Competency 3 Phonological & Phonemic Awareness

Question 1

Phonological Awareness

Answer 1

The ability to recognize and manipulate the spoken parts of sentences and words. A child with phonological awareness has the ability to recognize words that rhyme, alliterations.

Question 2

phonemic awareness

Answer 2

phonemic awareness is a subcategory of phonological awareness. Phonemic awareness is the ability to identify and manipulate the individual sounds a word makes.

Question 3

Phonemes

Answer 3

individual sounds/ the smallest unit of speech

Question 4

Phonics

Answer 4

the knowledge of letter/sound correspondence

Question 5

Alphabetic principle

Answer 5

the English language follows the alphabetic principle because sounds are represented by letters.

Question 6

Graphemes

Answer 6

individual English letters

Question 7

Phonogram

Answer 7

rimes that have the same spelling,
Ex: Rime or phonogram (at) word family
Cat, bat, sat, mat

Question 8

Word awareness

Answer 8

a Childs ability to identify words in a sentence. For example, I like big dogs. This sentence has four words.

Question 9

syllable awareness

Answer 9

A child can learn syllable awareness by breaking down a word into pieces. This is commonly practiced by clapping for each syllable sound in a word

Question 10

Word blending

Answer 10

the ability to combine two words into one. A student is shown a picture of a cow and another picture of a boy. The student then combined the two words into one, making cowboy.

Question 11

Syllable blending

Answer 11

A students ability to combine syllables into words. For example (sis) and (ter) making sister.

Question 12

Onset & Rime Blending

Answer 12

A students ability to combine an onset (b) and a rime (ank) together to make the word Bank.

Question 13

How to teach phonemic awareness

Answer 13

a) Sound isolation
Children are given a word and asked to tell which sound occurs at the beginning, middle, and end.

b) Sound identity
Words that sound the same in either the beginning, middle, or end. A child would be given a set of words and identify which part of the word shares the same sound.
Example: Lake, light, low. All share the same (l) sound

c) Sound blending
A teacher would present a set of sounds such as /b/ /a/ /t/ The student would then guess the word bat.

d) the substitute for one sound to another. For example, the /b/ sound for the /k/ sound.

e) Sound deletion
The deletion of a letter sound to make a new word. For example, the word snail, delete the /s/ to get the new word nail.

f) Sound segmentation
A Childs ability to breakdown a word into its individual sounds.

Question 14

Meeting the needs of all students

4 strategies for differentiation

Answer 14

1. Focusing on key skills
   Practice blending and segmenting sounds, as these are the more difficult tasks for phonemic awareness.
2. Reteach skills that are lacking
   Reteach the skill by changing the mode of delivery. Examples can include slowing down the lesson pace, more modeling of the expectation, scaffolding, incorporate different props/materials.
3. Use concrete examples
   This can include pictures for word blending
4. Additional practice
   Provide additional time for adequate practice

Question 15

Differentiation for English Learners (ELL)

Answer 15

Provide explicit instruction for ELL’s by practicing non transferable phonemes.

Question 16

Differentiation for Advanced Learners

Answer 16

Increase the pace of instruction, build upon current skill set. Devote fewer lessons and instruction on the phonemic awareness unit.