LETRS Unit 3 Final Assessment
Which of the following is not one of the strands in Scarborough's Reading Rope? - not vocabulary
How can code-emphasis or phonics-emphasis instruction be used most effectively? - when organized
around a logical progression of pattern words that have been taught
Which word group might a teacher include in a lesson focused on identification of consonant blends? -
blink, frog, twist
Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? -
thorn, show, chase
In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? - partner
reading of a trade book of high interest to the students
Of all the phonic correspondences represented in these words, which pattern is likely to be learned after
the others? - gale
About what percent of English words can be spelled and read accurately using sound-symbol
correspondences alone, without knowing the syllable patterns, meaningful parts, or word origin? - not
15% or 34%
How many graphemes are in the word weight? - 3
Which of the following tasks would best provide practice for learning letter formation in kindergarten? -
tracing a model following numbered arrows on lined paper
In Ehri's early alphabetic phase of word-reading development, students know some letter-sound
correspondences and most letter names. A student at this level is most likely to progress with
instruction focused on: - blending and reading words such as at, an; mad, man; and it, sit, bit
What is the best key word to put on a sound-symbol card to teach short e, /ĕ/. - echo
