SUBTEST 1 Flashcards
What is phonological awareness?
The knowledge that oral English is composed of smaller units.
A child who has phonological awareness can identify and manipulate sounds, such as (a) individual sounds (phonemic awareness) and (b) sounds in larger units of language, such as words and syllables.
What is phonemic awareness?
The ability to distinguish the separate phonemes (sounds) in a spoken word.
If a child can identify that duck and luck are rhyming words or say that duck has three sounds that are /d/ /u/ /k/, then they are phonemically aware.
This is an important teaching goal for kindergarten and 1st grade teachers.
What is phonics?
The knowledge of letter-sound correspondences; knowing, for example, that in the word phonics the letters ph make the /f/ sound.
What is the alphabetic principle?
The alphabetic principle states that speech sounds are represented by letters.
English is an alphabetic language because symbols represent sounds.
What is a phoneme?
A speech sound in a language that signals a difference in meaning; phonemes are the smallest units of speech.
For example, /v/ and /b/ are English phonemes because there is a difference between vote and boat.
What is a grapheme?
The English letter or letters that represent phonemes.
For example, the phoneme /b/ is represented by the grapheme b; the phoneme /k/ in duck is represented by the grapheme ck.
What is a vowel?
Speech sounds that are made when air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth.
Vowel sounds are said to be long when they say their own name.
R- controlled vowels are neither short nor long, as in the sounds a makes in car, e in her, I as in girl, etc.
What are consonants?
Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.
What are onsets and rimes?
Think syllable!
Onsets and rimes occur in a single syllable. The onset is the initial consonant sound or consonant blend; the rime is the vowel sound and any consonants that follow.
All syllables must have a rime; they may or may not have an onset.
What is the onset and rime in the word napkin?
Nap-kin
The onset in nap I n, and the rime is ap. The onset in kin is k, and the time is in.
What are phonograms?
Rimes that have the same spelling.
Words that share the same phonogram are word families.
Ex: Rime or phonogram (at); word family: cat, bat, sat, hat.
Why is phonological awareness important?
It is the foundation for understanding the sound-symbol relationships of English.
Students with strong phonological awareness skills are likely to become good readers but students with weak phonological skills will likely become poor readers.
It is estimated that more than 90% of students with significant reading problems have a core deficit in their ability to process phonological information.” (Blachman, 1995)
How do you teach phonological awareness?
This instruction that focuses on the phonological awareness of larger units of language (words and syllables) should always take place before teaching phonemic awareness.
- Word Awareness: The goal here is to help students become aware that sentences are made up of words (e.g., the sentence ‘I like ice cream’ has four words). The lessons should include 1-3 word sentences, each word with one syllable. The teacher uses cards with words to make sentences while reading the sentences as a whole and words separately.
- Syllable Awareness: A respected instructional activity asks children to clap their hands as they say each syllable in a two-syllable or three-syllable word.
- Word Blending: Children are challenged to take two single-syllable words and combine them to make a compound word. Pictures can be used. The teacher can use an activity where she places up two pictures and asks the students, “What do you get when you put cow and boy together?” The teacher would then display a third picture, one of a cowboy.
- Syllable Blending: Here, the children are required to blend two syllables into a word. The teacher might say “What word do we get is we put sis and ter together?”
- Onset and Rime Blending: The teacher would say the onset, such as /b/, and the time, -ank. The children then put them together and say ‘bank’.
How do you teach phonemic awareness?
- Sound Isolation: The children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word. The teacher should have a list of words that all have long vowels in the medial position: cake, day, late, leap. At the beginning of the lesson, the teacher would say each word and then say the medial sound (“leap, the middle sound is /i/”). At some point, the teacher will just say the word and the students will provide the medial sound. It is best to start with beginning sounds, then ending, then medial.
- Sound Identity: The teacher needs a set of words that all share the same beginning, middle, or ending sound, but have no other shared sounds. For example, the teacher might select the words lake, light, and low and ask what sound is the same in each.
