Phonological and Phonemic Awareness Including Emergent Literacy

Question 1

Overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

Answer 1

Phonological Awareness

Question 2

Understanding the individual sounds (phonemes) in words. For example, students with this skill can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/

Answer 2

Phonemic Awareness

Question 3

Understanding the relationship between sounds and the spelling patterns (graphemes) representing those sounds. For example, when a student sees the letter c is followed by an e, i, or y, the student knows the c makes an /s/ sound (like in the word cycle)

Answer 3

Phonics

Question 4

The two subskills of phonological awareness

Answer 4

phonemic awareness and phonics

Question 5

What is the role of phonological and phonemic awareness in reading development?

Answer 5

these skills help students develop the foundational skills needed for word recognition, spelling, syllabication, fluency, and reading comprehension. These skills must be focused on explicitly since they are not innate.

Question 6

T or F: reading and spelling are skills that are taught implicitly

Answer 6

F: these skills are not natural or easily acquired. Therefore, they must be taught explicitly.

Question 7

What is the difference between phonemic awareness and phonics skills?

Answer 7

Phonemic awareness includes the skills that encompass the smallest units of sounds in words. Think “sounds” only.

Phonics is understanding letter-sound correspondence. Students must see the letters or words to engage in phonics.

Question 8

putting all the sounds in words together, like /p//a//t/ –> pat

Answer 8

blending

Question 9

beginning consonant and consonant cluster

Answer 9

onset

Question 10

vowel and consonants that follow the onset consonant cluster

Answer 10

rimes

Question 11

the repetition of sounds in different words; students listen to the sounds within words and identify word parts

Answer 11

rhyming

Question 12

breaking a word apart

Answer 12

segmenting

Question 13

to separate word parts or to isolate a single sound in the word

Answer 13

isolation

Question 14

omitting a sound in a word

Answer 14

deletion

Question 15

when students replace one sound with another in a word

Answer 15

substitution

Question 16

the ability to string together the sounds that each letter stands for in a word

Answer 16

blending

Question 17

What are the 6 levels of the phonemic awareness continuum?
(from least to most complex)

Answer 17

1) phoneme isolation
2) blending
3) segmenting
4) addition
5) deletion
6) substitution

Question 18

when students hear and separate out individual sounds in words

Answer 18

phoneme isolation

Question 19

when students can combine sounds in a word

Answer 19

blending

Question 20

when students can divide the word into individual sounds

Answer 20

segmenting

Question 21

when students can manipulate a word by adding a sound that is not originally in the word

Answer 21

addition

Question 22

when students manipulate the word by deleting sounds to make a new word

Answer 22

deletion

Question 23

the highest level of phonemic awareness because students not only have to identify the sounds and locate the sounds in the word, but they also have to switch them with other sounds

Answer 23

substitution

Question 24

What makes the last three levels of the phonemic awareness continuum “complex”?

Answer 24

Addition, Deletion, and Substitution are considered complex because they involve manipulation (changing the words)

Question 25

T or F: students learn medial (middle) sounds before beginning and ending sounds in words

Answer 25

F: students learn beginning and ending sounds first

Question 26

what are the two most complex levels of the phonemic awareness continuum?

Answer 26

deletion and substitution

Question 27

What are the 6 levels of the phonological awareness continuum? (from least to most complex)

Answer 27

1) rhyme 2) alliteration 3) sentence segmentation 4) syllable segmentation 5) onset/rime blending & segmentation 6) phoneme manipulation

Question 28

when students can match ending sounds of words (as in bat, hat, cat).

Answer 28

rhyme

Question 29

when students can identify and produce words with the same initial sound (as in sat, see, silly).

Answer 29

alliteration

Question 30

when students can segment sentences into words (As in: he | went | to | the | beach).

Answer 30

sentence segmentation

Question 31

when students can blend and segment syllables of spoken words (as in hap-py, de-light, sum-mer).

Answer 31

syllable segmentation

Question 32

when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the onset (tr- -ack)

Answer 32

onset and rime blending, and segmenting

Question 33

when students can manipulate sounds in words (includes blending and segmenting phonemes, adding and deleting individual phonemes, substituting phonemes)

Answer 33

phoneme manipulation

Question 34

Strategies for explicit instruction in phonemic and phonological awareness

Answer 34

systematically teaching children to manipulate phonemes with letters focusing the instruction on one or two types of phoneme manipulations rather than multiple types teaching children in small groups

Question 35

sometimes called the whole language approach; this is when students are not taught sounds in isolation. Instead, they hear the words and see the words in their entirety.

Answer 35

implicit instruction

Question 36

when students use phonemes to process spoken and written language. It includes 3 components: phonological awareness, phonological working memory, and phonological retrieval.

