final 343

Question 1

define phonemic awareness

Answer 1

ability to focus attention on speech utterances as an aspect of interest
ability to identify in some ways the sound segments within syllables of spoken words
notice, think about, and work with (manipulate) sounds in spoken language
ability to hear, identify, and manipulate individual sounds-phonemes- in spoken words

Question 2

What are the five tasks taught and mastered within phonemic awareness?

Answer 2

Rhyme (cat/hat)
Oddity task (isolation: sun, sock, fish)
Oral Blending ( first sound: /s/ at)
Oral Segmentation (clap syllables: Pancake)
Manipulation (say the word without the first sound: sun-un)

Question 3

Describe an activity for phonemic awareness

Answer 3

Silly Sentences: students create a sentence with pictures that start with the sound they were given /p/

Question 4

Define Phonics

Answer 4

method of teaching phoneme/grapheme (sound/letter) correspondence
44/45 phonemes- sounds
teaches children to use these relationships to read and write words
helps children learn the relationships between the letters of written language and the sounds of spoken language.

Question 5

What are the three methods of teaching phonics and include an example word with which method?

Answer 5

-Synthetic: blending the words; (drop)
-Analytic: look for similarities within known/unknown words; ((sch)edule/(sch)ool)
-Analogy: “word families” (onsets/rimes); (stay/ pay)

Question 6

What is a consonant digraph?

Answer 6

two or more consonants that, together, represent one sound; ex: sh, ch, tch, ph, (she, check, thank)

Question 7

What is a consonant blend?

Answer 7

a unit comprised of two or three consonants next to each other (not separated by a vowel), with each consonant representing a different speech sound (phoneme); ex: bl, cl, cr, dr, str, thr, (blue, clue, crow, drop, stick)

Question 8

What is a vowel digraph?

Answer 8

when two vowels come together as a team to spell a new sound; ex: ai, ay, oa, ee, ea, oo (feet, beach, pay)

Question 9

What is a vowel diphthong?

Answer 9

also known as a gliding vowel, is a combination of two adjacent vowel sounds within the same syllable; ex: oi, oy, ou, ow: (boil, soy, growl)

Question 10

What is a grapheme?

Answer 10

A grapheme is the smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b, d, f, p, s; or several letters, such as ch, sh, th, -ck, ea, -igh.

Question 11

What is a vowel team?

Answer 11

vowel pairs such as ai, ay, ea, ee, oa, ow, oo, oi, ou, ie, and ei generally make one sound and occur in the same syllable (detain, playful, reindeer)

Question 12

What is an open syllable?

Answer 12

ends in a vowel, the vowel is generally long (total, pirate)

Question 13

What is the onset?

Answer 13

initial sound, without the vowel

Question 14

What is the rime?

Answer 14

ending sound, with the vowel

Question 15

What is the r-controlled vowel?

Answer 15

when a vowel is followed by an r, the sound is affected. the vowel and the r occur in the same syllable. (ar, er, ir, or, ur) ( thirsty, farther)

Question 16

What is a closed syllable?

Answer 16

cvc, short vowel sound (summer, rafter)

Question 17

What is a hard/soft C & G?

Answer 17

C- followed by e, i, y makes the /s/ sound (soft) any other letter after it makes the (hard) /k/ sound
G- followed by e,i,y makes the /j/ sound (soft) any other letter after it makes the (hard) /g/ sound

Question 18

What is a morpheme?

Answer 18

the smallest unit of meaning

Question 19

What is a cle syllable?

Answer 19

generally le following a consonant at the end of a word forms the final syllable along with the consonant ( rattle, noble, riddle)

Question 20

What are the 6 types of syllables?

Answer 20

C-Closed
L-cLe
O-Open
V-Vowel Teams
E- VcE
R- R-Controlled

Question 21

Describe an activity to teach phonics.

Answer 21

T-Frame: family word chart, have the students choose a word family and then add the onsets to the other side of the t-frame as they go down to create different words.

Question 22

Define Structural Analysis

Answer 22

allows students to focus on large units of letter patterns within known and unknown words (chunking)
syllabication
affixes

Question 23

Describe an activity to teach structural analysis

Answer 23

Word Wheels: place one circle on top of another and have the students choose a baseword and then the other circle will have different affixes they will choose to create words from the baseword/root word

Question 24

Define functional vocabulary

Answer 24

Vocabulary refers to the words we must know to communicate effectively. In general, it can be described as oral vocabulary or reading vocabulary.
sight words
related to reading comprehension, decoding, and spelling

Question 25

Describe an activity to teach functional vocab

Answer 25

Create a word wall in the classroom; have five focus words each week to place on the wall while the students are learning the words so they can go back to the words ad they are learning, and use them as a learning resource

Question 26

List the 6 strategies for identifying unknown words and examples.

Answer 26

1. Synthetic: (blending) “sound it out” (cat)
2. Analytic: “connect to words you know” (make-cake)
3. Analogy: (onset/rimes) (word families) “Do you see a word family?) (stay-pay)
4. Syllables: (CLOVER) “Chunk the word” (napkin)
5. Affixes: “finger frame the word” (dislike)
6. Compound words: “Look for a little word inside in the big word.” (campfire)
7. Sight words: “Look at the word wall”
   (the)