Praxis 5205 Topic 1

Poll

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Topic I Knowledge and Understandings

●Understands methods for teaching phonological awareness (recognition of rhyme and alliteration; segmenting, blending, manipulation of syllables as well as onset and rime)

●Understands instructional methods for teaching phonemic awareness, both basic (e.g., segmenting and blending) and advanced (e.g., deletion, substitution)

●Knows ways to develop students’ expressive and receptive language components associated with oral language development

●Knows instructional methods to teach beginning readers the concepts about print such as directionality, return sweep, parts of a book, and the form and function of print

●Understands instructional strategies to help emergent readers fluently identify upper- and lowercase letters

●Knows how to select and apply formal and informal assessment methods and use the data to guide
instruction and monitor student progress for phonological and phonemic awareness including emergent literacy

Topic I Discussion Questions

●What are ways that teachers can model the rules of Standard English while respecting regional and dialectical variations?

●What are some instructional strategies for teaching letter recognition?

●How can students’ print awareness be assessed?

●At which age ranges should the various phonological skills be acquired?

●What does the term “phonemic awareness” mean?

●How is phonemic awareness related to phonological awareness?

Poll

Choose the gif that best captures how prepared you feel for Topic 1: Phonological and Phonemic Awareness and Emergent Literacy

Multiple Choice

Phonological and phonemic awareness fall under which half of the Simple View of Reading and Scarborough's Reading Rope?

• Word Recognition

• Language Comprehension

Emergent Literacy Skills

Phonological Awareness vs. Phonemic Awareness vs. Phonics

Multiple Choice

The smallest unit of sound.

• graphemes

• morphemes

• phonemes

• phonics

Multiple Choice

Phonological Awareness and Phonemic Awareness are the same thing.

• True
• False

Multiple Choice

What is 'phonemic awareness'?

• Phonemic awareness is the ability to decode longer words, including nonsense words.

• Phonemic awareness is the ability to determine how many syllables are in a word.

• Phonemic awareness is the understanding that all speech is made up of individual sounds.

• Phonemic awareness is the ability to determine a word's meaning using context clues.

Multiple Choice

The ability to identify and manipulate phonemes, onsets, rimes, and syllables

• Phonemic Awarness

• Phonological Awareness

• Phonics

• Phonology

Developmental
Sequence of
Phonological Skills by
Grade Level

Multiple Select

Which of the following are subskills of phonological awareness? Select all that apply.

• onset and rime

• rhyme and alliteration

• spelling

• phonemic awareness

• syllables

Multiple Select

Which of the following are examples of phonemic awareness activities?

• Blending /s/ /u/ /n/ to make sun

• Saying playing without /ing/

• Identifying the first sound in chair as /ch/

• Blending /fl/ - /ipped/ to make flipped

• Changing the /s/ in sat to /k/ to make cat

Multiple Choice

Which of the following is phoneme isolation?

• "Say meat. What is the first sound you hear in meat?"

• "Say meat. What are the sounds in meat?"

• "/m/ /ee/ /t/. What is the word?'

• "Say meat. Now say the word again, but don't say /t/."

Multiple Choice

A teacher says the word "table" to her student and in return, he says t/ee/b/a/l. This student is struggling with which phonemic awareness skill?

• Sound blending

• Sound isolation

• Sound segmentation

• Sound substitution

Multiple Choice

Which of the following students has attained the highest level of phonological awareness?

• A student who can change the /sl/ in slip to /fl/

• A student who can orally segment the word wonderful into won-der-ful.

• A student who can identify the number of words in the sentence, "I like to eat pizza."

• A student who can orally segment the word train into its onset and rime.

Multiple Choice

Which of the following teacher prompts will best assess a first grade student's phonemic awareness?

• Say to the student, "Sound out the separate sounds in the word bat."

• Ask the student, "Which letter begins the word bat?"

• Point to the word "bat" in a book. Ask the student, "Can you sound out this word?"

• Give the student "b," "a," and "t" letter cards. Say "Make a word with these cards."

Multiple Choice

Which of the following is the best way for a teacher to assess student' phonemic awareness?

• Ask students to identify the letter at the beginning of the word "desk"

• Say the word "lamp" and ask students to break it into individual sounds.

• Distribute the letter cards "b", "a" and "t" and ask students to order the letters to create a word.

• Display the written word "cat" and ask students to sound it out as they tap each letter.

Teaching Phonological and Phonemic Awareness

NO WORDS
OR LETTERS!

Teaching Phonemic Awareness - Elkonin “Sound” Boxes

Multiple Choice

A first grade teacher engages students in phonemic awareness activities. Students have worked on segmenting and blending words and are now ready to work on phoneme deletion. Which of the following activities best incorporates the target concept.

• Asking students to guess which classmate's name will be said by enunciating the first phoneme only and repeating several times.

• Directing students to look at picture cards and telling them to identify one word in a series of four containing a different vowel sound.

• Presenting students with a colored tile that represents one phoneme and adding a different colored tile representing a new sound.

• Showing students a word made of three different colored tiles containing three phonemes and removing one colored tile to create a new word.

