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Exam 2 - TED 3301
Phonological Awareness & Phonics
| Question | Answer |
|---|---|
| What is phonological awareness? | Ability to recognize the sounds of spoken language and how they can be blended together, segmented and manipulated. |
| Phonological awareness descriptors? | No print or letters, its auditory, focuses on the sounds of spoken language, and can be done with your eyes closed. |
| Phonics descriptors? | Involves print, visual, and focuses on visual representation of spoken language sounds that are represented by letters. |
| What is phonics? | Instruction in the relationship between letters & the sounds they represent - helps student to understand the alphabetic principle. |
| Alphabetic Principle | Understanding that written letters & sounds represent spoken sounds and that these sounds go together to make words. |
| Why is it important to teach phonics? | it is directly related to reading ability Should be taught prior to/during reading reliable predictor of reading success deficit in PA=deficit in reading PA facilitates learning of alphabetic principle |
| What is blending? | combining individual phonemes to form words or combining onsets and rimes to make syllables, then combining syllables to make words. |
| What is segmenting? | Separating the individual phonemes, or sounds, of a word into discrete units. |
| What is manipulating? | taking away specific sounds to create a new word, or adding new sounds to create a new word. |
| Phonological Awareness Latter (1 being easiest and 5 being hardest) | 1. rhyming/alliteration 2. words in a sentence 3. syllable 4. onset-rime 5. phoneme |
| What is phonemic awareness? | the ability to detect, identify, and manipulate phonemes in spoken words. |
| When do you assess phonological awareness? | begin in kinder and go through early elementary. |
| How do you assess phonological awareness? | Texas Primary Reading Inventory Phonological Awareness Screening Test Haggerty Phonemic Awareness Assessment Individually |
| How do you teach phonological awareness? | explicitly (direct & structured) systematic (from easiest to hardest) in small groups with immediate feedback |
| 12 sound/spelling categories of phonics | -Single consonants -Consonant blends -Consonant digraphs -Silent consonants -Short vowels -Long vowels -Long vowels with silent e - r- controlled vowels -vowel digraphs -varient digraphs -dipthongs -schwa |
| Single Consonants | m,r,p |
| Consonant Blends | two or more consecutive consonants that retain their individual sounds but are blended together when read. (fl, gr, sp, mp, sw, ft, it) |
| Consonant Digraphs | two letter consonant combinations that represent one phoneme (sh, th, ch, ph, wh, ck, gh) |
| Silent consonants | Two letter where one letter represents the phoneme and the other is not pronounced. (kn, wr, gn, rh, mb) |
| Short vowels | Most common sound-spelling correspondance. All vowels are voiced, meaning the vocal chords vibrate when the sound is produced. (a, e, i, o, u) |
| Long vowels | Voiced and produce a sound that is the same as there letter name. Typically produced from open, vowel-consonant e, and vowel team syllables. (ā, ē, ī, ō, ū) (hop, dim, rod, mad, tim) |
| Long vowels with silent e | hop - hope, dim - dime, rod - rode, mad - made, tim - time |
| r-controlled vowels | Vowel sounds produced when the letter r follows a vowel; they make unexpected, but a reliable sound. (bur-den, pat-tern, cur-sor, gar-den-er) |
| vowel digraphs | |
| varient digraphs | |
| dipthongs | Complex speech sounds or glides that begin with one vowel & gradually change to another vowel within the same syllable. (oi, oy, ou, ow, au, aw, ew) |
| schwa | unstressed vowel in a syllable. Vowel is pronounced /uh/ or /ih/ instead of its normal sound. (zebra, avoid, bonnet, seven) |
| Encoding | Writing |
| Decoding | Reading |
| Assessing Phonics | beginning: letters and sounds, decoding CVC words, nonsense word test older: morphological and orthographic knowledge |
| How to teach decoding? | systematic: practice with letter-sound relationships in a predetermined sequence explicit: deliberate teaching of concepts with continuous student-teacher interaction scope: amount of content sequence: order of instruction |
| What are regular words? | Any word in which each letter represents its respective, most common sound (e.g., sat, fantastic) 50% of english words are regular |
| What are decodable words? | ability to convert a word from print to speech. Looking at a word, connecting letters and sounds, blending sounds together. (reading) |
| What is encoding? | Using letter/sound knowledge to write. (writing) |
| What are irregular words? | Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been). |
| What are high-frequency words | regular and irregular words that appear often in printed text 100 words account for 50% of words in school text 25% are permanently irregular function words |
| What are sight words? | words children identify quickly, accurately, and effortlessly (be, but, do, have, he, she, they, was, what, with, after, again, could, from, had, her, his, of, then, when) |
| What are decodable texts? | texts that students in the level should be able to read based on the rules they have learned (A Pig, a Fox, and a Box by Jonathan Fenske) |
| How to teach multisyllabic words? | sequence of single syllables or word parts to decode |
| What are multisyllabic words? | Words that contain more than one type of syllable. (bev-er-age, drib-ble, aw-ful) |
| What are morphemes? | The smallest unit of language that carries meaning. (word part clues, meaningful parts of the word, base & root words, prefixes, suffixes) |
| What are affixes? | parts added to the beginning (prefix) or end (suffix) of a root word to create new words |
| What are derivational morphemes? | affixes that can be added to a morpheme to change its meaning and may change its part of speech |
| VC/CV | Two or more consonants between two vowels (nap-kin, pen-ny) |
| V/CV, VC/V | One consonant between two vowels (e-ven, de-cent) |
| VC/CCV, VCC/CV | three consonants between two vowels (hun-dred, ath-lete) |
| Consonant -le | A final syllable containing a consonant plus le (ta-ble, wig-gle) |
| Examples of regular words | walk - walked, jump - jumped, dance - danced |
| Examples of Irregular words | said, was, do, to, what, they |
| Examples of High Frequency Words | it, as, the, with |
Created by:
melissaj2002