Comp 3: Phonological and Phonemic Awareness

Question 1

phonological awareness is having knowledge that oral English is composed …

Answer 1

of smaller units

Question 2

A student who has phonological awareness can identify and manipulate sounds in 2 levels:

Answer 2

1) individual sounds (phonemic awareness)

2) sounds in larger units of language, such as words (word awareness) and syllables (syllabic awareness)

Question 3

phonemic awareness

Answer 3

the ability to distinguish the separate phonemes (sounds) in a spoken word.

*a subcategory of the broader concept phonological awareness

Question 4

A student who has phonemic awareness can distinguish ____ ____ in a spoken word

• phoneme: a speech sound

Answer 4

separate phonemes (or sounds) in a spoken word

Ex: duck has three sounds: /d/ /u/ /k/

Question 5

phoneme

Answer 5

smallest units of speech

example: /v/ and /b/

Question 6

phonics

Answer 6

knowledge of letter-sound correspondence

• Phonics is the ability to be able to recognize a sound (phoneme) and associate it with the letter that represents that sound.

Ex: letters ph make the /f/ sound

Question 7

Alphabetic principle

Answer 7

speech sounds are represented by letters

Question 8

Graphemes

Answer 8

Graphemes- English letter or letters that represent phonemes

Ex: phoneme /b/ in bat is represented by the grapheme b
Ex: phoneme /k/ in duck is represented by the grapheme ck

Question 9

Vowels

Answer 9

sounds that are made with a clear passage from the voice box to your mouth.

• Vowels include a, e, i, o, u, y in words like sky and w in words like cow

Question 10

Consonants

Answer 10

are sounds that occur when the airflow is obstructed by your mouth, teeth or lips

Question 11

Onset and rimes

Answer 11

occur in a single syllable
* onset: is the initial consonant or consonant blend
* rime: is the vowel sound and any other consonant that follows

ex: napkin n-ap k-in
ex: cats c- ats

Question 12

Phonograms

Answer 12

rimes with the same spelling
* words that share the same phonogram are word families
ex: cat, bat, sat, mat, pat …

Question 13

1 in notebook

The Role of Phonological and Phonemic Awareness in Reading Development

Answer 13

Phonemic awareness is the foundation for understanding the sound-symbol relationship of English, which will be taught through phonics lessons

Levels of phonemic awareness directly correlate with reading achievement

Question 14

how to teach: Word Awareness

• Requires children to detect and identify word boundaries (ex. I like ice cream has 4 words)

Answer 14

helps children become aware that sentences are made up of words
1. Introduce Tom (1 word)
2. then “Tom runs.” (say the sentences and then tap put the words)
3. then “Tom runs fast.” (say the sentences and then tap out the words)
4. Say the sentence and ask students to identify how many words (Tom runs fast=3 words)

Question 15

How to teach: Syllable Awareness

Answer 15

Clap your hands to say each syllable

ex: ra-bbit
ex: ca-rrot
ex: pen-cil

Question 16

How to teach: word blending

Answer 16

where children take two single-syllable words and combine them to make compound word

ex: picture of cow + picture of boy= cowboy

Question 17

How to teach: syllable blending

Answer 17

where children take two syllables and combine them into a word

ex: “What word do I get if we put sis and ter together?” sister

Question 18

How to teach: onset & rime blending

Answer 18

ex: Say the onset, /b/ and the rime, ank = bank

Question 19

How to teach: sound isolation

Answer 19

Give a word and ask students to give you the beginning, medial and ending sound (start w/beginning, end and then medial)

Question 20

How to teach: sound identity

Answer 20

children can point out, from a set of words, what sound is shared

ex: Give a list of words w/ same beginning sound (lake, light, low) and ask “What sound is the same in all 3 words?”

Question 21

How to teach: sound blending

Answer 21

children can blend sounds together to say the word
ex: Say /b/, /a/, and /t/ and ask students to give you the word

Question 22

How to teach: Sound substitution

Answer 22

children can substitute one sound for another in a word
ex: Cat, cat, cat → /b/ → bat, bat, bat

Question 23

How to teach: sound deletion

Answer 23

children can point out new word after a sound is taken out
ex: Say “Snail, take away the /s/ and what do we have? nail. “

Question 24

2 in notebook

How to teach: sound segmentation

Answer 24

children can isolate and identify the sounds in a spoken word
ex: “I am going to say a word and then slowly say the sounds in the word: bee, /b/, /e/”
Simplified: “How many sounds are in the word, dog?” 3

Question 25

How to help students who are struggling in phonemic awareness

Answer 25

• Focus on key skills, especially blending and segmenting
• Reteach skills that are lacking
• Use a variety of concrete examples (pictures or real objects)
• Providing additional practice

Question 26

How to help english learners on phonemic awareness

Answer 26

• /b/, /d/, /m/, /p/ and /t/ are the same with Spanish + English
• Teach non-transferable phonemes and sequences of phonemes that don’t occur in first language

Question 27

How to help advanced learners on phonemic awareness

Answer 27

• Increase pace of instruction
• Building on, extending current skills

Question 28

How to assess phonological and phonemic awareness

Answer 28

• Yopp-Singer Test of Phoneme Segmentation
• Assess the following phonological awareness tasks: word awareness, syllable awareness, word blends, syllables blending and onset-rime blending
• Phoneme awareness tasks: sound identity, sound isolation, sound blending, sound deletion, sound substitution and sound segmentation

Question 29

Yopp-Singer Test of Phoneme Segmentation

Answer 29

made up of 22 words and children must provide each sound of the word in order

ex:
teacher says “dog”
student says /d/ /o/ /g/

Question 30

Instructional Strategies

Answer 30

· Alphabet Sounds Song (Apple, Apple AAA…etc)
https://youtu.be/QW7N64zsrs0
· Segmenting words; orally or while reading or writing CAT is /c/ /a/ /t/
· Isolating Letter sounds (Beginning, Middle and End) “where do we hear the /t/ sound?”
· Clapping the syllables of a word
· Elkonin Boxes
· Blending words; /c/ /a/ /t/ makes the word CAT.
· direct/explicit instruction
· implicit/embedded instruction