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 ...
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 p attern 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
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