LETRS unit 3 session 1
Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of words being taught. - False
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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.
C. The ability to blend phonemes and graphemes quickly.
The term phonics may be used to refer to (select all that apply): - -the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. -an essential component (one of the five pillars) of effective reading instruction -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 - -emphasis on reading leveled texts individually -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? - timed reading of learned words
Unit 3 - Session 1
represents the two major components of learning to read: word recognition and language comprehension. - SVR
The Reading Rope identifies three major strands or subskills that contribute to printed word ; phonological awareness, decoding, and sight word recognition. - recognition
awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system. - Phonological
is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. - Decoding
To know what the word actually says, the reader must look closely at all the letters and them into sound and sense. - recode
is the goal of word study, or the point of
learning to decode by phonics and to recognize orthographic patterns, is to develop automatic recognition of words. - Sight Word Recognition
The term refers to three different aspects; phoneme-grapheme correspondence, strategy for decoding new words, essential component of reading (one of the five pillars). - phonics
Phonics instruction offers a critical for most students in the regular classroom and in intervention programs. - advantage
Explicit, , cumulative instruction that teaches students to decode graphemes and blend the corresponding phonemes and/or syllables received stronger suppor in high-level research than other types of instruction. - systematic
Phonics may not be with a given student if that student's phonological awareness is seriously underdeveloped because phonemic awareness is the foundation for acquiring decoding skill. - effective
Scope and sequence of phonics and word-reading skills determine lesson design and sequence, and type of reading practice. Is what feature of the reading program? - Organization
Decodable; contains high proportion of pattern words that have been taught. Is what feature of the reading program? - Texts for Reading
Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing; use of decodalbe text at K-1 level. Is what feature of the reading program? - Content
About half the time spent on word work (phonological awareness, phonics, fluency in word recognition), the rest on language and oral reading in K-1. Is what feature of the reading program? - Instructional Time
More teacher-led activities; teacher actively leads students through decoding activities and guided practice. Is what feature of the reading program? - Method/Teacher Role
Students asked to look carefully at the word, sound it out, check and see if it makes sense. Is what feature of the reading program? - Corrective Feedback
Skill building from sounds to words to sentences to text with high percentage of words that have been taught. Is what feature of the reading program? - Types of Practice
Components of a Plan include; state goal and
purpose, practice phonological awareness, review previous lesson, introduce new concept, provide guided practic, provide extended practic, practic dictation, connect to word meaning, read text. - Phonics Lesson
Unit 3 - Session 3
Ehri's Phases Guide Instruction
Students are likely to demonstrate one set of phase characteristics before
to the next phase, in which the student's approach to reading will be qualitatively different from the previous phase. - graduating
to the appropriate student level for growth to occur. -
Teaching must be matched
A student knows some, but not all, [Show Less]