LETRS Unit 2 Assessment Answers (2024)

How is the word pl – ay divided in this example?

syllable onset-rime phoneme-grapheme phoneme onset-rime

How many spoken syllables are there in buttered?

1 2 3 4 2

How many spoken syllables are there in possible?

1 2 3 4 3

The use of nonsense words for phonemic awareness activities is:

useful only occasionally within sound chains. beneficial for English Learners. helpful for those children with weak vocabularies. never suggested. useful only occasionally within sound chains.

Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech?

While showing each letter, ask the students to say a corresponding phoneme. Ask the students to read a list of words with digraphs th, sh, and ch. Practice segmenting simple words with /f/, /th/, and other fricatives. Have students look in a mirror while describing and producing each sound. Have students look in a mirror while describing and producing each sound.

Which student is demonstrating the most advanced level of phonemic awareness?

a student who can use colored blocks to change the sounds in slip to make it slick a student who claps three times for each syllable in the word triangle a student who identifies the first sound in the words flat, fish, and friend as /f/ a student who can provide words that rhyme with cat a student who can use colored blocks to change the sounds in slip to make it slick

A student writes the word went as “wet.” What aspect of phonology is associated with this common spelling error?

ubstitution of a final stop for a nasal consonant aspiration of a final stop consonant after a nasal nasalization of a vowel before a nasal consonant affrication of the stop consonant when it is after a nasal nasalization of a vowel before a nasal consonant

Best practices for teaching phonemic awareness activities include:

paying attention to letters first, then telling students what sound each letter makes. spending at least 30 minutes per day on phonemic awareness skills. teaching skills from easier to more difficult. focusing on ending sounds before beginning sounds. teaching skills from easier to more difficult.

Which set of words would be appropriate for practicing four-phoneme blending?

quit, sling, roast road, meat, they crow, stray, ring boil, sour, claw quit, sling, roast

If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher’s best course of action?

Ignore the problem, and hope that it will improve with maturation. Continue to develop phonological awareness at the appropriate levels. Focus on speed drills for naming letters, objects, and colors. Include many opportunities for repeated readings of familiar text. Continue to develop phonological awareness at the appropriate levels.

Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri’s prealphabetic phase?

“reading” predictable text by tracking the words with their fingers recognizing the rhyming words in “Hickory Dickory Dock” segmenting the phonemes in words like clock isolating and saying the medial vowel in words like beast recognizing the rhyming words in “Hickory Dickory Dock”

Which of the following is most likely a symptom of a problem with phonological working memory?

forgetting the words when asked to repeat a sentence confusing the right and the left sides of the body habitually leaving clothing items on the playground not comprehending cause and effect in a narrative forgetting the words when asked to repeat a sentence

A second-grade student is given a test that measures simple phoneme segmentation and blending and does well. However, when given the PAST, he can’t perform advanced phonemic awareness tasks. What would be the best skills for him to practice based on these results?

syllable deletion and remembering separate phonemes in a series onset-rime blending and beginning phoneme blending sound deletion and substitution phoneme segmentation; simple syllables with 2-3 phonemes sound deletion and substitution

If a student in first grade (or later) often confuses words like bed and bad, pest and past, and pen and pan during spelling, what skill practice would be most appropriate?

learning the difference between a vowel and a consonant learning the meaning of each word discriminating phonemes /ě/ and /ă/ recognizing confusable letter forms discriminating phonemes /ě/ and /ă/

As a general guideline, the optimal amount of time to spend on teaching phonemic awareness to normally progressing kindergarten or first-grade students is:

5-10 minutes daily for about 20 weeks. 30 minutes daily for the entire year. 45 minutes daily until they are proficient. 45 minutes daily for the first three months only. 5-10 minutes daily for about 20 weeks.

Unit 2 Guide

Contents hide

1Unit 2 Guide

2LETRS Assessment Answers

Phonological processor

Which works with speech sounds

Phonological awareness

Awareness of all levels of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language

Phonological awareness

The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words.

Four-Part processing model for Word Recognition Number 1: Phonological processor

Helps you understand and produce oral language

Four-Part processing model for Word Recognition Number 2: Orthographic processor

Helps you connect words with your visual forms

Four-Part processing model for Word Recognition Number 3: Meaning processor

Is your internal dictionary of word definition

Four-Part processing model for Word Recognition Number 4: Context processor

Helps you use context to understand what a word means

So the four processors from the Four-Part processing model work in isolation. True or False

False they don’t work in isolation they interact

If you’ve heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How?

This requires coordination between the phonological and orthographic processors.

If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How?

In this instance, the meaning processor, orthographic processor, and phonological processor work together.

If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory.

This activate the phonological processor and meaning processor.

If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How?

This activate the final logical in orthographic processors.

