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LETRS Unit 3 Session 1
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LETRS Unit 3 Session 1
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LETRS Unit 3 Session 1Teachers who take a code-emphasis approach to instruction generally do not
discuss the meanings of words being taught. - -False
-The ability to decode a new, previously unknown printed word, in or out of
context, depends on (select all that apply):
a. knowledge of phoneme-grapheme correspondences.
b. knowing its part of speech.
c. the ability to blend phonemes and graphemes quickly.
d. previous knowledge of sight words. - -a. knowledge of phoneme-
grapheme correspondences.
c. the ability to blend phonemes and graphemes quickly.
-The term phonics may be used to refer to (select all that apply):
a. an awareness of the individual speech sounds in spoken syllables and the
ability to consciously manipulate these sounds.
b. the system of phoneme-grapheme correspondences that are the basis for
an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading
instruction.
d. a strategy for decoding new words and storing them in orthographic
memory. - -b. the system of phoneme-grapheme correspondences that are
the basis for an alphabetic orthography.
c. an essential component (one of the five pillars) of effective reading
instruction.
d. a strategy for decoding new words and storing them in orthographic
memory.
-Which of the following are typical of meaning-emphasis approaches to
instruction? Select all that apply.
a. emphasis on reading leveled texts individually
b. use of decodable texts at the K-1 level
c. a tendency toward more teacher-led instruction
d. use of context (such as illustrations) to read words in texts - -a. emphasis
on reading leveled texts individually
d. use of context (such as illustrations) to read words in texts
-Which of the following is typically done as an extended practice activity in
phonics lessons?
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