LETRS Units 1-4 Post-Test

In which word does the grapheme representing /k/ indicate that the word is probably from Greek? machine quartile picnicking character

character

How many spoken syllables are there in frightening? 1 2 3 4

3

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? void 1 2 3 4

3

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? wife 1 2 3 4

3

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? dodged 2 3 4 5

4

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? thrill 2 3 4 5

4

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? stream 3 4 5 6

5

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? blaming 4 5 6 7

6

Which statement best describes the relationship between reading comprehension and word decoding in a beginning reader's development? Developing decoding skills is secondary to the development of text comprehension skills. Reading comprehension strategies directly facilitate the development of decoding skills. Accurate, fast word recognition is necessary for development of reading fluency and text comprehension. These skills develop independently of one another.

Accurate, fast word recognition is necessary for development of reading fluency and text comprehension.

After results of a winter screening, six second-graders scored in the "somewhat at risk" range. What is the next step the teacher team should take? Coordinate what lesson students are receiving in the core instruction program. Analyze the screening results and gather additional diagnostic assessment data. Interview each student to determine his or her interests. Place the students in groups based on the leveled text they can read.

Analyze the screening results and gather additional diagnostic assessment data.

Which of these students has the greatest need for intervention focused on systematic, explicit phonics instruction? a first-grader who can decode nonsense words but is disorganized when retelling a story a kindergartener who is good at letter naming but weak in phoneme segmentation a second-grader who relies on context clues to identify words but has trouble sounding out unfamiliar words, including nonsense words a third-grader who still sounds out irregular, high-frequency words such as said and does

a second-grader who relies on context clues to identify words but has trouble sounding out unfamiliar words, including nonsense words

How can phonics instruction be organized to be most effective? around a preplanned progression through a logical skill sequence around the vocabulary words from science and social studies to take advantage of teachable moments during authentic literature study so that students can work independently in centers

around a preplanned progression through a logical skill sequence

Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? shows a letter and asks the students to produce a corresponding phoneme asks students to listen to words such as flap, rap, snap, and boat and choose the one that doesn't rhyme models how to repeat and clap the syllables in words asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth

asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth

In the 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 what type of instruction? finger-point reading of predictable text blending 2-3 phoneme-grapheme correspondences within simple, one-syllable words writing dictated sentences with 4-5 words rhyming, syllable clapping, and visual discrimination of letters

blending 2-3 phoneme-grapheme correspondences within simple, one-syllable words

A teacher has posted a word wall in first grade, using alphabetic order to list the words the students must learn. For example, under T are the words to, too, them, the, this, then. How could the teacher best ensure that students will recognize and spell these words? by teaching all of the words using the Trace and Say technique by removing regularly spelled th words, and teaching them through sound blending by making individual copies of the word wall list for every student by pointing to the word wall when the words are encountered in text reading

by removing regularly spelled th words, and teaching them through sound blending

A good phonics lesson should include opportunities for students to apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? grade-level text leveled reader decodable text predictable text

decodable text

Choose the best key word for introduction of short e (/ĕ/). Eskimo elbow echo engine

echo

To support students' automatic word recognition, a first-grade teacher should first teach students which strategy? how to copy words from their word wall how to apply their knowledge of consistent phonics patterns in controlled text how to use context clues to figure out the word how to take turns using a stopwatch to time each other

how to apply their knowledge of consistent phonics patterns in controlled text

If a midyear first-grader reaches benchmark on screening for correct letter sounds, but does not read any whole words accurately when asked to read simple nonsense syllables, what type of instruction should this student receive? small-group instruction focusing on nonsense words progress monitoring in oral reading fluency more practice reading text at the independent level instruction in fluent phoneme blending

instruction in fluent phoneme blending

Which of the following tasks would best provide practice for automating letter recognition in kindergarteners? oral production (singing, recitation) of the alphabet song naming uppercase and lowercase printed letters in random order pointing to words in print as the teacher reads the text giving a sound for each letter that the teacher points to

naming uppercase and lowercase printed letters in random order

Which word might be found in a lesson on adjective suffixes? native nation naturally naturalist