Phonological awareness

conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes.

Phonological processing

Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language.

Phoneme

In any language, the smallest unit of sound used to build words.

Phonemic awareness

Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography.

Phonology

The rule system in the language by which phones can be sequenced, combined, and pronounce to make words.

Phonetics

The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track.

Phon

The Greek root meaning vocal sound voice, sound

Phonological processor

Allows us to perceive, remember, interpret, and produce the speech sound system of our language——and learn the sounds of other languages.

Phonological processor

Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes.

The ability to perceive, produce, and manipulate individual speech sound, or phonemes

is a necessary prerequisite for the ability to read words

Does it matter if a phoneme is made in the front, middle, or back of the mouth?

Yes it does

Grapheme

Written representation of a speech sound

Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading. True or false

False all students need direct and detailed phonemic awareness

Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these

a. Perceived b. Produce c. Manipulate individual speech sounds

Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false

True

Place of articulation

Where we make the sound—-in the front of The mouth, the back, or in between.

Manner of articulation

What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound.

How many phonemes does English have?

Between 40 and 44 phonemes

How many consonant phonemes are in English?

25 are constants phonemes

Phonemes are altered due to:

Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold

RAN

rapid automatic naming

RAN (Rapid automatic naming)

Is the ability to name a series of printed letters, numbers, objects or colors.

Rapid automatic naming can help us

No a little bit about how easily children will learn to read but it’s predictive value is limited

What can you do if you notice a child is bad at rapid automatic naming?

Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language

How many syllables are in phonological? 4 5 6

5

Consonant sounds before the vowel is the?

Onsets Example: Plants Pl would be the onset because a is a vowel

From the vowel and everything else that comes after it is the?

Rime Example: Plants Ants in the time because a is the vowel

How many phonemes does the word shop have?

3 phonemes- 3 different sounds /sh/ /o/ /p/

How many phonies does the word cloud have?

4 phonemes- 4 sounds /k/ /l/ /ou/ /d/

Without chronological order and the students don’t….?

Students don’t know to read and spell

Difficulty with phonological task it’s often associated with..?

Difficulty in reading and spelling

Phonology

Serves as a foundation for all literacy

Do all students need instruction at multiple levels of phonological and phonemic Awareness ?

Yes our students need this instruction

Early Phonological awareness

Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables

Basic Phonemic awareness

Usually for kindergarten and first grade they can segment words into sounds and blend them back together

Advance phonemic awareness

Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic

Teachers can strengthen preschool a children’s early Awareness by

Drawing attention to rhyme and alliteration during read aloud’s of stories and nursery rhymes

Alphabetic principal

Is the concept that a grapheme represents a phoneme.

What happens when students understand the alphabetic principle?

Their spelling becomes more phonetic and their decoding improves.

Phonics can refer to?

1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print patterns, syllable patterns, and meaningful word parts.

Screening measures that’s assess phonemic awareness?

Are crucial for predicting which students will need extra help.

Will a students native language have the exact same phonemes as English?

No they are not exact

Alphabetic Principle

The concept that phonemes are represented by letters and graphemes.

How many phonemes are in through 2 3 4 5

3 phonemes- 3 sounds /th/ /r/ /u/

How many phonemes are in fox? 2 3 4 5

4 phonemes- 4 different sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds

How many phonemes does the word stripe have? 2 3 4 5

5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/

Allophonic variations

Distortions by the sounds before of after the sound we want to hear

What are consonants phonemes?

Speech sounds produced by obstructing the flow of air out of the speaker’s mouth.

Phonemes is also called

Speech sounds

Phonology

The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words

Consonant Phonemes: Fricatives

Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow.

Fricatives are:

Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a little line on the bottom __) as in feather Tongue on Ridge behind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in zebra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat

Consonant phonemes

Are speech sounds produced by obstructing the flow of air out of the speakers mouth.

Fank you instead of thank you

Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth.

Mat instead of Mad

Student confused /d/ with /t/ because they are similar in articulation ( in the way it’s said in mouth)

Chop instead of shop

Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips.

Consonant Phonemes (sounds): Stops

Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath.

Consonant Phonemes (sounds): Stops

The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be difficult to say without adding an /uh/ sound at the end because they don’t have a lot of airflow.

Consonant Phonemes (sounds): Stops

UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge behind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge behind teeth- /d/ as in dog, Back of Throat- /g/ as in goat

Consonant Phonemes (sounds): Nasals

Nasals are produced by driving air through the nose. If you try to say those sounds and pinched your nose shut, you wouldn’t be able to articulate them.

Consonant Phonemes (sounds): Nasals

The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it always comes after a vowel.

