next season, we will find a way to win.
- Answer: C. Unless everyone can agree, we will not play there again.
- Rationale: (LETRS 2025): Complex conditional wording (“unless”) adds syntactic and semantic complexity, challenging emerging language skills.
- What activity would BEST create awareness of substitution as a cohesive device? A. Having students underline words and phrases that mean almost the same thing B. Having students color-code the main ideas and details C. Having students create questions for their peers
