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Rica-Word Analysis
Competency 3
Term | Definition |
---|---|
Phonological awareness | Oral Language is composed of SMALLER UNITS |
Phonemic Awareness | Ability to distinguish the separates PHONEMES(or SOUNDS) in a spoken word |
Alphabetic Principle | sounds are represented by letter |
Phonics | knowledge of letter- sound correspondence :Linking the sound with the letter ex. in the word phonics the letters PH--> make the /f/ sound |
Graphemes | English letters that represent phonemes |
Phoneme | a speech sound in a language that signals a difference in pronunciation and meaning (smallest unit of speech). |
Vowels | speech sounds made when air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth. (a,e,i,o,u) sometimes y in sky and w in cow. |
Consonants | are speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips. |
Onset | think syllable....initial consonant sound ex. C in cats |
Rime | think syllable....vowel sound and any consonant that follows ex. ATS in cats |
Phonograms | rimes that have the SAME spelling, Words that share same phonograms are word families ex. cat, bat, sat |
How to teach Phonological Awareness ,including phonemic awareness? | 1. Word Awareness 2.Syllable Awareness 3.Word Blending 4. Syllable Blending 5. Onset and Rime Blending |
How to teach PHONEMIC AWARENESS? | 1. Sounds Isolation 2.Sound Identity 3.Sound Blending 4.Sound Substitution 5.Sound Deletion 6. Sound Segmentation |
How can you teach Struggling readers phonemic awareness? | 1. Focusing on key skills, especially blending and segmenting 2.Reteaching skills that are lacking 3.using a variety of concrete examples to explain a concept or task 4. Provide additional practice |
How can you teach |