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educ 3330 > phonological awareness/phonemic awareness/phonics > Flashcards

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
Q

sounds that do not make a vibration in your vocal chords

A

unvoiced

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26
Q

what are the 6 layers of phonemic awareness

A

substitution, deletion, addition, segmentation, blending, phoneme isolation

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27
Q

combing sounds to make a word

A

blending

28
Q

hearing seperate sounds

A

segmentation

29
Q

adding a sound to a word to make a new one

A

addition

30
Q

deleting a sound to form a new word

A

deletion

31
Q

changing a sound to form a new word

A

substitution

32
Q

which are the most impactful strategies for phonemic awareness?

A

segmenting and blending

33
Q

the understanding that there is a relationship between sounds (phonemes) and their spellings (graphemes).

A

phonics

34
Q

how are phonics and phonemic awareness different

A

phonemic awareness is auditory and doesnt involve print

34
Q

how are phonics and phonemic awareness different

A

phonemic awareness is auditory and doesnt involve print

35
Q

phonics involves ____ and _____

A

sound; print

36
Q

children are taught the individual sounds of words and how to blend these individual sounds into word pronunciations

A

synthetic/explicit phonics

37
Q

children are taught to analyze letter-sound relationships in previously learned words

A

analytic phonics

38
Q

children learn to use parts of word families they know to identify words they don’t know that have similar parts

A

analogy based phonics

39
Q

there are ___ words to represent the 44 sounds

A

500

40
Q

how many consonants?

A

21

41
Q

when c is followed by a, o, or u it is pronounced /k/

A

hard c

42
Q

when c is followed by e i or y it is /s/

A

soft c

43
Q

when g is followed by a o or u it is /g/

A

hard g

44
Q

when it is followed by e i or y it is /j/

A

soft g

45
Q

when x is at the beginning of the word it is pronounced

A

/z/

46
Q

when x is at the end of the word it is pronounced

A

/ks/

47
Q

when w and y are at the beginning they are

A

consonants

48
Q

when w and y are in the middle or end they are

A

vowels

49
Q

when two or three consonants appear next to each other in words and their individual phonemes are “blended” together; scr, cr, bl,

A

consonant blend

50
Q

letter combinations representing single sounds that are not represented by either letter; ch, sh, th, wh

A

consonant digraphs

51
Q

when two vowels represent a single sound; ai, ay, ee, ea

A

vowel digraph

52
Q

when two vowels represent a glide from one sound to another; aw, au, ew

A

vowel dipthongs

53
Q

go and be are examples of what patterns

A

cv pattern

54
Q

dad, set, sun, cup are examples of what pattern

A

cvc pattern

55
Q

game, ride, stone, file are examples of what pattern

A

cvce pattern

56
Q

vowel has at least one consonant (at end)

A

closed syllable

57
Q

vowel doesnt have a consonant after it

A

open syllable

58
Q

adding silent e after consonant makes the vowel long

A

vowel- consonant e

59
Q

the syllables vowel is followed by an r

A

r controlled

60
Q

two vowels are next to each other making a new sound

A

vowel digraph/dipthong

61
Q

found at the end of words /ul/

A

consonant -le

62
Q

a syllable that received greater stress that the other syllables in a word

A

accented syllable

63
Q

a syllable that receives little or no stress

A

unaccented syllables

64
Q

do you seperate prefixes and suffixed from root words for syllable division “pre-view” “work-ing”

A

yes

65
Q

do 1st and 2nd consonants divide ? “buf-fet, des-sert”

A

yes

educ 3330 (11 decks)

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