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LETRS Unit 4 Session 1 Answers
True or False? Direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading.
True or False? Many common English words combine simple Anglo-Saxon words with Greek-derived forms.
Proficient word reading requires using the mental process called:
New scientific terms in the physical sciences, for example are most likely to be coined from which language?
Which sound-symbol correspondences are common in words of Anglo-Saxon origin? Select all that apply.
-use of kn for the /n/ sound -use of silent e
LETRS Unit 4 Session 2 Answers
It is acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities.
In English, some letters of the alphabet never end a word.
Words in which the letter y stands for the short i sound (rthythm, polyp) are usually from which language?
When the /ch/ sound follows an acccented short vowel
The “tch” spelling of the /ch// sound is usually used in which circumstance?
gills, cello, get
Which set of words does not follow the usual rules for pronounciation of c and g?
LETRS Unit 4 Session 3 Answers
Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself.
Consonant-le (Cle) syllables can occur anywhere within a word and be stressed or unstressed
In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? Select all that apply.
the /ā/ sound in stain, sail, away, and payment the /ō/ sound in float, row, window, and toadstool the /oi/ sound in coin, ploy, android, and destroy
If a student reads aloud a multisyllabic word but it doesn’t sound right, what strategy should be applied? Select all that apply.
dividing the syllables a different way flexing the vowel sound(s)
Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, and station?
an odd syllable with a schwa
LETRS Unit 4 Session 4 Answers
Students should learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less.
Adding a derivational suffix to a word often changes the part of speech.
The noun plural is pronounced as a whole syllable, /əs/, when it follows which type of phoneme? Select all that apply.
some fricatives and affricates (b/d)
Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes?
For which of these verbs would you need to change y to i before adding the suffix -ed? Select all that apply.
defy and deny
LETRS Unit 4 Session 5 Answers
Understanding the syllable structure or morphological structure of a word can make it easier to spell.
Reading and spelling should be taught as separate strands within a reading program starting in fourth grade.
About how many irregular spelling words should be introduced per week as part of spelling instruction?
Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply.
a. a student’s ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and c. a student’s ability to spell whole words
Which spelling concept is usually taught in third grade?
b. multisyllabic base words
LETRS Unit 4 Session 6 Answers
Developing automaticity in word recognition can lead to improve reading comprehension.
Students in the highest fluency percentile for their grade level are much better readers overall than their peers with average fluency
Which of the following techniques specifically targets automaticity as a fluency subskill?
Which of the following techniques specifically targets reading prosody as a fluency subskill?
phrased-cued oral reading
How much gained fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week?
about 10 percent
LETRS Unit 4 Session 7 Answers
When a student develops reading problems early on, it is usually appropriate to look for weaknesses in word recognition. (T or F)
Students with weak word-recognition skills may compensate somewhat by relying on background knowledge and vocabulary. (T or F)
If initial data show a student is not performing at grade level, the next step is to closely examine which data source? ORF performance (accuracy and WCPM) reults from decoding and word-reading survey
ORF performance accuracy and WCPM
If a student’s general performance is not at level, but his or her ORF measures show accuracy, then what are appropriate next steps? Check the fluency of prerequisite skills. Provide Tier 1 and enrichment instruction. Focus on teaching basic phonological and phonemic skills. Focus on fluency-building activities at the word, phrase, and text levels. (check all that apply)
Check the fluency of prerequisite skills. Focus on fluency-building activities at the word, phrase, and text levels.
Which of the following is generally not considered when assessing whether a students performance is at level? state assessmets reading and spelling screeners reading levels of leveled text teacher reports
reading levels of leveled text
LETRS Unit 4 Session 8 Answers
The “formula” for how much time to allowcate to word work varies by grade lelve; teachers should never deviate from the established formula for the grade they teach. (T or F)
Most students can easily adapt if they need to switch between one program used for core instruction and another used for intervention. (Tor F)
Approximately how much time should be spent on code-based or word work activities in first grade language arts? 10-20 % 30-40% 50-60%
Mrs. Montoya follows a routine for teaching a new letter to her kindergarteners: name it, say it, sound(s), skywrite it, and discuss words that start with it. Which word best descrives this practice? explicit systematic sequential linguistic
Which is the best example of instruction that is sequential? a)teaching how a words spelling is based in itrs language of origin b)teaching class procedures for a partner reading and independent reading c)directly teaching the sound-spelling patterns for hard and soft c and g, and explaining that the soft g pattern has more exceptions d) teaching the concept of cowel teams, then teaching these long a vowel teams
teacing the concept of vowel teams, then teaching, these long a vowel teams