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Stack #4532697
| Question | Answer |
|---|---|
| Broad awareness of the sound structure of spoken language including words syllables onset rime and phonemes. An umbrella term that includes phonemic awareness. | Phonological awareness |
| Identify and make oral rhymes Collapse syllables Recognise words with the same initial sounds Recognise the sound of spoken language Blend sounds together Divide manipulate words | Children who have phonological awareness are able to |
| Entirely auditory, no print or letter letters needed | Phonological awareness and phonemic awareness |
| Precursor to phonemic awareness and phonics | Phonological awareness |
| Word awareness Syllable awareness Onset and rhyme awareness phonemic awareness | Level levels of phonological awareness |
| Why does phonological awareness matter? | It is needed for decoding and spelling |
| What are the instructional strategies for teaching phonological awareness? | Use oral activities Larger unit units to small units Activities can include rhyming games Syllable, clapping and counting Elkonin boxes Manipulating sounds |
| Segmentation examples for phonological awareness | Compound words Onset and rime Syllables Contractions Suffixes prefixes Short and long vowels |
| The ability to hear identify and manipulate individual phonemes (smallest units of sound) and spoken language | phonemic awareness |
| Why does phonemic awareness matter? | It supports decoding and encoding which is essential for moving into phonics |
| phonemic awareness skills | phoneme isolation Blending Segmentation Addition Deletion Substitution |
| Instructional strategies for phonemic awareness | Oral activities only Start with easier task activities Elkonin boxes (sound box boxes for segmentation) Say it, move it Oral games |
| Instruction connect connecting graphemes (letters) to phonemes (sounds) to help students decode words Teaching spelling patterns and sound as simple correspondence | Phonics |
| Print is always involved. This cannot be done in the dark. | Phonics |
| Why does phonics matter? | It is essential for word recognition decoding spelling influencing it's supports orthographic mapping. It is also research based instruction. |
| Types of phonic instruction | Synthetic phonics Analytic phonics analogy -based Embedded phonics Onset and rime |
| Decodable words | Follows predictable phonics rules |
| Irregular words | Do not follow rules completely |
| How to teach decodeable words | Phonics blending practice |
| How to teach irregular words | Memorisation through repetition |
| Instructional practices for phonics | Systematic and explicit instruction Simple patterns that get more complex complex Decodeable text Combine with phonemic awareness activities Multi sensory approaches |
| Orthographic mapping | Storing words in a long-term memory for automatic recognization |
| grapheme | The written symbol that represents a single phoneme (sh) |
| Morpheme | The smallest meaningful unit of language this includes free morpheme and bound morpheme |
| Consonant Diagraph | Two letter letters that make one sound (ch, sh) |
| Consonant blend | Two or more letters together where each sound is still heard ( str) |
| Vowel diagraph | Two vowels that make one sound |
| Diphthong | The complex vowel sound where the tongue glides during pronunciation |
| R controlled vowels | A vowel followed by R that changes the vowel sound |
| Systematic and explicit phonics instruction | Structured approach to teaching phonics in a planned sequential order with DIRECT EXPLANATIONS MODELLING AND GUIDED PRACTICE PROVEN TO BE THE MOST EFFICIENT FOR BEGINNING LEADERS |
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user-1987706