We have compiled all the test answers to LETRS Unit 6 Sessions 1–6 so you can ace this exam with no problem at all.
Language Essentials for Teachers of Reading and Spelling (LETRS) Unit 6
Question 1: The language comprehension domain of the Reading Rope does not incorporate which of the following?
Question 2: Language comprehension becomes more important to reading success
Answer: After third grade
Question 3: Which of the following is an example of a reading comprehension product?
Answer: Answering a multiple-choice question
Question 4: The textbase refers to the literal meanings in a given text.
Question 5: The best time for teachers to guide students’ thinking, as they construct a mental model, is:
Answer: Before, during, and after reading
Question 1: Reading comprehension is difficult to assess through formal testing alone.
Question 2: Which of the following is not a variable in interpreting reading comprehension test results?
Answer: State benchmarks in reading proficiency
Question 3: Students who can answer multiple-choice questions about a passage without needing to read it are nonetheless exhibiting reading comprehension.
Question 4: Behaviors that indicate problems with language comprehension include (select all that apply):
Answer: Confusion about the main idea versus details of a story; inability to maintain focus; telling the events of a story out of order
Question 5: Which of the following is not considered a strategy for informal observation of oral language comprehension?
Answer: Asking students “yes” or “no” questions about a text
Question 1: Which of the following statements is not true about background knowledge?
Answer: It applies to everything retained in short-term memory.
Question 2: Background knowledge is not necessary in order for students to develop a detailed schema.
Question 3: When preparing students to listen to or read a text, it is important to (select all that apply):
Answer: Establish a purpose for reading; preview key vocabulary words; evoke or impart background knowledge
Question 4: Once a schema has been established, it is difficult for people to accept new information that contradicts it.
Question 5: In preparing to read a text about France, it would be most important for teachers to spend time building and drawing out students’ background knowledge about (select all that apply):
Answer: The culture of France; where France is located, and its relationship to surrounding countries.
Question 1: Which of the following is not a direct factor in text comprehension?
Answer: the ability to spell from dictation
Question 2: Readers who struggle with comprehension may also (select all that apply):
Answer: have insufficient working memory; have divergent dialects; lack experience with longer, more formal sentences
Question 3: A sentence with two complete thoughts that can each stand on their own has a:
Answer: compound structure
Question 4: Raising or lowering the voice while reading aloud can help students determine what kind of punctuation a sentence needs.
Question 5: Which of the following should students be taught first?
Answer: the words of the specific job are done in sentences
Question 1: Which of the following is not correct? A text may lack coherence if:
Answer: It is short.
Question 2: The sentences “They were asked to wait in the living room. They didn’t.” provide an example of:
Question 3: Which of the following words are examples of subordinating conjunctions? Select all that apply.
Answer: because; while
Question 4: Which of the following activities can be used to help students notice and interpret cohesive devices? Select all that apply.
Answer: Ask students to complete the unstated thought in sentences with an ellipsis; Ask students to find cohesive devices that explain why, when, or how something occurred during a second or third reading; Circle conjunctions in a text.
Question 5: Teachers should not expect students to fully understand complex and compound sentences containing conjunctions until fourth grade.
Question 1: Which of the following is NOT an example of narrative text?
Answer: science textbook
Question 2: A child is normally able to explain character motives and internal states in a narrative by what age range?
Answer: 7-11 years
Question 3: Which of the following is NOT an element of story grammar?
Question 4: Which of the following are features of informational text? Select all that apply.
Answer: often writing in the present tense; logical format; density of new ideas and concepts
Question 5: The topic sentence, “There are three main categories of clouds: high clouds, mid clouds, and low clouds” would introduce what kind of informational text?