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phonological awareness/phonemic awareness/phonics Flashcards

1
Q

the ability to recognize that words are made up of a variety of sound units; involves working with sounds at word, syllable, and phoneme levels

A

phonological awareness

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2
Q

how do children learn phonological awareness

A

through explicit instruction and practice

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3
Q

what are the building blocks of phonological awareness

A

listening, rhyme and alliteration, sentence segmentation, syllable awareness, onset and rime, phonemic awareness

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4
Q

what is the foundation of phonological awareness?

A

listening

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5
Q

the ability to attend to sounds in the environment and spoken word

A

listening

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6
Q

the same ending sound segment; ability to focus on similarities and differences of sounds is a skill woven into all stages of phonological awareness

A

rhyme

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7
Q

repetition of the initial sounds in two or more words

A

alliteration

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8
Q

what is the most important in alliteration? first letter or initial sound?

A

initial sound

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9
Q

who is the master of phonological awareness

A

dr. seuss

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10
Q

hearing the individual words and parts in a sentence

A

sentence segmentation

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11
Q

an uninterrupted segment of speech

A

syllable

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12
Q

the sounds in a word that come before the first vowel

A

onset

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13
Q

the first vowel in a word and all the sounds that follow

A

rime

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14
Q

there are ___ letters to represent ____ sounds

A

26, 44

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15
Q

what are the building blocks of language

A

phonemes

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16
Q

the awareness of and ability to manipulate the individual sounds in spoken words

A

phonemic awareness

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17
Q

involves hearing language at the phoneme level, auditory and does not involve words

A

phonemic awareness

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18
Q

NARROW; identify and manipulate the individual sounds in words

A

focus of phonemic awareness

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19
Q

BROADER; includes identifying and manipulating larger parts of spoken language, such as words, syllables and onsets and times, rhyming, and alliteration

A

focus of phonological awareness

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20
Q

individual sounds and words and parts of words

A

phonological

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21
Q

individual sounds

A

phonemic

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22
Q

a sound that can be pronounced for several seconds without distortion

A

continuous sound

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23
Q

A sound that can be pronounced for only an instant

A

stop sounds

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24
Q

vocal chord vibrations

A

voiced words

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25
sounds that do not make a vibration in your vocal chords
unvoiced
26
what are the 6 layers of phonemic awareness
substitution, deletion, addition, segmentation, blending, phoneme isolation
27
combing sounds to make a word
blending
28
hearing seperate sounds
segmentation
29
adding a sound to a word to make a new one
addition
30
deleting a sound to form a new word
deletion
31
changing a sound to form a new word
substitution
32
which are the most impactful strategies for phonemic awareness?
segmenting and blending
33
the understanding that there is a relationship between sounds (phonemes) and their spellings (graphemes).
phonics
34
how are phonics and phonemic awareness different
phonemic awareness is auditory and doesnt involve print
34
how are phonics and phonemic awareness different
phonemic awareness is auditory and doesnt involve print
35
phonics involves ____ and _____
sound; print
36
children are taught the individual sounds of words and how to blend these individual sounds into word pronunciations
synthetic/explicit phonics
37
children are taught to analyze letter-sound relationships in previously learned words
analytic phonics
38
children learn to use parts of word families they know to identify words they don’t know that have similar parts
analogy based phonics
39
there are ___ words to represent the 44 sounds
500
40
how many consonants?
21
41
when c is followed by a, o, or u it is pronounced /k/
hard c
42
when c is followed by e i or y it is /s/
soft c
43
when g is followed by a o or u it is /g/
hard g
44
when it is followed by e i or y it is /j/
soft g
45
when x is at the beginning of the word it is pronounced
/z/
46
when x is at the end of the word it is pronounced
/ks/
47
when w and y are at the beginning they are
consonants
48
when w and y are in the middle or end they are
vowels
49
when two or three consonants appear next to each other in words and their individual phonemes are “blended” together; scr, cr, bl,
consonant blend
50
letter combinations representing single sounds that are not represented by either letter; ch, sh, th, wh
consonant digraphs
51
when two vowels represent a single sound; ai, ay, ee, ea
vowel digraph
52
when two vowels represent a glide from one sound to another; aw, au, ew
vowel dipthongs
53
go and be are examples of what patterns
cv pattern
54
dad, set, sun, cup are examples of what pattern
cvc pattern
55
game, ride, stone, file are examples of what pattern
cvce pattern
56
vowel has at least one consonant (at end)
closed syllable
57
vowel doesnt have a consonant after it
open syllable
58
adding silent e after consonant makes the vowel long
vowel- consonant e
59
the syllables vowel is followed by an r
r controlled
60
two vowels are next to each other making a new sound
vowel digraph/dipthong
61
found at the end of words /ul/
consonant -le
62
a syllable that received greater stress that the other syllables in a word
accented syllable
63
a syllable that receives little or no stress
unaccented syllables
64
do you seperate prefixes and suffixed from root words for syllable division "pre-view" "work-ing"
yes
65
do 1st and 2nd consonants divide ? "buf-fet, des-sert"
yes

educ 3330 (11 decks)

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