Domain 2 Flashcards

Question

How to teach Phonemic Awareness 4. Sound Substitution [Competency 3]

Answer 1

In this type of activity, the teacher asks the children to substitute one sound for another. The hardest part of this for the teacher is finding phrases that work for this type of task. The easiest ones would be one-word substitutions. The teacher says, "Cat, cat, cat. Let's use the /b/ sound instead of the /k/ sound. We get bat, bat, bat."

Answer 2

This activity works best with consonant blends. For the word "block", take away the "b" to get "lock". For the word "frog", take away the "f" to get "rog", hmm that one doesn't work so well.

Answer 3

Children are challenged to isolate and identify the sounds in a spoken word. To teach this directly , the teacher should start with words with only two sounds. "I am going to say a word and then slowly say the sounds in the word. Bee. (pause) /b/ (pause) /e/. Then the teacher would ask the students to say the sounds in two-sound words, then the lessons should progress to three sound words.

Answer 4

``` Sound Isolation Sound Identity Sound Blending Sound Substitution Sound Deletion Sound Segmentation ```

Answer 5

Children cannot be expected to learn which letters represent which sounds (phonics) until they are aware of the sounds in a word (phonemic awareness).

Answer 6

The important point here is that teachers should not consider a child phonemically aware because he or she is successful on the simpler tasks, such as sound identity and isolation. The focus of the small-group and individualized remediation lessons should be on blending and segmenting sounds.

Answer 7

Teachers should consider the following: (a) changing the pace of the lesson (b) changing the mode of delivery, perhaps by providing more modeling or using clues such as clapping or finger snaps (c) making the task simpler by providing additional scaffolding (d) using different materials

Answer 8

Struggling readers will almost always be helped if the teacher can use things to help students master a task. This could include pictures or objects.

Answer 9

Struggling readers will often need more opportunities to practice a skill in order to learn it. For example, struggling readers may need an additional two or three segmentation activities.

Answer 10

Teachers should explicitly teach the English phonemes that do not exist in an EL's first language. Likewise, teachers will need to teach sequences of phonemes in English that do not appear in the first language.

Answer 11

(1) increasing the pace - spend less time on a lesson - devout fewer lessons to a phonemic awareness skill (2) building on and extending current skills

Answer 12

(1) Entry-Level Assessment - done BEFORE instruction begins (2) Progressing-Monitoring Assessment - assess proficiency DURING instruction - who needs more help? the whole class? (3) Summative Assessment - occur at the END of instruction - tells if student has met/not met/exceeded standard

Answer 13

All analysis should be based on standards. Assessment for individual students will teach the teacher which students' level of performance is below/on point/above the expectations for the standard.

Answer 14

(1) Relationship between Spoken and Written English and that Print Carries Meaning - "talk written down" (2) Recognizing Letter, Word, and Sentence Representation - differences between letters,words,sentences (3) Directionality of Print/Tracking of Print - English is read left to right and top to bottom (4) Book-Handling Skills - cover, title page, where story starts, turn pages

Answer 15

Reading aloud will teach many students that print carries meaning. Reading aloud will also help children recognize the covers of books and book handling skills.

Answer 16

Teachers attempt to achieve with a group of children what is accomplished when an adult sits and reads with an individual child. This has the potential to teach all Concepts About Print. Discussion before, during and/or after the reading, excitement when reading, student participation in predictable text, etc...

Answer 17

Intended to develop and support children's reading and writing abilities. Children share an experience such as a field trip to the zoo and then dictate an account of that experience to an adult, who records it verbatim. Together the adult and child read the dictated text. This will teach that print carried meaning.

Answer 18

Refers to printed messages that people encounter in daily life (bumper stickers, milk cartons, toy boxes, etc.) With these on display children will see that print carries meaning. Lessons can be based on the letters, words, phrases, and sentences that appear.

Answer 19

All classrooms should be "print rich" with plenty of examples of written language on display. -Labels/Caption on items and bulletin Boards

Answer 20

The key is that in a direct lesson, you have as an objective one of the Concepts About Print. The Concept won't be something students just "pick up" but need to be taught directly.

Answer 21

Accurate and rapid letter recognition is an essential component in learning to read. Children need to be both accurate and quick in both recognizing a letters and naming the letter. Letters are "building blocks" of printed language.

Answer 22

(1) Associating names and things with letters (2) Singing the Alphabet (3) ABC books (4) Practice Writing Uppercase and Lowercase letters and writing words (5) Tactile and Kinesthetic Methods - trace fingers over letters/"write" letters in air

Answer 23

Some teachers teach letters that are similar one after another (the key is to make sure the student can recognize, name and form the b before they go on to d). For visually similar letters many teachers ask the students to trace the two letters with their fingers, focusing on the different direction or the different movements the fingers take for each letter.

