Elementary Education Praxis II part 1 Phonological Awareness

Elementary Education Praxis II study

Reading and Language Arts

Part I

There are 4 conerstones of a language arts curriculum in elementary education

• Reading

• Writing

• Speaking

• Listening

Phonemes/Phoneme chart/Positions

• There are 44 different phonomens in the English Language which include letter combinations.

• Letter Combo 1: Consonant diagraphs like the /sh/ in share

• Letter Combo 2: Vowel Dipthongs like the /oi/ in foil

Multiple Select

What techniques do teachers use to build phonemic awareness in their students?

• Phoneme blending

• Phoneme segmentation

• Phoneme Substitution

• Phoneme deletion

• Phonological awareness

Multiple Choice

/m/ /a/ /t/ combines to form mat.

• phoneme deletion

• phoneme substitution

• phoneme blending

• phoneme segmentation

Multiple Choice

What is the combining of phonemes to make a word?

• Phoneme substitution

• Phoneme Blending

• Phoneme segmentation

• Phoneme deletion

Multiple Choice

What is the replacement of phonemes in words to make new words?

• Phoneme blending

• Phoneme deletion

• Phoneme Segmentation

• Phoneme substitution

Multiple Choice

Is when Phonemes are removed from words to make new words.

• Phoneme Segmentation

• Phoneme Deletion

• Phoneme substituion

• Phoneme blending

Multiple Choice

removing the /m/ from the beginning of the word mat and replacing it with /s/ creates the word sat.

• Phoneme blending

• Phoneme substitution

• Phoneme segmentation

• Phoneme deletion

Multiple Choice

separating the sounds in the word mat isolates the phonemes /m/ /a/ /t/.

• Phoneme Segmentation

• Phoneme Substitution

• Phoneme Deletion

• Phoneme Blending

Multiple Choice

Removing /m/ from mat leaves the word at.

• Phoneme Deletion

• Phoneme Blending

• Phoneme Substituion

• Phoneme Segmentation

Multiple Choice

What is separating phones in words?

• Phoneme Segmentation

• Phoneme blending

• Phoneme Deletion

• Phoneme substitution

Phonemic Awareness

• Prior to focusing on phonemic awareness, teachers build phonological awareness with exercises that task students with orally manipulating the phonological units of spoken syllables.

• These phonological units are defined as onsets and rimes and can be blended, substituted, segmented, and deleted just like phonemes.

• phonemes. The onset of a syllable is the beginning consonant or consonant blend. The rime includes the syllable’s vowel and its remaining consonants. For example, in the word block, the consonant blend /bl/ is the onset, and the remainder of the word –ock is the rime.

Intro to Phonics

• In explicit phonics instruction, letters and their corresponding sounds are first taught in isolation, then blended into words, and finally applied to decodable text.

• Initially, the most common sounds for each letter and high frequency letter-sound correspondences, or those that occur most often in the English language, are introduced.

• introduced. In order to assist students beginning to read simple VC (vowel-consonant), VCC (vowel-consonant-consonant), CVCC (consonant-vowel-consonant-consonant), and CVC (consonant-vowel-consonant) words early on, a few short vowel sounds are introduced as well. Letters with names that bear a strong relationship to their sounds are introduced before letters that do not.

Continuation of Phonics

Phonics instruction progresses from simple to more complex letter-sound correspondences and sound/spellings (or the spelling of words based on letter-sound correspondences). Short-vowel sound spellings are introduced before long-vowel sound/spellings, and letters that are similar in appearance (e.g., b and d) or sound (e.g., /m/ and /n/) are taught separately along the instructional continuum.

As students move through kindergarten and the primary grades, they progress from decoding two- or three-phoneme words with letters representing their most common sounds to longer words and more complex sound/spelling patterns.

Multiple Choice

As with letter-sound correspondences and sound/spellings, sight word instruction begins with the most common words, or highest frequency words.

• Phoneme

• Phonics

• Sight Words

• Affixes

Multiple Choice

1) A teacher says hat and instructs students to produce the sounds they hear in the word. Which strategy is the teacher using to build phoneme awareness?

• Phoneme Segmentation

• Phoneme Deletion

• Phoneme Blending

• Phoneme Substitution