Download LETRS Unit 7 Session 1 - 6 and LETRS Unit 7 Assessment (Latest 2025 / 2026) Qs & Ans and more Exams Literature in PDF only on Docsity!
LETRS Unit 7 Session 1 – 6
LETRS Unit 7 Assessment
Contents
LETRS Unit 7 Session 1 ............................................................................................ 2
LETRS Unit 7 Session 2 ............................................................................................ 4
LETRS Unit 7 Session 3 ............................................................................................ 6
LETRS Unit 7 Session 4 ............................................................................................ 8
LETRS Unit 7 Session 5 .......................................................................................... 10
LETRS Unit 7 Session 6 .......................................................................................... 12
LETRS Unit 7 Assessment ...................................................................................... 14
LETRS Unit 7 Session 1
- With first-grade students, how much instructional time should be devoted to English Language Arts (ELA)? A. 30 minutes B. 1 hour C. 90 minutes D. 2 hours or more
Answer: D. 2 hours or more Rationale: LETRS emphasizes substantial, protected daily instructional time in literacy to provide ample opportunities for foundational skills, oral language, and comprehension development. In first grade, this often exceeds two hours per day.
- Teachers should depend heavily on the results of screeners such as Acadience® Reading K-6 to determine what skills should be taught to students. A. True B. False C. Only for older students D. Only for struggling readers
Answer: B. False Rationale: While screeners help identify students needing specific support, LETRS underscores that multiple data sources (observations, progress-monitoring measures, diagnostic assessments)
Answer: A. True Rationale: A well-structured curriculum with clear instructional focus (e.g., integrated content, visible objectives) allows any observer to identify the lesson’s purpose. LETRS promotes clarity and intentionality in lesson design.
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- The students most likely to benefit from strategy instruction are those who… A. Are in grades three and below B. Are in grades four and above C. Receive extended practice D. Have acquired good decoding skills but are not familiar with a particular strategy
Answer: B and D (In a standard multiple-choice format, if only one correct letter is allowed, the best single combination or answer would specify that both “B” and “D” apply. Below is the pair restated for clarity.)
- Correct statements:
- B. Are in grades four and above
- D. Have acquired good decoding skills but aren’t familiar with a particular strategy
Rationale: LETRS research findings show that older students, once their decoding is secure, especially benefit from learning explicit comprehension strategies. They need strategic guidance for deeper reading rather than basic decoding help.
- The best time to employ strategy instruction is when… A. Teachers can devote a significant block of time to it B. Students are young enough to still benefit from it C. Students are ready for it, in the context of lessons with a larger purpose D. Content is not a critical focus of the lesson
Answer: C. Students are ready for it, in the context of lessons with a larger purpose Rationale: Strategy instruction is most effective when embedded in authentic, purposeful reading experiences. LETRS highlights timely, integrated strategy teaching rather than isolated skill drills.
- Which step in the "gradual release of responsibility" of strategy instruction is out of sequence? A. The teacher models the thinking process by thinking aloud. B. The teacher explicitly describes and explains the strategy. C. The teacher and students try to apply the strategy together. D. The students practice applying the strategy, with teacher supervision.
Answer: A. The teacher models the thinking process by thinking aloud. Rationale: In a typical gradual release sequence, the teacher first explains and describes the strategy (B), then models the strategy (A), practices it together with students (C), and finally transitions students to independent use (D). If A appears before B, the sequence is out of order.
- Good readers tend to read on, even when the passage is not making sense to them. A. True B. False C. Sometimes D. Only during silent reading
Answer: B. False Rationale: Proficient readers regularly monitor comprehension and pause or reread if they
yielding only simple, brief replies.
- Which of the following is an example of elaborative questioning? A. “What is the story about?” B. “What does the man want to see happen next?” C. “Would you have reacted the same way the girl did?” D. “Where is the boy planning to go after school?”
Answer: C. “Would you have reacted the same way the girl did?” Rationale: Elaborative questions extend beyond literal details, prompting students to interpret or relate personally. LETRS supports encouraging students to engage in higher-order discussion.