Answer 36

Phonological processing

Question 37

the awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks

Answer 37

phonological awareness

Question 38

involves storing phoneme information in temporary, short-term memory.

Answer 38

phonological working memory

Question 39

the ability to recall the phonemes (distinct units of sound) associated with specific graphemes (letters) which can be assessed by rapid naming tasks.

Answer 39

phonological retrieval

Question 40

In what order do students' expressive and receptive language skills/vocab develop?

Answer 40

listening --> speaking --> reading --> writing

Question 41

refers to the words we need to know to understand what we hear (part of receptive vocab)

Answer 41

listening vocabulary

Question 42

consists of the words we use when we speak (part of expressive vocab)

Answer 42

speaking vocabulary

Question 43

refers to the words we need to know to understand what we read (part of receptive vocab)

Answer 43

reading vocabulary

Question 44

consists of the words we use in writing (part of expressive vocab)

Answer 44

writing vocabulary

Question 45

this skill relates to listening vocabulary- it is when a student can understand a story that is being read aloud.

Answer 45

listening comprehension

Question 46

T or F: Students will often develop their listening comprehension before their reading comprehension

Answer 46

True

Question 47

name the two types of receptive vocab and the two types of expressive vocab, and give an example of both receptive and expressive language

Answer 47

receptive (reading, listening); example: listening to an audiobook, reading an article expressive (speaking, writing); example: engaging in role play, writing a poem

Question 48

refers to a child's understanding of the nature and uses of print

Answer 48

print awareness

Question 49

the print of everyday life (signs, labels, logos)

Answer 49

environmental print

Question 50

involve understanding the difference between letters, words, punctuation, and directionality

Answer 50

print concepts

Question 51

type of print concept; reading from left to right and top to bottom

Answer 51

directionality

Question 52

type of print concept; understanding there is a front and back of books

Answer 52

layout

Question 53

type of print concept; words vs. pictures and letters vs. words

Answer 53

differentiation

Question 54

name some strategies to promote print awareness and tracking print:

Answer 54

hanging labels on key objects in the classroom (door, sink, library, blocks) using posters that include captions and pictures displaying an oversized book to show directionality and print pointing out elements of a text like title, headings, beginning, middle, and end, before reading

Question 55

what are 5 signs of early print awareness

Answer 55

1) child holds a book correectly 2) child understands that books are read from L to R, top to bottom, and front to back 3) child pretends to write by scribbling 4) child points to a story and asks you to read it 5) child picks up a familiar book and reads aloud (from memory)

Question 56

The idea that letters and letter patterns represent the sounds of spoken language

Answer 56

The Alphabetic Principle

Question 57

to promote the alphabetic principle, teachers should:

Answer 57

- teach letter-sound relationships explicitly and in isolation - provide opportunities for children to practice letter-sound relationship in daily lessons - provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships - use writing or print to represent what students say during class, so students understand speech can be represented in print

Question 58

what are the 4 phases of word reading/recognition?

Answer 58

1) Pre-Alphabetic Phase 2) Partial-Alphabetic Phase 3) Full-Alphabetic Phase 4) Consolidated-Alphabetic Phase

Question 59

students read words by memorizing visual features or guessing words from context

Answer 59

pre-alphabetic

Question 60

students recognize some letters and can use them to remember words by sight

Answer 60

partial-alphabetic

Question 61

readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory

Answer 61

full-alphabetic

Question 62

students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words

Answer 62

consolidated-alphabetic

Question 63

what are the 6 major areas of oral language?

Answer 63

phonology, vocabulary, morphology, grammar, pragmatics, and discourse

Question 64

encompasses the organization of sounds in language

Answer 64

phonology

Question 65

encompasses both expressive (speaking) and receptive (listening) vocabulary

Answer 65

vocabulary (semantics)

Question 66

the smallest units of meaning in words. An example of this is breaking up compound words and analyzing their meaning.

Answer 66

morphology

Question 67

the structure of language and words

Answer 67

grammar (syntax)

Question 68

focuses on the social cues or norms in language. This is often referred to as situations in language.

Answer 68

pragmatics

Question 69

focuses on speaking and listening skills in language.

Answer 69

discourse (dialogue)

Question 70

involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing

Answer 70

emergent literacy

Question 71

T or F : it sometimes helps to separate letter formation and pencil skills because some students may have poor fine motor skills when they are young

Answer 71

True

Question 72

what are some strategies for teaching letter formation?

Answer 72

-build upper and lowercase letters. For example, start with a circle and add a straight line for a lowercase b or d. -tracing letters (students use their fingers to trace over pre-drawn letters). -draw letters in the sand.

Question 73

what are some strategies for teaching pencil control?

Answer 73

-use large pencil grips for students who struggle -strengthen the hands by using playdough or silly putty