Domain 2 Flashcards
Phonological Awareness definition
[Competency 3]
the knowledge that oral English is composed of smaller units
A child who has phonological awareness can identify and manipulate sounds in many different “levels” of language: (1) individual sounds (phonemic awareness) and (2) sounds in larger units of language, such as words and syllables
Phonemic Awareness definition
[Competency 3]
the ability to distinguish the separate phonemes (or sounds) in a spoken word
When a child can identify duck and luck as rhyming words or say that “duck” has three sounds /d/ /u/ /k/, the child is phonemically aware.
Phonics definition
[Competency 3]
knowledge of letter-sound correspondences
knowing, for example, that in the word “phonics” the letters “ph” make the /f/ sound
The Alphabetic Principle definition
[Competency 3]
this principle states that speech sounds are represented by letters
English is an alphabetic language because symbols represent sounds. the sounds are called phonemes.
Phoneme definition
[Competency 3]
the smallest units of speech
A speech sound in a language that signals difference in meaning. For example, /v/ and /b/ are English phonemes because there is a difference in meaning between “vote” and “boat”
Phonetic Alphabet definition
[Competency 3]
created by linguists so that each phoneme is always represented by the same symbol
There is a one-to-one correspondence between the phoneme and the symbol. For example, the phonetic symbol /e/ always represents the “long a” sound.
Graphemes definition
[Competency 3]
the English letter or letters that represent phonemes
Some are a single letter. For example, the phoneme /b/ in bat is represented by the grapheme b. Other graphemes consist of more than one letter. For example the phoneme /k/ in “duck” is represented by the grapheme ck. Another example would be the ay in say or the ei in neighborhood to represent the “long a” sound.
Vowels
[Competency 3]
sounds made when the air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth.
a,e,i,o,u
Two letters sometimes represent vowel sounds: y, in words such as “sky”, and w in words such as “cow”.
Long Vowels
[Competency 3]
Vowel sounds are said to be long when they “say their own name” as in “bake” and “bite”.
Short Vowels
[Competency 3]
Short Vowels occur in such words as: cat, pet, bit, cot, but.
R-Controlled Vowels
[Competency 3]
Neither long nor short, as in the sounds a makes in “car”, e in “her”, u in “hurt”, and o in “for”.
Consonants definition
[Competency 3]
Speech sounds that occur when the airflow is obstructed in some way by your teeth, mouth, or lips.
Onsets and Rimes
[Competency 3]
Think syllable! Onsets and rimes occur in a single syllable. In a syllable, the onset is the initial consonant sound or consonant blend; the rime is the vowel sound and any consonants that follow.
For example, in the words “cats” the onset is the “c” and the rime is the “ats” or in the word “spring” the onset is the “spr” and the rime is the “ing”. For the word “napkin” which has multiple syllables, the onset for the word “nap” is “n” and so on.
Phonograms definition
[Competency 3]
These are rimes that have the same spelling. Words that share the same phonogram are word families.
Rime or phonogram: at.
Word family: cat, bat, sat.
The role of phonological and phonemic awareness in reading development.
[Competency 3]
Phonemic awareness is the FOUNDATION for understanding the sound-symbol relationships of English, which will be taught through phonics lessons.
How to teach phonological awareness of Larger Units of Language
1. Word Awareness
[Competency 3]
The goal here is to help children become aware that sentences are made up of words. Word awareness requires children to detect and identify “word boundaries” (e.g., that the sentence “I like ice cream” has four words).
Lessons should use one-word, two-word, and three-word sentences, each word with one syllable.
How to teach phonological awareness of Larger Units of Language
2. Syllable Awareness
[Competency 3]
Ask children to clap their hands as they say each syllable in a two or three syllable word. Syllable awareness activities are easier if the pronunciation of the syllables is distorted and they are uttered slowly and distinctly.
Syllable awareness will be more difficult for most children than word awareness because syllables, by themselves, are meaningless.
How to teach phonological awareness of Larger Units of Language
3. Word Blending
[Competency 3]
The child is challenged to take two single-syllable words and combine them to make a compound word. Pictures can be used.
The teacher would say, “This is a picture of a cow and this is a picture of a boy. What do you get when you put the words “cow” and “boy” together? The child should say “cowboy”. The teacher would then show a picture of a cowboy.