- “How do you know that she liked her new home?” is an example of… A. Explicit questioning B. Implicit questioning C. Elaborative questioning D. Factual questioning
Answer: B. Implicit questioning Rationale: Implicit questions prompt students to infer answers from cues in the text. LETRS encourages teachers to help students find text-based evidence to support inferences.
- Teaching comprehension can be accomplished by testing students with multiple-choice questions after they’ve completed independent reading. A. True B. False C. Only for advanced students D. Only if the text is narrative
Answer: B. False Rationale: LETRS emphasizes that comprehension is taught through explicit instruction and active discussion, not merely tested. Multiple-choice questions alone do not build strategies or deepen understanding.
- Pivotal points to ask questions include places where (select all that apply): A. Sentences connect to one another B. Meanings of new words become clear C. Students should grasp how the text’s discourse is organized D. The subject of the text is introduced
Answer: A, B, and C Rationale: Encouraging text-based conversations at critical junctures builds comprehension. LETRS supports pausing for discussion where structure and context cues are critical, rather than solely at the beginning.
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- What is the purpose of after-reading activities? (Select all that apply.) A. They let students transform the information into a new format. B. They help students decode unfamiliar multisyllabic words. C. They help students see reading as more than a chore. D. They check students’ comprehension of key ideas.
Answer: A, C, and D Rationale: After-reading work should reinforce comprehension and engagement. While decoding
D. Identifying author and genre
Answer: A. Selecting, ordering, and transforming the main ideas Rationale: LETRS highlights macroprocessing skills (organizing, synthesizing, reshaping text) as crucial for deeper comprehension and knowledge-building.
- Why are after-reading activities effective? A. They require writing in complete sentences. B. They reinforce the structure and purpose of the text. C. They have clear right and wrong answers. D. They can be done independently without teacher support.
Answer: B. They reinforce the structure and purpose of the text. Rationale: High-quality post-reading tasks encourage students to revisit the text’s structure and meaning, fostering long-term comprehension.
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- Which of the following statements is true? A. Teachers need to explicitly teach the text structure of only informational texts. B. Teachers need to explicitly teach the text structure of only narrative texts. C. Teachers should explicitly teach the text structure of both informational and narrative texts. D. Text structure does not need to be explicitly taught during reading comprehension lessons.
Answer: C. Teachers should explicitly teach the text structure of both informational and narrative texts.
Rationale: LETRS stresses that understanding varied text structures supports comprehension across genres.
- When should teachers introduce the purpose of a text? A. Before the first read B. During the first read C. After the first read D. After the second read
Answer: A. Before the first read Rationale: Previewing text purpose focuses attention and supports purposeful reading. LETRS recommends setting a clear goal before students encounter the text.
- Vocabulary activities before reading should focus primarily on which type(s) of language? (Select all that apply.) A. Tier 1 vocabulary words B. Tier 2 vocabulary words C. Tier 3 vocabulary words D. Figurative language and idiomatic phrases
Answer: B and D Rationale: Tier 2 words (academic language) and figurative/idiomatic expressions often pose reading barriers. LETRS suggests frontloading these to enhance comprehension.
- An effective reading comprehension lesson will include (select all that apply): A. An introduction of background knowledge needed to comprehend the text B. A graphic organizer that helps students visualize the structure of the text C. An after-reading activity to transform information from the text into a new format D. Questions to ask during reading, tied to specific places in the text
Rationale: While AAE may omit copulas or inflectional endings, it generally maintains subject usage. LETRS acknowledges that dialects follow consistent grammatical rules.
- What kind of vocabulary instruction may be appropriate for English Learners but is not usually needed for native English speakers? A. Definitions and examples for Tier 1 vocabulary words B. Explanations of Tier 3 vocabulary words C. Explanations for figurative language and idiomatic phrases D. Discussion of obscure definitions for multiple-meaning words
Answer: A. Definitions and examples for Tier 1 vocabulary words Rationale: English Learners often need clarification of basic, everyday words that native speakers already know. LETRS supports targeted instruction to address language gaps.