Oral Language
Development
Milestones

Strategies for Oral
Language
Development

Multiple Choice

Is speaking expressive or receptive vocabulary?

• Expressive

• Receptive

Multiple Choice

Storybook reading with pre-readers helps to develop oral language skills in which of the following ways?

• It increases knowledge of vocabulary and language structure.

• It helps students practice expressive communication.

• It exposes students to diverse orthographic patterns.

• It promotes phonemic awareness and letter-sound correspondence.

Strategies for Teaching
Students with Different
Dialects

MAE = Mainstream American English

AAE = African American English

Multiple Choice

Which of the following is the best strategy for teaching students with different dialects?

• Forbid students from speaking their native dialects in class

• Immediately correct students whenever they speak with their native dialect instead of General American English

• Explicitly teach the differences between students' dialects and General American English

• Encourage their parents to speak only General American English in the home

Known as Directionality

Known as Return Sweep

CaP should be taught directly and extensively modeled!

Multiple Select

A kindergarten teacher incorporates the use of Big Books into the daily lesson, pointing to each word as she reads. Which of the following would this activity best reinforce? SELECT ALL THAT APPLY

• Directionality

• Text comprehension

• Association between written and spoken words

• Print orientation skills

Multiple Choice

A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins to "pretend read" the story. These behaviors suggest that the child most likely:

• has well-developed book-handling skills.

• knows where individual words begin and end.

• has developed an understanding that print carries meaning.

• understands the concept of print directionality.

Multisensory Letter Learning

Multiple Choice

You are a Kindergarten teacher who is teaching students how to distinguish between upper and lowercase letters. Select the choice that describes what you should do according to best practice.

• Teach all of the uppercase letters first, and then teach all of the lowercase letters.

• Teach each letter using a 'letter of the week' approach.

• Engage the students with books, ABC songs, and word games, making learning fun.

• Teach each letter, both upper and lowercase, in isolation.

Multiple Choice

Which of the following strategies would be most effective in promoting kindergarten children's ability to recognize and name letters of the alphabet?

• The teacher says the name of a letter while the children each trace its shape on a cutout letter.

• The teacher posts the entire alphabet around the room in several different formats.

• The teacher reads aloud to the children from books that contain mostly words that follow regular phonics patterns.

• The teacher emphasizes the initial sounds of words when reading to the children.

Multiple Choice

A kindergarten teacher plays the following game with students. The teacher says, "Guess whose name I'm going to say now?" The teacher then says the initial sound of a student's name (e.g., /m/ for Mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:

• blend separate sounds in words.

• recognize that a spoken word is made up of sounds.

• understand the principles of phonics

• learn how to spell their own names.

Multiple Choice

A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonological awareness weaknesses?

• Practicing alliteration, rhyming, blending and segmentation.

• Asking questions about characters, setting, and plot during read-alouds

• Sorting words by spelling patterns

• Practicing letter identification and tracing

Multiple Choice

Which of the following statements about phonemic awareness is most accurate?

• Students always develop phonemic awareness in a standard order, applicable to all children.

• 
  Phonemic awareness is an early indicator of students becoming strong readers.

• Children cannot properly develop oral language skills without developing phonemic awareness.

• Students do not fully master phonemic awareness until middle school.

Multiple Choice

Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?

• asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")

• having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story

• asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words

• having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble)

Multiple Choice

A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely:

• is ready to learn the concept of letter-sound correspondence

• is beginning to develop awareness that words are made of distinct phonemes

• has a basic understanding of the alphabetic principle

• has grasped the idea that the function of print is distinct from that of pictures

​Ms. Williams has three kindergarteners who are at risk of reading difficulties based on their mid-year phonological awareness assessment. Marshaun is able break words into onset/rime but has trouble identifying the first sound in a word. Shirley can count syllables but struggles to blend segmented syllables together. Clint still has difficulty identifying words that rhyme.

TASK: Choose one student and identify two developmentally appropriate instructional strategies or activities you would use to help build their phonological awareness skills. Explain how the student will benefit from the chosen strategies/activities.

​Critical Response Scenario

Open Ended

Ms. Williams has three kindergarteners who are at risk of reading difficulties based on their mid-year phonological awareness assessment. Marshaun is able break words into onset/rime but has trouble identifying the first sound in a word. Shirley can count syllables but struggles with segmenting and blending onset/rime. Clint still has difficulty identifying words that rhyme..

TASK: Choose one student and identify two developmentally appropriate instructional strategies or activities you would use to help build their phonological awareness skills. Explain how the student will benefit from the chosen strategies/activities.

• Practice individual letter sounds

• Model breaking single syllable words into phonemes

• Sort pictures by starting sounds

Marshaun

Sample Responses

Shirley

Clint

• Play guess the word (ex: /f/-/ish/ is fish)

• Use Elkonin boxes

• Read rhyming books and point out rhyming words

• Group pictures that rhyme

• Find the odd one out

Poll

Exit Ticket!

Now how prepared do you feel for Topic 1: Phonological and Phonemic Awareness and Emergent Literacy?