LETRS Unit 2 REview
Authored by Amber Westmoreland
English
Professional Development
CCSS covered
Used 5+ times
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About
This quiz covers phonological and phonemic awareness, which are foundational literacy skills typically taught at the kindergarten through second grade level. The questions assess teachers' understanding of critical concepts including syllable counting, onset-rime division, phoneme segmentation and blending, and the developmental progression of phonological awareness skills. Students working at this level need to understand the sound structure of spoken language, beginning with larger units like syllables and moving toward individual phonemes. The quiz addresses advanced pedagogical knowledge including the use of rapid automatic naming (RAN) assessments, phonological working memory, sound substitution and deletion tasks, and evidence-based instructional practices. Teachers must understand how to sequence instruction from easier skills like rhyme recognition to more complex tasks like four-phoneme blending, and how to identify and address common spelling errors that reflect phonological processing difficulties. Created by Amber Westmoreland, an English teacher in the US who teaches grade 14. This comprehensive review quiz supports professional development and teacher preparation by testing knowledge of LETRS (Language Essentials for Teachers of Reading and Spelling) Unit 2 concepts. The quiz serves as an excellent tool for teacher training programs, professional learning communities, or individual study to ensure educators have mastered the theoretical foundations and practical applications of phonological awareness instruction. Teachers can use this assessment to identify areas where they need additional study before implementing evidence-based reading instruction in their classrooms. The content aligns with key reading foundational skills standards, particularly those addressing phonological awareness development and the systematic progression of skills that prepare students for phonics instruction and successful reading acquisition.
Content View
Student View
15 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How is the word pl-ay divided in this example?
phoneme
onset-rime
syllable
phoneme-grapheme
Tags
CCSS.RF.4.3A
CCSS.RF.5.3A
CCSS.RF.2.3C
CCSS.RF.3.3C
CCSS.RF.1.3E
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How many spoken syllables are there in letter?
1
2
3
4
Tags
CCSS.RF.4.3A
CCSS.RF.5.3A
CCSS.RF.2.3C
CCSS.RF.3.3C
CCSS.RF.1.3D
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How many spoken syllables are in the word butterfly?
1
2
3
4
Tags
CCSS.RF.4.3A
CCSS.RF.5.3A
CCSS.RF.2.3C
CCSS.RF.3.3C
CCSS.RF.1.3D
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The use of nonsense words for phonemic awareness activities is...
never suggested.
beneficial for ML learners.
useful only occasionally within sound chains.
helpful to students who have weak vocabularies.
Tags
CCSS.L.1.5A
CCSS.L.1.5B
CCSS.L.K.5A
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
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.
As 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.
Tags
CCSS.RF.4.3A
CCSS.RF.5.3A
CCSS.L.1.2D
CCSS.RF.2.3E
CCSS.L.K.2C
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which student is demonstrating the most advanced level of phonemic awareness?
a student who can provide words that rhyme with cat
a student wo can use colored blocks to change the sound slip to make it slick
a student who identifies the first sound in the words flat, fish, and friend as /f/
a student who claps three times for each syllable in the word triangle
Tags
CCSS.RF.4.3A
CCSS.RF.5.3A
CCSS.L.1.2D
CCSS.RF.2.3E
CCSS.L.K.2C
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A student write the word went as "wet". What aspect of phonology is associated with this common spelling error?
substitution 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
Tags
CCSS.L.1.2E
CCSS.L.K.2D
CCSS.RF.1.3C
CCSS.RF.2.3A
CCSS.RF.2.3B
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