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WorksheetsFoundations of Reading Practice
Total questions: 187
Worksheet time: 3hrs 19mins
The smallest part of spoken language that makes a difference in the meaning of words.
Phoneme
Grapheme
Phonics
The smallest part of written language that represents a phoneme in the spelling of a word.
Phoneme
Grapheme
Phonics
The understanding that there is a predictable relationship between sounds of spoken language and the letters and spellings that represent those sounds in written language.
Phoneme
Grapheme
Phonics
The ability to hear, identify, and manipulate individual sounds – phonemes – in spoken words. This is purely an auditory skill and does NOT involve a connection to the written form of language.
Phonics
Phonemic Awareness
Phonological Awareness
A broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.
Phonics
Phonemic Awareness
Phonological Awareness
A word part that contains a vowel, or, in spoken language, a vowel sound.
Syllable
Onset and Rime
Phonics
Which of the following ways is the best way for a teacher to assess students' phonological awareness?
Saying the word "lamp" and asking students to come up with rhyming words.
Asking students to identify the letter at the beginning of the word desk.
Distributing letter cards "b," "a," and "t" and asking students to order the letters to create a word.
Displaying the written word "cat" and asking students to sound it out as they tap each letter.
A teacher sets up an intervention lesson for a student struggling with spelling. The teacher places three colored counters in front of the student and has the student point out where the /f/ is in the word fog. The student responds by pointing to the first colored counter. This activity primarily focuses on the student's understanding of which of the following?
phonological awareness
phonemic awareness
phoneme segmentation
phoneme blending
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.
A student who is beginning to recognize rhyming words is at which level of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
A student who is able to delete the initial phoneme of a word to create a new word is at which stage of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
Which of the following tasks is phoneme segmentation?
"Say meat. Say it again without the /m/."
"/b/ /a/ /th/. What's the word?"
"Which word rhymes with 'ball?"
"Say meat. What are the sounds in meat?"
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/."
Which of the following is phoneme blending?
"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/."
True or False. Teachers should focus students' attention on speech sounds before focusing on letters.
True
False
True of False. In order to protect students' feelings, teachers should wait until the end of a lesson to provide feedback to students.
True
False
True or False. Research showed that phonemic awareness predicts future reading problems in kindergarten and beginning first graders better than other phonological tasks.
True
False
Advanced phonemic awareness skills, such as phoneme manipulation, predict reading and spelling success in second grade and beyond.
True
False
True or False. In the Four-Part Processing Model for Word recognition, the orthographic processor deals with speech sounds and the phonological processor deals with written symbols.
True
False.
Which of the following is a subskill of phonological awareness?
onset and rime
rhyme and alliteration
spelling
phonemic awareness
syllables
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."
Which of the following ways is the best way for a teacher to assess students' phonological awareness?
Saying the word "lamp" and asking students to come up with rhyming words.
Asking students to identify the letter at the beginning of the word desk.
Distributing letter cards "b," "a," and "t" and asking students to order the letters to create a word.
Displaying the written word "cat" and asking students to sound it out as they tap each letter.
A teacher sets up an intervention lesson for a student struggling with spelling. The teacher places three colored counters in front of the student and has the student point out where the /f/ is in the word fog. The student responds by pointing to the first colored counter. This activity primarily focuses on the student's understanding of which of the following?
phonological awareness
phonemic awareness
phoneme segmentation
phoneme blending
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.
A student who is beginning to recognize rhyming words is at which level of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
A student who is able to delete the initial phoneme of a word to create a new word is at which stage of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
Which of the following tasks is phoneme segmentation?
"Say meat. Say it again without the /m/."
"/b/ /a/ /th/. What's the word?"
"Which word rhymes with 'ball?"
"Say meat. What are the sounds in meat?"
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/."
Which of the following is phoneme blending?
"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/."
True or False. Teachers should focus students' attention on speech sounds before focusing on letters.
True
False
True of False. In order to protect students' feelings, teachers should wait until the end of a lesson to provide feedback to students.
