Q: One test of a robust curriculum in grades K–3 is whether, upon walking into a classroom, an
observer can tell what students are learning about.
✔ TRUE
Rationale: A well-structured, content-rich curriculum with clear instructional focus allows any observer to identify the
lesson's purpose and the knowledge being built. LETRS emphasizes the importance of visible, coherent instruction in the
early grades.
Q: How should the balance of instructional time between foundational reading skills and language
comprehension shift from first grade to third grade for typical learners?
✔ The time spent on foundational reading skills should shift from about 40% in first grade to about 20% in third
grade.
As decoding becomes more automatic, more time is devoted to comprehension and content knowledge.
Rationale: LETRS research shows that as students move through the primary grades, the emphasis shifts progressively
from phonics/decoding (which should be mastered by end of second grade) to higher-level language comprehension
skills.
Section 2: High-Quality Text Criteria
Q: Which of the following is NOT a criterion for high-quality text? a. Grade-appropriate b. Relevant
to what's going on that day c. Worth reading more than once d. Includes unusual vocabulary and
interesting sentence structure
✔ b. Relevant to what's going on that day
Rationale: 'Relevant to what's going on that day' (e.g., tied to a current holiday or classroom event) is NOT a criterion for
high-quality text selection in LETRS. Texts should be chosen for their literary or informational merit — not simply because
they are timely.
Q: What criterion would be most relevant for selecting high-quality texts for reading aloud or for
mediated text reading?
✔ The text has layers of meaning that can be explored through several readings.
Rationale: High-quality texts worthy of close reading have depth — they reward multiple readings and offer opportunities
for deeper analysis of meaning, vocabulary, and structure. Such texts allow teachers to build comprehension through
repeated engagement.
Q: What are the criteria for selecting high-quality texts? (Select all that apply.)
✔ • Grade-appropriate in vocabulary and complexity
• Worth reading more than once (has depth and layers of meaning)
• Includes interesting vocabulary and sentence structures
• Builds background knowledge and academic language
• Supports rigorous discussion and questioning
Rationale: LETRS emphasizes choosing texts that stretch students' language and thinking — not necessarily easy or
familiar, but rich enough to warrant close reading and discussion.
Q: What is the main advantage of letting students know ahead of time what kind of text (e.g.,
narrative, informational) they will be reading?
✔ They can anticipate how the text is organized and how the information is presented.
Rationale: Knowing the text type primes students' mental schema — narrative texts follow story grammar (character,
problem, resolution), while informational texts use structures like cause-effect, compare-contrast, or sequence.
Pre-reading text type awareness improves comprehension.
Section 3: Comprehension Instruction Overview
