LETRS Unit 3 Assessment Test with Verified Solutions

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LETRS Unit 3 Assessment Test with Verified Solutions

• Which of the following is not one of the strands in

Scarborough's Reading Rope?

• How can code-emphasis or phonics-emphasis in-

struction be used most effectively?

• Which word group might a teacher include in a lesson

focused on identification of consonant blends?

• Which word group might a teacher include in a lesson

focused on reviewing consonant digraphs?

• In a complete phonics lesson of 30-40 minutes, which

activity would typically not be included?

• Of all the phonic correspondences represented in

these words, which pattern is likely to be learned after the others?

• About what percent of English words can be spelled

and read accurately using sound-symbol correspon- dences alone, without knowing the syllable patterns, meaningful parts, or word origin?Guided reading

when organized around a logical progression of pat- tern words that have been taught blink, frog, twist thorn, show, chase partner reading of a trade book of high interest to the students gale

50%

• How many graphemes are in the word weight? 3
• Which of the following tasks would best provide prac-

tice for learning letter formation in kindergarten?

• In Ehri's early alphabetic phase of word-reading devel-

opment, students know some letter-sound correspon- dences and most letter names. A student at this level

is most likely to progress with instruction focused on:

tracing a model fol- lowing numbered arrows on lined pa- per blending and read- ing words such as at, an; mad, man; and it, sit, bit

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