Phonological and Phonetic Awareness

A first-grade teacher conducts a brief screening assessment in which the teacher asks small groups of students to spell four CVC words and one word with a consonant blend (e.g., bag, hen). In addition to providing the teacher with information about students' knowledge of letter-sound correspondences, this type of assessment would also provide information about students' development in which of the following other areas related to emergent reading? 

• phonemic awareness 

• listening comprehension

• phonological awareness 

• print concepts

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

A prekindergarten teacher is preparing an introductory lesson focused on isolating/identifying the initial sound in spoken words for a small group of children whose informal assessments indicate that they are ready to learn this skill. The group includes an English learner. Which of the following instructional supports would best promote the English learner's success in achieving the instructional goal of this lesson? 

• developing an alternative lesson for the English learner that focuses on skills that fall earlier along the phonological awareness continuum 20 

• conducting tasks with the English learner that require the child to segment and blend the sounds of simple spoken English words 

•  selecting stimulus words for the lesson that have sounds common to both English and the English learner's home language 

• encouraging the English learner's family to engage in wordplay activities with their child such as reciting home-language nursery rhymes

Tags

CCSS.RF.1.2A

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.K.2D

CCSS.RF.K.2E

A kindergarten teacher meets with individual students and says, "We're going to play a word game. I'm going to say a word that you know. When you hear it, I want you to say each sound in the word in the right order. The teacher then helps the student practice the procedure using the practice words in, sat, and top. After meeting with each student, the teacher reviews the student's performance and notices that several students performed similarly on the assessment.

which of the following student activities would be most appropriate for the teacher to include when planning differentiated instruction to promote the students' growth in phonemic awareness?

Target Word Student Response

at ă/t

men m/ĕn

line l/īn

hot h/ŏt

gum g/ŭm

• identifying and matching pictures that represent words with the same onset or rime

• identifying and matching the initial, medial, and final sounds of words represented by pictures

• practicing reading simple words that belong to common word families

• practicing reading a variety of simple decodable texts

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.K.3A

CCSS.RF.K.3B

CCSS.RF.K.3D

Which of these students has the greatest need for intervention focused on systematic, explicit phonics instruction?

• a first-grader who can decode nonsense words but is disorganized when retelling a story

• a kindergartener who is good at letter naming but weak in phoneme segmentation

• a second-grader who relies on context clues to identify words but has trouble sounding out unfamiliar words, including nonsense words

• a third-grader who still sounds out irregular, high-frequency words such as said and does

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

A kindergarten teacher uses a game where students listen to a word and then jump forward one step for each sound they hear in the word. This activity is designed to improve which of the following literacy skills?

• Phonemic awareness

• Syntax understanding

• Vocabulary development

• Print awareness

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.K.3A

CCSS.RF.K.3B

CCSS.RF.K.3D