How to teach phonological awareness of Larger Units of Language
4. Syllable Blending
[Competency 3]
Children are required to blend two syllables into a word.
The teacher would say, “What word do we get if we put ‘sis’ and ‘ter’ together?” The children would answer “sister”.
How to teach phonological awareness of Larger Units of Language
5. Onset and Rime Blending
[Competency 3]
In an onset and rime blending task, the teacher would say the onset, such as /b/ and the rime, “ank”. The children have to put them together and say “bank”.
Points to remember about the direct teaching of Phonemic Awareness
[Competency 3]
- Instructional activities focusing on the phonological awareness of larger units of language, such as words and syllables, should take place first
- It’s better to focus on one or two phonemic awareness tasks at a time
- It’s a good idea to plan some phonemic awareness activities that involve the use of the letters of the alphabet
- Phonemic awareness instruction should brief and not exceed 30 mins
How to teach Phonemic Awareness
1. Sound Isolation
[Competency 3]
The children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word. It is best to start with beginning sounds, then ending sounds and then go to medial sounds.
The teacher could have a list of words that all have long vowels in the medial position (cake, day, late, vote…) To model the desired response the teacher would say each word and then say the medial sound.
How to teach Phonemic Awareness
2. Sound Identity
[Competency 3]
The teacher will need sets of words that all share the same beginning, middle, OR ending sound, but have no other shared sounds (lake, light, low). The teacher says each of the three words and then asks, “What sounds is the same in each of these words?”
How to teach Phonemic Awareness
3. Sound Blending
[Competency 3]
In the simplest lessons to teach sound blending, the teacher says the sounds with only brief pauses in between each sound. The children then guess the word.
“Which word am I thinking of? Its sounds are /b/ /a/ /t/.”
How to teach Phonemic Awareness
4. Sound Substitution
[Competency 3]
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.”
How to teach Phonemic Awareness
5. Sound Deletion
[Competency 3]
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.
How to teach Phonemic Awareness
6. Sound Segmentation
[Competency 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.
Teaching Phonemic Awareness Strategies
[Competency 3]
Sound Isolation Sound Identity Sound Blending Sound Substitution Sound Deletion Sound Segmentation
The relationship between Phonemic Awareness and development of Phonics Knowledge and Skills
[Competency 3]
Children cannot be expected to learn which letters represent which sounds (phonics) until they are aware of the sounds in a word (phonemic awareness).
Focusing on Key Skills, especially Blending and Segmenting for Struggling readers/ Students with Reading Difficulties
Phonological and Phonemic Awareness
[Competency 3]
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.
Reteaching skills that are lacking for struggling readers/ students with reading difficulties
Phonological and Phonemic Awareness
[Competency 3]
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
Using a variety of concrete examples to explain a concept or task for struggling readers/ students with reading difficulties
Phonological and Phonemic Awareness
[Competency 3]
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.
Providing additional practice for struggling readers/ students with reading difficulties
Phonological and Phonemic Awareness
[Competency 3]
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.
English Learners and Speakers of Nonstandard English
Phonological and Phonemic Awareness
[Competency 3]
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.
Differentiating Instruction for Advanced Learners
Phonological and Phonemic Awareness
[Competency 3]
(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
Assessment of Phonological Awareness, including Phonemic Awareness
[Competency 3]
(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
How to Analyze, Interpret, and Use Results in Assessment of Phonological Awareness, including Phonemic Awareness
[Competency 3]
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.
What are the Concepts about Print?
[Competency 4]
(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
How to Teach Concepts About Print
(1) Reading Aloud to Students
[Competency 4]
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.
How to Teach Concepts About Print
(2) The Shared Book Experience
[Competency 4]
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…
How to Teach Concepts About Print
(3) Language Experience Approach (LEA)
[Competency 4]
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.
How to Teach Concepts About Print
(4) Environmental Print
[Competency 4]
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.
How to Teach Concepts About Print
(5) Print-Rich Environmental
[Competency 4]
All classrooms should be “print rich” with plenty of examples of written language on display.
-Labels/Caption on items and bulletin Boards
How to Teach Concepts About Print
(6) Direct Teaching of Concepts About Print
[Competency 4]
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.
The importance of letter recognition in reading development
[Competency 4]
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.
How to Teach Letter Recognition, Letter, Naming, and Letter Formation
[Competency 4]
(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