True
False
True or False. Research showed that phonemic awareness predicts future reading problems in kindergarten and beginning first graders better than other phonological tasks.
True
False
Advanced phonemic awareness skills, such as phoneme manipulation, predict reading and spelling success in second grade and beyond.
True
False
True or False. In the Four-Part Processing Model for Word recognition, the orthographic processor deals with speech sounds and the phonological processor deals with written symbols.
True
False.
Which of the following is a subskill of phonological awareness?
onset and rime
rhyme and alliteration
spelling
phonemic awareness
syllables
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."
Click on the two truths.
Phonemic Awareness and Phonological Awareness are interchangeable terms.
Phonological Awareness is an awareness of various speech sounds such as syllables, rhyme, and individual phonemes.
Phonemic Awareness refers to the ability to consciously manipulate individual phonemes in a spoken language.
Click on the two truths.
Phonological Awareness is usually an auditory task.
Phonological Awareness incorporates studying beginning letter sounds and rhyming words.
Phonological Awareness incorporates phonics instruction.
Click on the two truths.
Students with concept of word represent word boundaries in their writing.
A student that has learned the alphabetic principle is in the emergent stage of development.
Student who can match speech to print possess concept of word.
Click on the two truths.
The word glad has four phonemes.
A phoneme is the smallest unit of speech that distinguishes one word from another.
In the word stamp the s is the onset and the amp is the rime.
How many phonemes are in the word chip?
1
2
3
4
What is the rime in the word flag?
f
fl
ag
flag
What is the smallest unit of sound?
phonics
phoneme
morpheme
letters
Which stage of reading focuses on concept of word?
Emergent
Beginner
Advanced
Dyslexic
Can you name the six writing traits?
What are the five components of reading instruction?
Phonological Awareness is
Individual unit of sound
The ability to hear, identify, and manipulate individual sounds in words
An understanding that oral language can be divided into smaller units and manipulated
The study of the pronunciation of sounds
Phoneme
Individual sound units in a spoken word
Ability to manipulate sounds segments in words
An instructional approach to teaching reading
A sound system
Which of the following would be considered the first step in building phonological awareness?
Segmenting <boat> into its onset and rime.
Identifying the first sound in <rain>
Clapping the syllables in <table>
Blending the small words sun - shine
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.
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
Which of the following is phoneme segmentation?
"Say meat. Say it again without the /m/."
"/b/ /a/ /th/. What's the word?"
"Which word rhymes with 'ball?"
"Say meat. What are the sounds in meat?"
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/."
Which of the following is phoneme blending?
"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/."
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.
Which of the following ways is the best way for a teacher to assess students' phonological awareness?
Saying the word "lamp" and asking students to come up with rhyming words.
Asking students to identify the letter at the beginning of the word desk.
Distributing letter cards "b," "a," and "t" and asking students to order the letters to create a word.
Displaying the written word "cat" and asking students to sound it out as they tap each letter.
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.
A student who is beginning to recognize rhyming words is at which level of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
A student who is able to delete the initial phoneme of a word to create a new word is at which stage of phonological/phonemic awareness?
Early Phonological Awareness
Basic Phonemic Awareness
Advanced Phonemic Awareness
A grapheme is
a word part that contains a vowel.
the smallest part of written language that represents a phoneme in the spelling of a word.
a broad term that includes phonemic awareness.
A teacher asks a student if the words cat and fat rhyme. The student says yes. This student is demonstrating
phonemic awareness
phonological awaeness
What is the initial sound in this word?
/ŭ/
s
/n/
/s/
When students segment a word, they _______.
blend its sounds together
give a rhyming word
separate a word into its graphemes
separate a word into all of its sounds
Phonics is different from phonemic awareness in that phonics includes awareness of sounds and ______.
letters
numbers
pictures
sentences
Word awareness, syllable awareness, onset-rime awareness, and phoneme awareness are all part of
(a)
The vowel and everything that comes after the beginning consonant(s) of a one-syllable word is called
(a)
The beginning consonant(s) of a one-syllable word is called
(a)
Change the medial sound /a/ to /i/. What is the new word.
tick
teck
tuck
tock
Change the medial /i/ to /e/. What is the new word?
wull
wall
well
woll
Which words rhyme?
cat
hat
dog
bat
Which words rhyme?
mug
sun
hug
rug
How many syllables are in the word "monkey"?
