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LETRS Phonics Training Units 5-8 | 79 Questions And Answers
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LETRS Phonics Training Units 5-8 | 79 Questions And Answers
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LETRS Phonics Training Units 5-8 | 79Questions And Answers
Ways of closing the language gap for language-poor children early on include
(select all that apply): - -improving daycare and preschool programs.
-AND- coaching of infants' parents.
-AND- interventions to stimulate language development in young at-risk
children.
-Every word a student is exposed to is stored in both the phonological and
semantic lexicons. - -False
-About how many words should be taught in depth per week in the primary
grades? - -10
-A developed vocabulary in preschoolers predicts better reading
comprehension in third grade. - -True
-Recognizing the meaning of a partially known word in context is an
example of: - -receptive vocabulary.
-Deep knowledge of a word's meaning may include personal associations
triggered by the word. - -true
-Which of the following can help students establish high-quality mental
connections in memory as they learn words? Select all that apply. - -placing
students in a language-rich environment -AND- reading aloud to students
-AND- explicit teaching of selected words
-Techniques for enhancing interactive book reading include - -using props to
introduce new words.
-AND-
using words students know when defining a new word -AND- elaborating on
student responses.
-Word lists are an ideal method for selecting vocabulary to teach to
students. - -False
-ELs' needs for vocabulary instruction may differ from native speakers
because (select all that apply): - -they may be unfamiliar with the meanings
of Tier 1 words -AND- they may need explicit interpretation of figurative
language.
-Inhibiting students' use of their native language is counterproductive to
developing proficiency in English. - -True
, -Low-frequency words that pertain to a specific area of study would be
considered: - -Tier 3
-When introducing new words for in-depth instruction, it's best to do it in
writing before using the words orally. - -False
-After explaining the meaning of a new word to students, the next step
should be to: - -After explaining the meaning of a new word to students, the
next step should be to:
-Useful adaptations of word instruction for English Learners (ELs) include
(select all that apply): - -adding emphasis on potential phonological
confusions.
b. having students repeat simple sentences using the word.
c. adding references to a cognate.
-Explicit vocabulary instruction includes which of the following? Select all
that apply. - -explaining the new word's meaning using a student-friendly
definition
c. using visual prompts or actions to clarify word meaning
-The instruction "Tell your partner about a time you acted responsibly" is an
example of: - -eliciting word use.
-Words that express the degrees of meaning between each other are called:
- -gradable antonyms.
-A student sentence that includes a complete definition of the word snow
could look like: - -"It's frozen water that comes down like flakes."
-What is the main focus of classification activities? - -ensuring students
understand the relationships among the words included
-Most of the oldest words used in English do not have multiple meanings. - -
false
-How might teachers help students "own" new vocabulary words? - -Provide
extension activities to encourage students to use the words they've learned.
-Understanding that word choices matter and that words carry power is one
way to describe: - -word consciousness.
-Strategies for encouraging independent word learning include (select all
that apply): - -directly teaching high-utility prefixes, roots, and suffixes to
students.
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