Competency 2: Phonological & Phonemic Awareness

Question 1

Phonology

Answer 1

The study of sounds

Question 2

Phonemes

Answer 2

The smallest part of the spoken language that makes a difference in the meaning of words. Ex) Mop-Top, Cat-Hat

Question 3

Graphemes

Answer 3

Written letter(s) that represent a spoken sound. Ex) A student writes the letter “B” when they hear the sound /b/.

Question 4

Phonics

Answer 4

The understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in writen language).

Question 5

Developmental Stages of Phonological Awareness

Answer 5

1) Sound Chunks–> Words in a sentence –> Syllables
2) Onsets and Rimes –> Dividing words into onsets and rimes –> Creating rhymes using onsets and rhymes.
3) Phonemes–> Isolation –> Identity –> Blending & Segmenting –> Addition & Deletion Substitution.

Question 6

Working with Words and Word “Chunks”

Answer 6

First stage in phonological awareness. Segmenting words in sentences, breaking sentences into individual words, usually claps or stomps.ex) Clifford (1 clap) ate (1 clap) pizza (1 clap) Segmenting words into syllables- clapping & breaking words into smaller parts that include a vowel. Segmenting compound words - breaking compound words into the smaller words into the smaller words from which they are built.

Question 7

Working with Onsets and Rimes

Answer 7

2nd stage in phonological awareness. Ex) play a game with children in which they change beginning sounds in words. The farmer in the dell becomes the farmer in the bell.

Question 8

Working with Individual Phonemes

Answer 8

3rd stage in phonological awareness. The ability to hear and manipulate the sounds that are spoken. 8 phonemic awareness activities.

Question 9

Phonemic Awareness Activities

Answer 9

1) Isolation
2) Identity
3) Categorization
4) Blendinghelps most
5) Segmentation* helps most*
6) Deletion
7) Addition
8) Substitution

Question 10

Isolation

Answer 10

Phonemic awareness activity. Students hear individual sounds in words. Ex) What is the first sound you hear in “top”? /t/ What is the last sound you hear? /p/

Question 11

Identity

Answer 11

Phonemic awareness activity. Students hear and identify the same sound in different words. Ex) What sound is the same in teacher, table, and tree? The beginning sound, /t/.

Question 12

Categorization

Answer 12

Phonemic awareness activity. Students identify which word is different in a list of words, based on sounds. Which word doesn’t belong- cat, king or face? Face doesn’t belong because it doesn’t start with a /k/.

Question 13

Blending

Answer 13

Phonemic awareness activity. Students put sounds together to make a word. What word is /k/ /a/ /t/? Cat! Helps kids the most.

Question 14

Segmentation

Answer 14

Phonemic awareness activity. Students break words into their individual sounds &/or count the # of sounds in a word. It is the opposite of blending. Helps kids the most.

Question 15

Deletion

Answer 15

Phonemic awareness activity. Students remove a sound from a word and identify what remains. Ex) What word is clap without /k/? lap.

Question 16

Addition

Answer 16

Phonemic awareness activity. Students create a new word by adding a sound. Ex) What word do u have when u add /s/ to the beginning of “top”? Stop.

Question 17

Substitution

Answer 17

Phonemic awareness activity. Students change one sound in a word to a different sound & identify the new word. Ex) I’m thinking of a word that sounds like man but starts with /r/. What’s my word? Ran.