Answer 24

When children try to "sound out" a word, they show that they know that sounds are represented by letters. When children are writing and they struggle to identify the appropriate letter(s) to represent a sound, they show they know all the sounds in a word must be represented by at least one letter.

Answer 25

This is what occurs when a young student writes a word but doesn't know the spelling. This shows important data on the child's knowledge of letter-sound correspondence. As students get older their writing should be more accurate and less phonetic.

Answer 26

(1) focusing on key concepts and skills (2) reteaching concepts, letters, and skills that are lacking (3) using a variety of concrete examples to explain a concept or task (4) providing extra practice (5) using visual, auditory, kinesthetic and tactile techniques

Answer 27

(1) Capitalize on the transfer of relevant knowledge and skills from their primary language (2) recognize that not all languages are alphabetic and that key features of alphabets vary, including letters, directional and phonetic regularity

Answer 28

(1) increasing the pace of instruction | (2) building on and extending current knowledge and skills

Answer 29

(1) formal tests- provided by district or found in specialized books (2) informal assessments/observations by the teacher

Answer 30

Recognition: name the letter and child points to it Naming: point to letter and ask child to name it Formation: teacher should assess the child's ability to write the letter in isolation and in context (within their writing)

Answer 31

If the child writes letters (as opposed to illustrations/squiggles) they show understanding that in English letters convey messages. If child tries to sound out the words they have mastered alphabetic principal.

Answer 32

(1) Word identification contributes to word recognition - identify words in print that exist in their oral vocab. (2) Automaticity in word recognition leads to fluency and comprehension - when word identification is quick and accurate

Answer 33

When in the initial position in a word, the sounds made by the letters: f, l, m, n, r, s, v, and z It is possible to "hold" and stretch out the sound.

Answer 34

When in the initial position in a word, the sounds made by the letters: b, c, d, g, j, k, p, qu, and t The sound must be uttered quickly with a "quick" puff of air. Also called "clipped" consonant sounds

Answer 35

Two-letter combinations that make one sound. For example, ph in phone and sh in share.

Answer 36

Two- or three-letter combinations, said rapidly, and each letter in a blend makes a sound. Examples: "pl" in play, and "spr" in spring

Answer 37

Two-vowel combinations that make a single sound. For example, the oa in boat makes the long o sound.

Answer 38

Glided sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another.

Answer 39

Neither long nor short, as in the sounds a makes in chalk, e makes in help, i makes in milk, o makes in cold, and u makes in bull.

Answer 40

"Sight Words" vowel-consonant words. In these words the vowel is almost always short. For example, am, it and up. An exception to this rule is the word or.

Answer 41

"Sight Words" | The middle vowel is short as in the words man, pet, lip, tot and bum.

Answer 42

"Sight Words" Words in this pattern include balk, cost, and film. The vowel is short. It will confuse children to include words that end with a consonant digraph, where the final two consonants make only one sound, such as bath and fish.

Answer 43

"Sight Words" | Most of these words start with a consonant blend, such as brat, clap, or skip. The vowel is short.

Answer 44

"Sight Words" | Many, but not all, of the words in this pattern have vowel digraphs (two vowels, one sound): bait, team, and goat

Answer 45

"Sight Words" The vowel pattern in this makes a long sound as in made, like, cone, and huge. Beware the irregular exceptions such as love and live.

Answer 46

1. Compound words, divide between the words : in-side, foot-ball 2. Single-syllable prefix, divide between the prefix and the root: un-kind, pre-test 3. Never divide a consonant digraph: bush-el, teach-er 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter 5. Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is short, divide after the consonant: cab-in, lev-el 6. Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is long, divide before the consonant: be-long, fe-ver

Answer 47

Some words are phonetically irregular because of the word origins- they reflect the spelling of another language. Other words are now phonetically irregular because of pronunciation shifts in English over hundreds of years.

Answer 48

"see and say" words. Because so many of the words that appear most frequently in English are phonetically irregular, many of them must be taught as sight words in kindergarten, first and second grade.

Answer 49

(1) they are high-frequency words children need to know early on (2) some sound-symbol relationship in the words will not be taught until much later Example: the word "park" because it is a word that many young children will want to use in their writing, but the R-controlled "a" in "park" may not be taught until 2nd grade

Answer 50

(1) Precommunicative (2) Semiphonetic (3) Phonetic (4) Transitional (5) Conventional

Answer 51

The first Stage of Spelling Development. Precommunicative spelling shows no understanding that letters represent sounds. Instead of letters, the child "writes" but drawing pictures or making squiggles.

Answer 52

The 2nd Stage of Spelling Development. Children attempt to use letters to represent sounds. The child's knowledge of sound-symbol relationships, however, is poorly developed. Children often do not write at least one letter for each sound in a word.