- Sound Blending: The teacher says the sounds with only brief pauses in between each sound. The children then guess the word. For example, the teacher asks, “Which word am I thinking of? Its sounds are /b/ /a/ /t/.”
- Sound Substitution: The teacher asks children to substitute one sound for another. One-word substitutions where the teacher says, “cat, cat, cat. Let’s substitute the /b/ sound for the /k/ sound. We get bat, bat, bat.”
- Sound Deletion: This works best with consonant blends. For example, for block, take away the b to get lock. For the word snail, take away the s to get nail.
- Sound Segmentation: Children are challenged to isolate and identify the sounds in a spoken word. The teacher should start with words with only two sounds. “I am going to say a word and then slowly say the sound in the word. Bee. (pause) /b/ (pause) /e/.” Then the teacher would ask the students to say the sounds in two-sound words. After the children show they can segment two-sound words, then lessons should go up to three-sounds. To simplify, a teacher can ask how many sounds are in a word that the teacher pronounces (for dog, its three).
What are concepts about print?
The basic principles about how letter, words, and sentences are represented in written language.
To learn how to read, children must acquire these concepts. They must do so before they leave kindergarten.
- An awareness of the relationship between spoken and written language and an understanding that print carries meaning.
- Letter, word, and sentence representation.
- The directionality of print (left to right, up and down) and the ability to track print in connected text.
- Book-handling skills.
What is letter recognition?
The ability to identify both the uppercase and lowercase letters when a teacher says the name of a letter.
What is letter naming?
The ability to say the name of a letter when a teacher points to it.
What is letter formation?
Also called letter production.
The ability to write the uppercase and lowercase letters legibly. When talking about letter recognition and letter naming, it is important to note the we are teaching the names of letters, not the sounds letters make.
What is the alphabetic principle?
The alphabetic principle states that individual sounds (phonemes) are represented by individual letters.
Letters represent sounds!
What are the concepts about print?
- Relationship between spoken and written language and that print carries meaning.
- Letter, word, and sentence representation.
- The directionality of print and the ability to track print (tracking is the physical, observable evidence that a student has learned this).
- Book-handling skills: Reflect knowledge of how to hold a book when reading, where the front cover of a book is, where the title page is, where the story starts, when and how to turn the pages, and the location of the back cover.
Why are concepts about print important?
A child’s awareness about the forms, functionalities, and uses of print provide the foundation upon which reading and writing abilities are built (Adams, 1990; Mason, 1980).
How do you teach concepts about print?
- Reading Aloud to Students: Reading aloud to students will teach them that text holds meaning and help them recognize the components of a book.
- The Shared Book Experience: Big books are used by the teacher (1) introducing the book by looking at the cover and pointing out features of the book (I.e., author’s name, illustrator’s name, the title page); asks “What do you think this book will be about?”; (2) reads the story with full dramatic punch, overdoing it; pausing occasionally to encourage comments or predictions; if the teacher wants to stress directionality and tracking of print, they will point to every word as they read; (3) a discussion occurs before, during, and after the text reading; (4) the story is reread on subsequent days with the whole group, in small groups, pairs, or individuals acting out and enjoying the language patterns.
What is the language experience approach (LEA)?
- Intended to help develop and support a student’s reading and writing abilities.
- Children share an experience while the teacher records it verbatim; the teacher and student read the text; the text is saved and bound in a child’s personal reading book.
- This approach teaches students that print carries meaning, directionality and tracking of print, and sentence, word, and letter representation.
What is environmental print?
Printed messages that students encounter in ordinary, daily living (e.g., candy wrappers, menus, shirts, ads).
Can be used to show students that print carries meaning and letter, word, and sentence representation.
What is a print-rich environment?
- Labels/captions on classroom items.
- Morning Message of the day’s activities.
What is the importance of letter recognition in reading development?
Accurate and rapid letter recognition is an essential component in learning to read.
Kindergartens that are able to quickly identify letters have a great chance of being successful at word identification and comprehension.
