Phonological Awareness

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

• a student who, after being shown a letter of alphabet, can orally identify its corresponding sound(s).

• a student who listens to the words sing, ring, fling, and hang and can identify that hang is different.

• a student who, after hearing the word hat, can orally identify that it ends with the sound /t/.

• a student who listens to the word magazine and can determine that it contains three syllables.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to

• count the number of words that the child hears in a sentence as the teacher says the sentence.

• say the word cat, then say the first sound the child hears in the word.

• point to the correct letter on an alphabet chart as the teacher names specific letters.

• listen to the teacher say boat and coat, then identify whether the two words rhyme.

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who:

• needs help developing phonemic segmentation skills.

• is performing below grade-level benchmarks in reading fluency.

• lacks automaticity in word recognition.

• has difficulty sounding out phonetically regular one-syllable words.

Tags

CCSS.RF.1.2A

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.K.2E

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:

• recognize different ways in which one sound can be represented in print.

• count the number of syllables in a written word.

• identify in spoken language separate sounds that can be mapped to letters.

• understand the concept of a silent letter.

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

Phonemic awareness is the recognition of the phonemes in spoken words.

• True

• False

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

The ability to segment and blend phonemes are critical to learning to apply knowledge of letter patterns and letter-sound correspondences to __________________ printed words.

• determine the number of syllables in a word.

• blend words

• decode and encode

• pronounce words accurately

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

Which of the following first-grade student has attained the highest level of phonemic awareness?

• a student who, after hearing the word hot and the short "i" sound, can substitute short "i" for short "o" to make the word hit.

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

• a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme /f/

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

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Asking students to listen to a word (e.g. same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who"

• have relatively low level of phonological awareness.

• are beginning to develop systematic phonics skills.

• have a relatively high level of phonemic awareness.

• are beginning to master the alphabetic principle.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3D

Which of the following most effective?

• teaching all the major consonants and then short vowels.

• teaching 5 or so consonants and then some short vowels.

• teaching short vowels and then about 10 consonants.

• teaching the 12 most frequently appearing constants and then some easy long vowels.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B

Which of the following consonants elements would you most likely teach first?

• z=/z/ (zebra)

• s= /s/ (sun)

• v= /v/ (van)

• g= /j/ (gym)

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3D