Answer 53

The 3rd Stage of Spelling Development. Phonetic spellers know that letters represent sounds and at least one letter represents each sound in a word. They do not always the right letter or combination of letters to represent sounds.

Answer 54

The 4th Stage of Spelling Development. The child knows most of the orthographic patterns of English. All sounds have letters and for the most part, the child chooses the correct letter or combination of letters to represent sounds. Mistakes frequently occur with sounds that have several spellings such as the long a (nayborhood).

Answer 55

The 5th Stage of Spelling Development. The child spells most words correctly. The only mistakes at this level occur when the child tries to spell new words with irregular spellings.

Answer 56

Frequently occurring letter combinations of English spelling (e.g. the rime -ight, the suffix -tion). Phonics instruction helps children learn these spelling (or orthographic) patterns. Resulting in teaching phonics as you teach spelling.

Answer 57

1. Instruction should be systematic. Sound-symbol relationships should be taught in a sequence that moves from simple to complex linguistic units 2. Instruction should be direct and explicit. The teacher's objective is to teach a sound-symbol relationship. These lessons are best taught to small groups of children who share the need to learn the same sound-symbol relationship

Answer 58

Whole-To-Part lessons start with sentences, then look at words, and "end up" with the sound-symbol relationship that is the focus of the lesson. For example, teacher presents students with sentences that all have a word with a -sh sound at the end. The students read the sentences with the teacher and the underlined words are re-read. "There is something about these underlined words that is the same. What is it?"

Answer 59

Part-To-Whole Lessons begin with the sound and then children blend the sounds to build words. The teaching sequence would be: 1. Teacher writes the symbol on the borad (sh) and tells students the sound it makes 2. Children say the target sound 3. Teacher shows letter combinations that can be added to the sound to make words: ca, fi, ma, di

Answer 60

In this approach students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes. For example, children learning "brick" are first showed two simpler words with the -ick rime, "kick" and "tick". The teacher then introduces the br blend and children combine it with the familiar -ick.

Answer 61

This is teaching phonics incidentally as something that is not the central focus of a lesson. For example, after reading a passage with the word "make" in it the teacher could take a few minutes to work with students on the "-ake" rime by finding words that rhyme with "make".

Answer 62

Teachers would start by having the students sound out the separate sounds in VC and CVC words. This involves displaying the letter that represents the sound and having the children voice the sound. After each sound in a word has been displayed and voiced, the children then "blend" the two or three sounds together. Teacher models the blending process, lingering a little too long on each sound. (this follow part-to-whole approach)

Answer 63

Single syllable, regular words and a few high-frequency, irregular sight words can be used to write stories in decodable text. Words have been selected because they have the phonics elements and the sight words children have been previously taught. Reading from decodable texts reinforces the sound-symbol relationships children have learned.

Answer 64

Spelling challenges students to use their phonics knowledge to encode words in writing. When writing a CVC word like "man", children should sound the word out as they spell it, saying each sound to themselves as they write the appropriate letters

Answer 65

Students in the more advanced stages of word identification should learn phonics elements that are less common. This would include consonant digraphs, where two letters make one sound (sh, ch, th).

Answer 66

Students at more advanced stages of decoding development should be taught to identify words formed by adding common inflected suffixes, such as -ed, -er, -est, -ing, and -s to base words. First teachers should teach the suffix in isolation, using either the part-to-whole or whole-to-part approaches. Then students should be challenged to read whole words with the suffix.

Answer 67

1. Visual: Use of color. This is especially effective for vowel digraphs. The student would write the word "said" 10 times using one color for the "a" and a different color for the "i". 2. Auditory. Saying each letter name as they write the word multiple times. 3. Tactile. Children could write words that have few letters on a surface with their bare fingers.

Answer 68

Teachers should prioritize the phonics skills and sight words struggling readers need to learn. Struggling readers may need a slower pace of instruction and more review. Teachers need to decide what is most important and teach it first.

Answer 69

Progress-monitoring assessments will reveal which skills and sight words individuals lack. Students who have not acquired the same skill should be placed in small groups for reteaching activities at a slower pace or with a different mode of delivery.

Answer 70

For phonics and sight words, teachers may want to use 3D, plastic or wood letters. Other teachers use "letter tiles". Some students need to physically manipulate letters as they learn the sounds they make.

Answer 71

Some teachers use activities that seem like games to help struggling readers practice what they are learning.

Answer 72