1
2
3
4
How many syllables are in the word "car"?
1
2
3
4
What is the 1st sound of the word "mat"?
/m/
/a/
/t/
/n/
_ug
m
r
p
d
What's the 2nd sound: "hot"?
/a/
/i/
/o/
/u/
/c/__
/op
/ut
/at
/en
What is the 3rd (last) sound: "bed"?
/b/
/i/
/e/
/d/
r-e-d
c-a-t
h-i-p
m-a-p
g-u-m
r-a-t
b-i-g
c-o-p
Make a Word: _at
Make a word: _ug
Make a word: ca_
p-i-g
w-i-g
p-a-g
p-i-n
d-i-g
car
pig
wig
dig
This is my big black dog.
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 the 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.
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 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.
As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students:
recognize and understand sight words in a text.
use knowledge of letter-sound correspondence to decode words.
guess the meaning of unfamiliar words from their context.
divide written words into onsets and rimes.
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.
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.
Which of the following first-grade students has attained the highest level of phonemic awareness?
a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/for /ŏ/ 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
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 a 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.
A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by:
helping them recognize distinct syllables in oral language.
encouraging them to divide words into onsets and rimes.
teaching them how to distinguish between consonants and vowels.
promoting their awareness of letter-sound correspondence.
A teacher shows a student pictures of familiar objects. As the teacher points to the first picture, she asks the student to name the object in the picture. Next, she asks the student to count on his fingers the number of sounds he makes as he says the word again. This activity is most likely to promote which of the following?
understanding of the alphabetic principle
phonemic awareness skills
development of letter-sound correspondence
word identification skills
A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first-grade teacher to consider when addressing the needs of this student?
Are the target words in the student's oral vocabulary in English?
Does the student's primary language have consonant blends?
Can the student distinguish between short and long vowel sounds in English?
Do the target words have cognates in the student's primary language?
A fourth-grade student reads on grade level and consistently scores very high on spelling tests that are part of weekly word study activities. However, the student often misspells the same words, and other familiar words, in everyday writings. The following list shows examples of typical errors the students makes on class writing assignments and in informal notes to friends: (target words-girl, instead, decided, independent, interrupted; student spelling-gril, intead,decideded, indepednent, interruted).
The student's overall spelling performance suggests that the student most likely has a weakness in which of the following foundational skills?
detecting syllable boundaries in words
sounding out and blending letter-sounds to make words
discriminating between a word's root morpheme and affixes
segmenting and sequencing phonemes in words
_____ __________ is an understanding of HOW sounds, syllables, words, and word parts can be orally manipulated to break apart words, make new words, and create rhymes.
(a)
_____ ______ is a TYPE OF PHONOLOGICAL AWARENESS that focuses on the sounds in a language.
It is an undertanding of How each unit of a sound ,a.k.a, _____ forms the language by creating differences in the meaning of words.
(a)
What techniques do teachers use to build phonemic awareness in their students?
Phoneme blending
Phoneme segmentation
Phoneme Substitution
Phoneme deletion
Phonological awareness
/m/ /a/ /t/ combines to form mat.
phoneme deletion
phoneme substitution
phoneme blending
phoneme segmentation
What is the combining of phonemes to make a word?
Phoneme substitution
Phoneme Blending
Phoneme segmentation
Phoneme deletion
What is the replacement of phonemes in words to make new words?
Phoneme blending
Phoneme deletion
Phoneme Segmentation
Phoneme substitution
Is when Phonemes are removed from words to make new words.