Consonant Phonemes (sounds): Nasals

/m/ as in man, Back of Throat /n/ as in nest, Lips together /ng/ as in sing Tongue on ridge behind teeth

Consonant Phonemes (sounds): Fricatives

Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of friction going on in fricatives.

Consonant Phonemes (sounds): Fricatives

Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge behind teeth: /s/ as in son Tongue pulled back on roof of mouth: /sh/ as in shoes Glottis: /h/ as in hat VOICED: Tongue pulled back on roof of mouth: /zh/ as in genre Tongue on ridge behind teeth: /z/ as in zebra Tongue between teeth: /th (with line on bottom)/ as in feather Teeth on lip: /v/ as in valentine

Consonant Phonemes (sounds): Affricates

These can be considered chopped fricatives Because they combine features of stops with those of fricatives. Affricates are: /ch/ as in chin, /j/ as in jam,

Consonant Phonemes (sounds): Affricates

UNVOICED: Tongue pulled back on roof of mouth /ch/ as in chin VOICED: Tongue pulled back on roof of mouth /j/ as in jam

Consonant Phonemes (sounds): Glides

Glides are always followed by a vowel sound. We call them glides because the consonant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo

Consonant Phonemes (sounds): Glides

Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds.

Consonant Phonemes (sounds): Liquids

They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit

Consonant Phonemes (sounds): Liquids

/l/ as in leaf: tongue on Ridge behind teeth /r/ as in rabbit: tongue pulled back on roof of mouth

The student writes “bark” instead of brag

A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they’re both stop sounds.

The students writes “smake” instead of snake

This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/.

The student writes “md” instead of “bed”

The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together.

The student writes “md” instead of “bed”

However the students need to distinguish the nasal /m/ from the stop /b/.

Student writes “van” instead of fan

The student substituting voice fricative /v/ for unvoiced fricative /f/,

Student writes “gad” instead of glad

This student likely does not quite here the /l/ in glad.

Suppose a student writes “charp” instead of “sharp”. What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative

B. Substituting an affricate sound for a fricative sound Because the /sh/ sound at the beginning of “sharp” is an unvoiced fricative, sometimes confused with the affricate sound /ch/. “This” begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. “Mop” ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.

Suppose a student writes “vis” instead of “this”. What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative

C. Confusing two different voiced fricatives This begins with the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/.

Suppose a student writes “mob” instead of “mop”. What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulated in the mouth

B. Substituting a voice stop for an unvoiced stop Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.

LETRS Assessment Answers

  • LETRS Unit 1 Assessment Answers
  • LETRS Unit 2 Assessment Answers
  • LETRS Unit 3 Assessment Answers
  • LETRS Unit 4 Assessment Answers
  • LETRS Unit 5 Assessment Answers
  • LETRS Unit 6 Assessment Answers
  • LETRS Unit 7 Assessment Answers
  • LETRS Unit 8 Assessment Answers

Was this helpful?

Let us know if this was helpful. That’s the only way we can improve.





People Also Viewed

  1. LETRS Unit 2 Session 1-8 Answers
  2. LETRS Unit 2 Session 1-8 Check For Understanding Answers
  3. LETRS Unit 3 Session 1-8 Answers
  4. LETRS Unit 1 Assessment Answers
  5. LETRS Volume 1 Unit 1-4 Pretest Answers
  6. LETRS Unit 1 Session 1-8 Answers
  7. LETRS Volume 1 Unit 1-4 Posttest Answers
  8. Unit 1 Session 1-8 Check For Understanding Answers
  9. CodeHS AP CSA (Nitro) Answers
  10. LETRS Unit 6 Assessment Answers
  11. Dyslexic Is A Term Often Applied To A Large Subset Of Poor Readers. These Readers’ Difficulties With Accurate, Fluent Word Recognition Originate Primarily With Deficits In Which Of The Following?
  12. Unit 4 Assessment Answers
  13. Kaplan Pharmacological Parenteral Therapy A Answers
  14. LETRS Unit 3 Assessment Answers
  15. LETRS Unit 4 Session 1-8 Answers
  16. HESI RN Exit Exam Answers
  17. LETRS Unit 5 Session 1-6 Answers
  18. STA2023 Quiz 1 – 10 Answers
  19. Permit Test Answers
  20. NRP 8th Edition Answers
  21. Reading Plus Answers Level J
  22. Reading Plus Answers Level L
  23. Reading Plus Answers Level H
  24. Which of the following can pose challenges for readers who are English Learners (ELs)?
LETRS Unit 2 Assessment Answers (2024)

FAQs

How many questions are on the letrs unit assessments? ›

Unit assessments (10 questions) are given at the end of each LETRS unit. Volumes 1 and 2 each have four unit assessments. The unit assessment is not timed, and you can reference your notes or manual.