For native speakers of English word identification (knowing how to pronounce a word) often leads easily to word recognition (associating a meaning to the word that was pronounced). With many sight words, ELs will need to be taught both how to pronounce the word and what the word means.

Answer 73

The important errors to note are those that would make it difficult for the child to understand what they are reading.

Answer 74

You can cut the amount of time spent on a lesson, decrease the amount of lessons planned, or you can add more objectives to a lesson to increase its complexity.

Answer 75

Another way to increase complexity is to "skip" lessons that would be pre-requisite for most learners. When a teacher does this, they are "building" on what the advanced student already knows. Advanced learners are able to "extend" or go well beyond what most students know and are able to do.

Answer 76

1. Decode in Isolation- in this type of test, the child would read a list of words and the teacher writes down what the student says 2. Decode in Content- in this type of test the student would read a few paragraphs from a story or text and the teacher keeps track of the miscues

Answer 77

1. Isolation- child is shown the word individually and asked to read it 2. Context- Child reads the words in a story or text

Answer 78

Entry-Level Assessment may reveal that the goal the teacher was trying to achieve was too difficult. Progress Monitoring Assessments tell the teacher whether or not the lesson have been effective. Summative Assessments determine whether or not students have achieved a goal related to a standard.

Answer 79

Assessments of phonics skills, sight words, and spelling skills are analyzed and interpreted at the individual level for specific errors and patterns of error. Next, the results must be analyzed and interpreted at the group level. Results can determine many instructional decisions. Sometimes they reveal that one type of lesson may not be effective for an individual, or in some cases, the whole group.

Answer 80

1. Display several sentences, each with a word that contains the target prefix, suffix, or root word. 2. Read again the underlined target words and identify the key common element. You might want to circle the common prefix, suffix or root word. 3. Work with the students to arrive at the meaning of the prefix, suffix, or root word. 4. Provide some other words with the common element

Answer 81

1. Display the prefix, suffix, or root word on the board. tell them what it means 2. prepare some index cards with root words that can be added to the prefix or suffix to make words 3. Finally, help the children put each newly formed word into sentences

Answer 82

Have the children clap each time they say each syllable in a multi-syllabic word. This is a listening activity.

Answer 83

Lessons to teach these rules should start by stating the rule, then proceed to having the children divide the target words appropriately 1. Compound words, divide between the words : in-side, foot-ball 2. Single-syllable prefix, divide between the prefix and the root: un-kind, pre-test 3. Never divide a consonant digraph: bush-el, teach-er 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter 5. Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is short, divide after the consonant: cab-in, lev-el 6. Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is long, divide before the consonant: be-long, fe-ver

Answer 84

Types of words students are expected to learn: 1. groups of words that have commonly occurring orthographic patterns: rimes, blends, digraphs, diphthongs, prefixes, suffixes, common root words 2. high-frequency words, especially with irregular patterns 3. common-need words, words several children in class struggle with 4. content area words, taken from science or social studies 5. words that relate to each other

Answer 85

1. Look at the word and say it to yourself 2. Say each letter in the word to yourself 3. Close your eyes and spell the word to yourself 4. Write the word, check your spelling 5. Write the word again

Answer 86

1. Visual: look at a word and write it multiple times 2. Visual:Use of Color- if students confuse letter placement use different colored crayons to write out the word 3. Auditory: saying the letters as the student is writing them 4. Kinesthetic: writing in the air with finger 5. Tactile: involve touching fingers to a textured base and writing the letter 6. Mental imagery: have student visualize writing the letters

Answer 87

Students placed in small groups based on assessments and teacher can address the specific needs of the smaller group.

Answer 88

Students must have many opportunities to apply these skills when they read and write. Students should be challenged to read texts that contain words using affixes, syllable patterns and orthographic patterns and rules being taught. Teachers may have to plan writing activities that require students to apply their knowledge of more complex words.

Answer 89

1. The most common prefixes, such as pre- 2. Common Suffixes, such as -less or -ness; students often forget the 2nd consonant as in helples and closenes 3. Orthographic Patterns having to do with adding suffixes, such as dropping a final -e (bake to baking) and doubling a final consonant (bat to batting).

Answer 90

They should write letters with their bare fingers on their desk, on clay or in sand. They will also be helped by strong auditory clues, saying each letter as they write it or having someone else say each letter as they write it.

Answer 91

It is important to explicitly teach English learners the common English roots and affixes. This will greatly increase their word identification skills.

Answer 92

Advanced learners in the upper grades can advance swiftly through instruction on common prefixes and suffixes. They are ready to learn more complicated roots and their derivatives, such as Latin roots.