- Which of the following statements about dialects are true? (Select all that apply.) A. Dialects have rules for grammar and pronunciation. B. A dialect is just an accent. C. Dialect differences may affect spelling accuracy. D. Speaking a nonstandard dialect is considered a language disability.
Answer: A and C Rationale: Dialects follow grammatical conventions that can differ from standardized spelling. LETRS reminds educators that dialects are legitimate language variations, not disabilities.
- What is code-switching? A. The ability to write in two different languages B. The ability to write and/or speak in a certain way, depending on the situation C. A language disorder causing letters to be flipped in writing D. A language disorder causing difficulty with figurative language
Answer: B. The ability to write and/or speak in a certain way, depending on the situation Rationale: LETRS highlights that some students naturally switch between home dialect and school language. Mastery of code-switching allows them to communicate effectively in diverse contexts.
- Which is a best practice when working with speakers who use dialects or language variations? A. Let students use their dialect in the classroom instead of school language B. Avoid explicit instruction on language awareness C. Encourage students to use school language in all contexts, including home D. Build language awareness so that students can code-switch
Answer: D. Build language awareness so students can code-switch Rationale: LETRS affirms respecting and valuing students’ home language, while teaching them how to navigate academic language demands through explicit awareness.
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- How should the balance of instructional time spent on foundational reading skills and language comprehension change between first grade and third grade for typical learners? A. Instructional time should be equally divided at each grade level. B. Foundational reading skills shift from about 40% in first grade to 20% in third grade. C. Foundational reading skills should not exceed 20% at any grade level. D. Foundational reading skills should occupy about 80% until third grade.
Answer: B. Foundational reading skills shift from about 40% in first grade to 20% in third grade.
C. “What do we know about the characters so far?” D. “Would anyone like to know more about real wolves?”
Answer: C. “What do we know about the characters so far?” Rationale: Effective comprehension questions prompt analysis of textual details and characterization. LETRS promotes text-dependent questions to ensure meaning-making.
- If a high-quality, worthwhile narrative text has been read once, what is the most appropriate next activity? A. Complete a story frame that outlines major events B. Write a personal narrative with a similar theme C. Take a quiz on the main events of the story D. Read another story with a similar theme
Answer: A. Complete a story frame that outlines major events Rationale: LETRS-aligned practice suggests reinforcing comprehension through graphic organizers or story frames, helping students master text structure and summarize key points.
- What is an effective way to help students construct a mental model of informational text? A. Give questions ahead of time so they search for answers independently B. Pose queries during reading to ensure students are making inferences C. Have them do a cold read and later discuss what they understood D. Let them read silently and ask for help as needed
Answer: B. Pose queries during reading to ensure students are making inferences Rationale: LETRS advocates active monitoring of comprehension. Teacher “think-alouds” and purposeful questioning guide students toward deeper understanding.
- What is the main advantage of letting students know ahead of time which kind of text (e.g.,
narrative or informational) they will read? A. They can appreciate that there are many kinds of texts B. They will discover they prefer one kind of text over another C. They will choose texts relevant to their background knowledge D. They can anticipate how the text is organized and presented
Answer: D. They can anticipate how the text is organized and presented Rationale: Knowing text structure fosters better strategies for navigating and comprehending. This aligns with LETRS guidance on pre-reading text overviews.
- What is a helpful approach for students who struggle to comprehend text due to dialect or language variation? A. Explain the relationship between home language and school language in frequent, brief lessons B. Refrain from commenting on dialect differences C. Have students create a list of informal expressions D. Ignore dialect differences and assume students will adjust
Answer: A. Explain the relationship between home language and school language in frequent, brief lessons Rationale: LETRS promotes explicit language awareness. Students benefit from understanding how dialect differs from Standard English in academic settings.
- Which teaching strategy is LEAST helpful for English Learners? A. Rephrasing and elaborating short or poorly formed verbal responses B. Allowing them to avoid speaking in class if they are embarrassed C. Giving extra “wait time” so they can compose a response D. Encouraging choral responses in unison
Answer: B. Allowing them to avoid speaking in class if they are embarrassed
