LETRS Units 5 - 8 Pre & Post Test (solved)

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Once students decode well, which statement describes the relationship between vocabulary and reading comprehension? - ANSWER Vocabulary is the best single predictor of reading comprehension. In tea... ching the word invisible, the teacher broke it into the parts in - vis - ible and talked about the meanings of the parts. Which aspect of language was emphasized? - ANSWER morphology The Hart and Risley study (1995) identified a "30-million-word" gap. This gap refers to: - ANSWER the difference in the number of words heard by preschool children raised in high- and low-language family environments. Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students? - ANSWER watching children's television programs To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective? - ANSWER asking students to write the word 10 times until they can spell it Students must learn the meanings of several thousand new words every year if they are going to meet grade-level expectations for vocabulary growth. About how many of those word meanings should teachers aim to teach explicitly and thoroughly per week? - ANSWER 10-12 When a student is an accurate but slow reader, which of the following practices is most effective? - ANSWER Focus instruction on foundational reading skills that address multiple aspects of language. In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers? - ANSWER They may need to learn the meanings of the Tier 1 words in a passage. To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words? - ANSWER words that are central to understanding key meanings in the passage A primary-grade teacher who wants to implement research-based vocabulary instruction should try to emphasize: - ANSWER word relationships, including antonyms, synonyms, categories, and semantic families. Good readers will stop and reread a portion of the text for clarification if they don't understand it. This behavior demonstrates: - ANSWER cognitive flexibility and metacognition. When students read about a topic for which they already have well-developed background knowledge, they are more likely than uninformed students to: - ANSWER acquire new knowledge faster from the text. A valuable first step before reading a text with a group of students is: - ANSWER clearly stating the purpose for reading the text. Which of the following is the best description of the comprehension process as it relates to reading? - ANSWER linking the surface code with ideas in the text base Which teaching strategy is most likely to help students construct a mental model of a texts meanings? - ANSWER anticipating the takeaways and building background knowledge Standardized tests of reading comprehension have been shown by research to: - ANSWER give varied results depending on the content and format. Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? - ANSWER outlining the elements of story grammar Which of the following activities would help students identify cohesive ties in a text? - ANSWER having students draw arrows between pronouns and their referents Which kind of text structure organization is suggested by the topic sentence, "Here are some easy steps for making pancakes"? - ANSWER process (time sequence) Which of the following would be a good example to use while teaching students to identify compound sentences? - ANSWER The rain came but the team played on. Which criterion best describes a high-quality text for use in read-alouds or comprehension instruction? - ANSWER It is worth rereading for new meanings. When students are still learning foundational reading skills, the recommended division of instructional time between word work and language comprehension is: - ANSWER about 30-40 minutes on word work during a 90-minute reading lesson. The research consensus on the teaching of comprehension strategies during reading instruction indicates that: - ANSWER - after 1-2 lessons, strategies easily generalize to students' independent reading. - strategy instruction is more effective in grades 4 and up than in grades 1-3. (Not sure on this one, but it's between these two) During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? - ANSWER "What have we learned so far about the third pig?" One of the most important follow-up activities to deepen student understanding of and memory for the content of a specific text is: - ANSWER retelling or summarizing the text, either orally or in writing. Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students: - ANSWER typically make fewer, lower-quality inferences on their own. Which one of the following is not a key difference between narrative and informational text? - ANSWER its appropriateness for classroom libraries in all grades Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by: - ANSWER explicitly contrasting "home language" with "school language" in frequent, brief lessons. The most practical way for teachers to assess student progress in writing is to use: - ANSWER all of the above. If an English Learner (EL) is confused about the meaning of a reading passage, a teacher might be more successful conveying the meaning by: - ANSWER supplementing the language in the text with pictures, actions, and objects. During the editing phase of writing, a personal editing/proofreading checklist should contain: - ANSWER a few specific reminders of skills the student has learned and practiced. Which of these techniques is least helpful for encouraging comprehension monitoring (e.g., students noticing and reacting when the text does not make sense to them)? - ANSWER waiting until a reading is completed and then asking students to summarize Of the topic sentences below, which one would be most appropriate for writing an opinion? - ANSWER This book about wolves is one of my favorites. About how many American students demonstrate "proficient" or "advanced" writing skills by grade 8, according the National Assessment of Educational Progress (2007)? - ANSWER 33 percent Which would be the most essential step to take in preparing students to write a complete narrative? - ANSWER Talk out ideas and make notes within a Story Framework. Writing is sometimes called the "quintessential mental juggling act" because: - ANSWER it requires more cognitive, motor, and language skills than any other academic activity. Which of the following sentence-writing skills is the most challenging for students to learn? - ANSWER - distinguishing among the four basic sentence types - writing complex sentences beginning with adverbial phrases* - combining two simple sentences into a compound sentence The act of transcribing words into print by hand or by keyboarding is part of which phase of the writing process? - ANSWER translating The most important reason for systematically teaching and valuing good handwriting and spelling is that: - ANSWER mastery and automaticity enable higher quality compositions. Which statement best describes the relationship between foundational writing skills (handwriting, spelling, punctuation, capitalization) and composition? - ANSWER An equal emphasis on learning foundational skills and composition will work best for most students. [Show More]

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