Phoneme Segmentation
Phoneme Deletion
Phoneme substituion
Phoneme blending
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
separating the sounds in the word mat isolates the phonemes /m/ /a/ /t/.
Phoneme Segmentation
Phoneme Substitution
Phoneme Deletion
Phoneme Blending
Removing /m/ from mat leaves the word at.
Phoneme Deletion
Phoneme Blending
Phoneme Substituion
Phoneme Segmentation
What is separating phones in words?
Phoneme Segmentation
Phoneme blending
Phoneme Deletion
Phoneme substitution
Building ______ awareness in students is the latter part of a developmental sequence that contributes to a strong foundation in _____ awareness.
(a)
(a) is the study of the relationship between the spoken sounds in words and the printed letters that correspond to those sounds, or letter-sound correspondence.
(a) , words that are repeated most often in text, are taught in conjunction with phonics.
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
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
What is the understanding that the stream of speech can be divided into a smaller segments?
Phonics
Phonological Awareness
Phonemic Awareness
It is the ability to identify and manipulate individual sounds (phonemes) in spoken words.
Phonological Awareness
Word Awareness
Phonemic Awareness
There are (a) Phonological Awareness tasks.
The highest level of phonological awareness is Syllable Awareness.
True
False
How many sounds are there in HAPPY?
4 sounds
5 sounds
3 sounds
What techniques can teachers use to teach phonological awareness?
Flashcards with letters and sounds
Printing practice
Singing, clapping, and tapping to identify sounds
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?"
"Say meat. Now say the word again, but don't say /t/."
Which of the following is phoneme blending?
"Say meat. Now say the word again, but don't say /t/."
"/m/ /ee/ /t/. What is the word?' correct
"Say meat. What is the first sound you hear in meat?"
An ability to rhyme is an example of_______.
Phonemic Awareness
Phonological Awareness
Which of the following is an example of phoneme segmentation?
a child telling his teacher that the first sound in run is /r/
a child telling his teacher there are four sounds in truck, /t/ /r/ /u/ /ck/
a child telling his teacher that the last sound in cup is /p/
Phonological awareness is
a broad term that includes phonemes, rhymes, words, syllables, and onsets, and rimes.
a word part that contains a vowel.
the smallest part of written language that represents a phoneme.
A phoneme is
only one letter in a word.
is the part of a syllable that contains a vowel and all that follows it.
the smallest part of spoken language that makes a difference in the meaning of words.
A grapheme is
a word part that contains a vowel.
the smallest part of written language that represents a phoneme in the spelling of a word.
a broad term that includes phonemic awareness.
Phonemic Awareness is
the ability to hear, identify, and manipulate the individual sounds in spoken words.
is the broad term that includes rhymes, words, syllables, and onsets and rimes.
understanding there is a predictable relationship between phonemes and graphemes.
A student is able to correctly isolate 2, 3, and 4 sounds in words. Are they showing an understanding of phonemic isolation, a phonemic awareness skill?
yes
no
The teachers says: "Which word does not belong? cat, ham, and cab."
The student responds, "cab"
Is this student understanding phoneme categorization, a phonemic awareness skill?
yes
no
The teacher asks, What sound is the same in boy, bag, and ball?"
The student replies, "The first sound /b/ is the same."
This student is demonstrating
phonemic awareness.
phonological awareness.
A teacher asks a student if the words cat and fat rhyme. The student says yes. This student is demonstrating
phonemic awareness
phonological awaeness
Students should start with beginning Phonological Awareness activities and work through all of the activities
In kindergarten and first grade
In kindergarten trough fourth grade
kindergarten and pre-K
They should not
skip any lesson
Summarize
have not master
If student is beginning in second grade or above
administer the Phonological A. Inventory
Give a daily schedule of activities
Fill out the Phonological A.