native

How is the word sn - ow divided? syllable onset-rime phoneme-grapheme phoneme

onset-rime

Near the close of the day, a kindergarten teacher guides the students in conversation about the day's activities. She writes down what is said on large chart paper, then reads it to the class. This activity would aid their literacy development primarily by promoting which skill? oral language comprehension basic understanding of orthographic patterns phonological awareness syntactic processing

oral language comprehension

Which one of the following two-syllable words contains a vowel team syllable and a syllable with a vowel-r pattern? barren approach owner arrive

owner

Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? sure, sugar, sweet phone, throne, shown verge, dodge, bulge all of the above

phone, throne, shown

If a second-grader lacks fluency when reading aloud, what is the language skill that the teacher should assess first? listening comprehension executive functioning phonology and decoding breadth of vocabulary

phonology and decoding

Which word group might a teacher include in a lesson focused on identification of consonant blends? wreck, doubt, gnat plan, squirm, train thick, short, much all of the above

plan, squirm, train

Which of the following is the best example of a well-designed word list for a word chaining activity? rat, chat, chap, chip, rip, rap them, their, those, the, there bar, rib, bit, barb, rabbit see, saw, seen, sees, seeing

rat, chat, chap, chip, rip, rap

Which one of the following two-syllable words contains an open syllable and a closed syllable? robin rely bible robot

robot

A student spells skin as "sgin." What type of phonological error did she make? consonant substitution due to visual confusion of letters substitution of a voiced for an unvoiced consonant substitution of a voiceless consonant for an unvoiced consonant substitution of a nasal for a nonnasal consonant

substitution of a voiced for an unvoiced consonant

Which student is demonstrating the most advanced level of phonemic awareness? the student substituting a sound in a given word and saying the new word the student saying each syllable in a three-syllable word the student breaking a word into its onset and rime the student identifying the first sound in a word

the student substituting a sound in a given word and saying the new word

Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students? those who have mastered matching uppercase and lowercase letters those not reaching mastery in letter recognition those with a relatively low level of phonological awareness those who have mastered basic phonemic awareness

those who have mastered basic phonemic awareness

Which of the following words is most probably "Latin-based"? wayward transport lamppost chlorophyll

transport

Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? vine map best dish

vine

What is the most important implication of the Four-Part Processing Model for Word Recognition? Context is a primary driver of word recognition during reading. Reading is primarily a visually driven process, dependent on the "brain's letterbox." Students can compensate for weak phonology if they know the meaning of many words. Reading depends on constructing pathways between the phonological, orthographic, and meaning processors.

Reading depends on constructing pathways between the phonological, orthographic, and meaning processors.

A second-grade student writes: "I have finely finished my math project." Her misspelling of the word finally most likely indicates which of the following? She is not attentive to the sounds in the word. She does not know basic letter-sound correspondences. She needs to know how the meaningful parts (morphemes) distinguish a word. She needs to learn to pay closer attention to the syllable types.

She needs to know how the meaningful parts (morphemes) distinguish a word.

How can a teacher explain to students why there is a double n in beginning? The base word ends in a single consonant preceded by a single vowel, and the suffix begins with a vowel. The final consonant of a word is always doubled with -ing. The final consonant n is not well articulated and needs to be strengthened. There is no principle or rule to explain this.

The base word ends in a single consonant preceded by a single vowel, and the suffix begins with a vowel.

Which of the following is a feature of English spelling? A silent e at the end of a word always makes the vowel long. Words never end in the letters j or v. When two vowels go walking, the first one does the talking. A closed syllable must begin with a consonant.

Words never end in the letters j or v.

Which of the following is a phonologically based spelling error? "tuf" for tough "paz" for praise "hows" for house "road" for rode

"paz" for praise

Which of the following misspelled words would be considered to be a morphological spelling error? "trane" for train "playd" for played "brid" for bird "form" for from

"playd" for played

The /k/ sound in lake and lack is spelled differently. Why do we use the ck spelling in lack? It is a one-syllable word with one vowel sound. It is a verb with no inflectional ending. It follows a single short vowel at the end of a stressed syllable. The word's origin is Greek.

It follows a single short vowel at the end of a stressed syllable.

What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? This skill ultimately supports the ability to read words "by sight." Each letter in a word represents an individual phoneme. Semantic (meaning-making) processes are our primary concern. Wordplay and love of language are important characteristics of independent readers.

This skill ultimately supports the ability to read words "by sight."