How many sessions are in letrs Unit 2? ›

LETRS Online Learning Platform—Each unit in the online learning platform consists of sessions. There are 10 sessions in total: Units 1, 3, and 4 each have two sessions, and Unit 2 has four sessions. To reinforce your understanding, you'll complete activities throughout each session.

What are the best practices for teaching phonemic awareness activities include Letrs Unit 2 assessment? ›

Best practices for teaching phonemic awareness activities include: paying attention to letters first, then telling students what sound each letter makes. spending at least 30 minutes per day on phonemic awareness skills. teaching skills from easier to more difficult.

What is unit 2 of Letrs about? ›

Unit 2: The Speech Sounds of English

Phonology related to reading and spelling. How phonological skills develop.

What is a passing score for LETRS? ›

Submit certificate of completion with a passing score of 80% to district or charter school.

What happens if you fail the LETRS post test? ›

What if I don't get an 80% on the post assessments? If you wish to have the READ Act designation, you must retake the assessment(s). You will call Voyager Sopris and they can reset the assessment for you for a $49 fee.

Do you have to do the journal in LETRS? ›

Overview. While you work through the Lexia LETRS​® course of study, you'll be asked to write in an online journal in the LETRS learning platform. There are multiple ways to make journal entries: while in a session.

How many hours does it take to complete LETRS? ›

Time to complete LETRS

The time to complete the reading, online, and Bridge to Practice activities will vary, but as a rough guide, each volume takes approximately 48-60 hours of individual study to complete.

Does LETRS track your time? ›

Time. To qualify for a reading endorsement, a participant must complete at least 40 hours of online coursework. The LETRS platform automatically logs a participant's time spent in the LETRS course. * This time must be at least 32 hours in order for a participant to qualify for a reading endorsement.

What are the letrs assessments? ›

The Lexia® LETRS​® online platform uses assessments to help educators track their progress and solidify their understanding of the content. These assessments include a pretest and posttest, unit assessments, and Checks for Understanding.

What are the 6 assessments that can be given to assess all aspects of phonemic awareness? ›

Assessment tools
  • Rosner's Test of Auditory Analysis Skills (TAAS) – via Spelfabet.
  • Phonological Awareness Literacy Screening – PALS.
  • Sutherland Phonological Awareness Test – Revised (SPAT-R)
  • School Entry and Phonological Awareness Readiness Test (SEAPART)
  • Foundations of Early Literacy Assessment (FELA)

What are the two most important types of phonemic awareness to teach? ›

Oral blending and oral segmenting are the main aspects of phonemic awareness and are very important skills to develop when learning to read and spell. Oral Blending focuses on the sounds we hear, rather than the words we see.

How intense is LETRS training? ›

It can take upwards of 160 hours to complete over the course of two years.

Why is LETRS so important? ›

LETRS® (Language Essentials for Teachers of Reading and Spelling) is proven professional development designed to help teachers master the content and principles of effective language and literacy instruction. Its content extends across the five essential components of reading plus oral language, spelling, and writing.

What grade is LETRS for? ›

Lexia LETRS® stands for: Language Essentials for Teachers of Reading and Spelling. LETRS for Early Childhood Educators is a professional learning experience for pre-K and Kindergarten teachers that provides deep knowledge of early literacy instruction.

How many questions should be on an assessment? ›

The data we looked at is based on assessments that were completed by five or more students. Overall, teachers seem to keep assessments to an average of 11.4 questions for elementary school teachers and 15.3 for middle and high schoolers.

How many questions are in the language arts diagnostic assessment? ›

Visit the Diagnostic Arena

This usually takes about 75-80 questions for math and 55-65 questions for English language arts, and can be done over the course of a few sessions.

How many questions are on the CPEN? ›

The CPEN Exam is a computer-delivered exam consisting of 175 multiple-choice questions.

How many questions are on the reading inventory test? ›

Scholastic Reading Inventory has a test bank of 5,119 questions, and is based on passages from children's literature, both fiction and nonfiction, as well as excerpts from young adult and classic literature, newspapers, magazines, and periodicals.

References

Top Articles
Latest Posts
Recommended Articles
Article information

Author: Rob Wisoky

Last Updated:

Views: 5241

Rating: 4.8 / 5 (48 voted)

Reviews: 87% of readers found this page helpful

Author information

Name: Rob Wisoky

Birthday: 1994-09-30

Address: 5789 Michel Vista, West Domenic, OR 80464-9452

Phone: +97313824072371

Job: Education Orchestrator

Hobby: Lockpicking, Crocheting, Baton twirling, Video gaming, Jogging, Whittling, Model building

Introduction: My name is Rob Wisoky, I am a smiling, helpful, encouraging, zealous, energetic, faithful, fantastic person who loves writing and wants to share my knowledge and understanding with you.