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FOR 3
| Question | Answer |
|---|---|
| phonological and phonemic awareness can be done in the _____ | dark |
| Students are speaking and listening when engaging in _______ | phonological and phonemic awareness |
| helping students identify sounds in words WITHOUT PRINT is | phonological and phonemic awareness |
| phonological awareness is a foundational skill for developing | phonemic awareness and decoding |
| phonological awareness is _________ | recognizing and manipulating SPOKEN LANGUAGE SOUND'S structures, including syllables, onsets, rimes, and individual phonemes. |
| phonological awareness _____________ | engages students in oral language activities that build sensitivity to SOUNDS before introducing printed text |
| phonemic awareness is | hearing, identifying, and manipulating individual phonemes (the smallest sound units) in spoken words |
| The alphabetic principle links.... | spoken sounds to written letters |
| phonemic awareness | strongly correlates with early reading acquisition, particularly in kindergarten and first grade |
| phonological awareness | encompasses a BROAD set of skills, including recognizing and manipulating words, syllables, onsets, and rimes. |
| phonemic awareness | a more SPECIFIC skill focusing solely on the phoneme level (identifying /b/ in "bat") |
| phonological awareness activities include _______ | rhyming, clapping syllables, and identifying a word's first or last sound |
| phonemic awareness activities include _______ | blending sounds to form words, segmenting words into individual sounds, and substituting phonemes to form new words. |
| phonemic awareness comes AFTER __________ | phonological awareness |
| strategies for teaching phonological awareness | blending individual sounds, identifying onsets, identifying rime, rhyming, and segmenting |
| strategies for teaching phonemic awareness | isolation, deletion, and substitution |
| blending individual sounds | the ability to put individual sounds in a word together, as in /p/-/a/-/t/ - /pat/ |
| identifying onsets | these are the beginning consonants or consonant clusters in a word |
| identifying rime | these are the vowels and consonants that follow the onset consonant cluster. Common ones: -ack, -an, - aw, -ick, -ing, -op, -unk, -ain, -ank, -ink, -or, -ock, -ight, -ame, -eat, -ine. |
| rhyming | this is the repetition of sounds in different words (cat, sat, rat, splat) |
| segmenting | this is when students break a word apart by different sounds. |
| isolation | the ability to separate word parts or to isolate a single sound in the word. Example - "say the first sound in bat". Student replies /b/ |
| deletion | the ability to omit a sound in a word. Example - using the word mice, the teacher asks the students to delete the initial /m/ sound, resulting in the word "ice" |
| substitution | this is when students replace one sound with another in a word. Example - substitute the first sound in the word cat with an /s/ sound. Student will say "sat" |
| phonemes | individual sounds |
| rhyme is when students can match the ______ | ending sounds of words (cat, hat, bat) |
| alliteration occurs when students can identify and produce words with the same _____ | initial sound (sit, see, silly) |
| sentence segmentation is when students can ____ | segment sentences into words. Example He/went/to/the/beach. |
| syllable segmentation is when students _______ | blend and segment spoken word syllable, such as hap-py, de-light, and sum-mer |
| onset and rime blending and segmenting is when students can____ | blend or segment the onset (initial consonant or consonant cluster) and the rime (vowel and consonant sounds following the onset). Example: tr--ack, b--at, sl--eep |
| phoneme manipulation is when students can ___ | manipulate sounds in words. This is the most complex skill on the continuum and includes several skills |
| The phonological awareness continuum (from simplest to most complex)... | rhyme, alliteration, sentence segmentation, syllable segmentation, onset-rime blending and segmentation, and phoneme blending and manipulation |
| The phonemic awareness continuum (from simplest to most complex)... | phoneme isolation, blending, segmentation, addition, deletion, substitution |
| phoneme isolation is when students ___________ | hear and separate individual sounds in words |
| blending is when students | can combine sounds in a word |
| segmentation is when students | can divide the word into individual sounds |
| addition is when students | can manipulate a word by adding a sound not originally in a word |
| deletion is when students | manipulate a word by deleting sounds to make a new word. |
| substitution is when students | identify and locate the sounds in a word AND switch them with other sounds. |
| phoneme manipulation | changing sounds in words |
| students learn the beginning and ending sounds in a word before they can identify the ____ | medial sound |
Created by:
kristikee