[30 Test Answers] LETRS Unit 5: Sessions 1–6

We have compiled all the test answers to LETRS Unit 5 Sessions 1–6 so you can ace this exam with no problem at all.

Language Essentials for Teachers of Reading and Spelling (LETRS) Unit 5

Session 1

Question 1: Recognizing the meaning of a partially known word in context is an example of:
Answer: d. receptive vocabulary

Question 2: A developed vocabulary in preschoolers predicts better reading comprehension in third grade.
Answer: True

Question 3: About how many words should be taught in depth per week in the primary grades?
Answer: 10

Question 4: Every word a student is exposed to is stored in both the phonological and semantic lexicons.
Answer: False

Question 5: Which of these statements are true? (Select all that apply.)
Answer: a. It is impossible to measure the exact size of a person’s vocabulary. c. The average student entering kindergarten knows about 4,000 words. d. In the primary grades, about 10 words per week can be taught in-depth.

Session 2

Question 1: Deep knowledge of a word’s meaning may include personal associations triggered by the word.
Answer: True

Question 2: The internal associations of the dimensions of word knowledge are also known as:
Answer: a semantic map

Session 3

Question 1: Which of the following are good criteria for selecting Tier 2 words to teach in-depth? Select all that apply.
Answer: words that students are likely to encounter in other readings; words that are central to the meaning of the passage

Question 2: Word lists are an ideal method for selecting vocabulary to teach students.
Answer: False

Question 3: EL’s need for vocabulary instruction may differ from native speakers because (select all that apply).
Answer: they may be unfamiliar with the meanings of Tier 1 words; they may need explicit interpretation of figurative language.

Question 4: Inhibiting students’ use of their native language is counterproductive to developing proficiency in English.
Answer: True

Question 4: Low-frequency words that pertain to a specific area of study would be considered:
Answer: Tier 3

Session 4

Question 1: When introducing new words for in-depth instruction, it’s best to do it in writing before using the words orally.
Answer: False

Question 2: After explaining the meaning of a new word to students, the next step should be to:
Answer: b. give examples of how to use the word in context.

Question 3: Useful adaptations of word instruction for English Learners (ELs) include (select all that apply):
Answer: a. adding emphasis on potential phonological confusions. b. having students repeat simple sentences using the word. c. adding references to a cognate.

Question 4: Explicit vocabulary instruction includes which of the following? Select all that apply.
Answer: b. explaining the new word’s meaning using a student-friendly definition c. using visual prompts or actions to clarify the word’s meaning

Question 5: The instruction “Tell your partner about a time you acted responsibly” is an example of:
Answer: c. eliciting word use.

Session 5

Question 1: Most of the oldest words used in English do not have multiple meanings.
Answer: False

Question 2: What is the main focus of classification activities?
Answer: c. ensuring students understand the relationships among the words included

Question 3: Which of the following sets of words might best lend itself to a semantic feature analysis? Select all that apply.
Answer: b. mammals, insects, birds, reptiles c. ponds, rivers, lakes, oceans

Question 4: A student sentence that includes a complete definition of the word snow could look like:
Answer: c. “It’s frozen water that comes down like flakes.”

Question 5: Words that express the degrees of meaning between each other are called:
Answer: gradable antonyms

Session 6

Question 1: The way teachers use language has a direct effect on students’ vocabulary growth.
Answer: True

Question 2: Which of the following is not an effective way to encourage richer language in the classroom?
Answer: Provide dictionaries for students to keep at their desks

Question 3: Strategies encouraging independent word learning include (select all that apply).
Answer: directly teaching high-utility prefixes, roots, and suffixes to students; exposing students to a new word in multiple contexts

Question 4: Understanding that word choices matter and that words carry power is one way to describe:
Answer: word consciousness

Question 5: How might teachers help students “own” new vocabulary words?
Answer: Provide extension activities to encourage students to use the words they’ve learned.

[30 Test Answers] LETRS Unit 5: Sessions 1–6 – Test Pinoy (2024)