LETRS Unit 3 Assessment Answers

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Question 1: Which of the following is not one of the strands in Scarborough’s Reading Rope?
Answer: Guided reading.

Question 2: How can code-emphasis or phonics-emphasis instruction be used most effectively?
Answer: when organized around a logical progression of pattern words that have been taught.

Question 3: Which word group might a teacher include in a lesson focused on identification of consonant blends?
Answer: blink, frog, twist.

Question 4: Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?
Answer: thorn, show, chase.

Question 5: In a complete phonics lesson of 30-40 minutes, which activity would typically not be included?
Answer: partner reading of a trade book of high interest to the students.

Question 6: Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?
Answer: gale.

Question 7: 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?
Answer: 50%.

Question 8: How many graphemes are in the word weight?
Answer: 3.

Question 9: Which of the following tasks would best provide practice for learning letter formation in kindergarten?
Answer: tracing a model following numbered arrows on lined paper.

Question 10: 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:
Answer: blending and reading words such as at, an; mad, man; and it, sit, bit.

Question 11: What is the best key word to put on a sound-symbol card to teach short e, /ĕ/.
Answer: echo.

Question 12: A good phonics lesson should include opportunities for students to directly apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed?
Answer: decodable texts.

Question 13: Which of the following is the best example of a well-designed word list for a word chaining activity?
Answer: rat, chat, chap, chip, rip, rap.

Question 14: A first-grade teacher has posted a word wall using alphabetical order to list the high-frequency words the students must learn. For example, under A are the words aunt, along, an, add, April, and above. How could the teacher best ensure that students will recognize and spell words that begin with a?
Answer: Teach systematic decoding of sound-symbol correspondences beginning with short a.

Question 15: What is true about the relationship between reading and spelling?
Answer: Spelling is generally harder than reading because the exact letters of the word must be recalled.

Question 16: Define Decoding.
Answer: The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out.

Question 17: Define Graphemes.
Answer: A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eight).

Question 18: Scarborough’s Reading Ropes identify 3 major strands or sub skills that contribute to printed word recognition. What are they?
Answer: Phonological awareness, decoding, and word recognition.

Question 19: Define Orthography.
Answer: A writing system for representing language.

Question 20: True or false: To know what the word actually says, the reader must look closely at all the letter sounds and recode them into sound and sense.
Answer: True.

Question 21: What is word study?
Answer: The point of learning to decode by Phil’s and to recognize orthographic patterns.

Question 22: What is the goal of word study?
Answer: To develop automatic recognition of words we’ve seen before and recall word spellings for writing. Example: word specific knowledge like bare and bear and your, you’re.

Question 23: What are irregular words?
Answer: A word whose spelling or pronunciation does not conform to the system of sound-symbol correspondences or syllable patterns.

Question 24: Explain the 4 part processing model.
Answer: Context to meaning, meant to phonological and orthographic.

Question 25: When students’ abilities to read real words are tested with lists, using a timer, the ___________________________strand of the Reading Rope is being assessed.
Answer: Sight recognition.

Question 26: True or false: the letter x is the only letter that stands for two phonemes, /k/ and so/ and occasionally /g/ and /z/.
Answer: True.

Question 27: What is a blend?
Answer: A blend is not one sound but 2 or 3 adjacent consonants before before or after a vowel in a syllable. Example: c-l (clean), s-t (most), th-r(thrush).

Question 28: Name Ehri’s Phases.
Answer: Prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic.

Question 29: What is the purpose of a word chain?
Answer: To give students practice recognizing subtle differences between and among similar sounding words example: shin, thin, thimble, shim, sham, mam, mash, math. (Tell students when a “word is a nonsense word).

Question 30: What are the types of word sorts?
Answer: Open and closed.

Question 31: What is the difference in open and closed sorts?
Answer: In a closed sort, the teacher tells the students how to sort the words and provides the names of the categories. Open sorts are open-ended and therefore more difficult than closed sorts.

Question 32: What is the purpose of decodable text?
Answer: Decodable text serves the specific purpose or providing ample practice using and reading words with the phonic elements that have been taught.

Question 33: Define decodable text.
Answer: Beginner-oriented books that contain the same letters or word patterns currently being studied, or those previously taught.

Question 34: What are high frequency words?
Answer: Words that occur most often in English writing.


  1. LETRS Assessments – Overview

LETRS Assessment Answers

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