Fill out Phonological A Assessment
Option
Test
Summary
Plan your activities base on the students needs of what they
have not master
have experiences
have fun and VAKT
During P.A. phase instruction, continue with the daily Schedule of activities for Alphabet
Handwriting
Verbal expression
Reading
Verbal expression
Listening
Alphabet sequense
Handwriting
Verbal expression
Listening
3 Main areas of Verbal Expression
Sytax
Prefix Suffix
Semantic
Syntax
Sentences
Social Comunication
Sytax=verbs, Affix, Sentences
Semantic= compound word follow direction
Social Comunication = emotions conversation facial ex[pression and body lan.
Language adquisition beging with _______ and progress to
listening
spelling and writing
oral language
semantic and Syntax
listening
reading, spelling and writing expression
A term that applies to a letter whish may represent more than one sound which may spell in more than one way ex. k, c //c, k, ck
Equivocal
Unequivocal
Diptongo
A term that applies to a letter wich represent one sound or to sound which is spell one way Ex. b = /b/
Diagraph
Equivocal
Unequivocal
How many sounds are there in the English language?
26
34
42
44
The smallest unit of sound is called
a phoneme
a grapheme
a unit
an allophone
The awareness of and ability to manipulate sound segments in words is called
phonemic awareness
phonological awareness
phonics
syllabic awareness
Choose the diagraph
ch
tch
c
h
A trigraph is
A grapheme containing three letters that makes three sounds
A grapheme containing three syllables
A grapheme containing three sounds
A grapheme containing three letters that makes just one sound
A morpheme can be
a prefix
the smallest meaningful unit of language
a suffix
all of the above
Which of these words contains a dipthong?
bark
toy
pint
none of the above
A split diagraph is
when a diagraph is split by a vowel
when a diagraph appears in two words
when a diagraph is split by a consonant
none of the above
Blending is
being able to recognise the individual sounds and put them together to make a word
reading two or more words together
both
none
Segmenting involves
hearing a word and splitting it up into letters
hearing a word and splitting up into syllables
hearing a word and working out the prefix or suffix
hearing a word and splitting it up into phonemes
Phonological Awareness is
Individual unit of sound
The ability to hear, identify, and manipulate individual sounds in words
An understanding that oral language can be divided into smaller units and manipulated
The study of the pronunciation of sounds
Phonics is
A study of the sound system
An emphasis of sound to symbol relationship
An individual unit of sound
The context processor
Phoneme
Individual sound units in a spoken word
Ability to manipulate sounds segments in words
An instructional approach to teaching reading
A sound system
Which of the following would be considered the first step in building phonological awareness?
Segmenting <boat> into its onset and rime.
Identifying the first sound in <rain>
Clapping the syllables in <table>
Blending the small words sun - shine
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.
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
Which of the following is phoneme segmentation?
"Say meat. Say it again without the /m/."
"/b/ /a/ /th/. What's the word?"
"Which word rhymes with 'ball?"
"Say meat. What are the sounds in meat?"
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/."
Which of the following is phoneme blending?
"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/."
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.
Why is phonological awareness so important for readers?
What is Phonological awareness?
states that speech sounds are represented by letters.
is the knowledge that oral English is composed of smaller units.
a subcategory of phonological awareness, is the ability to distinguish the separate phonemes (or sounds) in a spoken word.
is knowledge of letter–sound correspondences;
Phonemic awareness is
is knowledge of letter–sound correspondences;
a subcategory of phonological awareness, is the ability to distinguish the separate phonemes (or sounds) in a spoken word
is the knowledge that oral English is composed of smaller units.
Phonics is
is knowledge of letter–sound correspondences;
e as a speech sound in a language that signals a difference in meaning
alphabetic principle
states that speech sounds are represented by letters.
a subcategory of phonological awareness, i
. Graphemes is
are the English letter or letters that represent phonemes
are speech sounds 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
Phonemic awareness is the relationship to developing phonics
is the foundation for understanding the sound–symbol relationships of English, which will be taught through phonics lessons.
awareness is predictive of success in learning to read.
HOW TO TEACH PHONOLOGICAL AWARENESS
SYLLABLE BLENDING
Word awareness and onset and rime blending
SYLLABLE AWARENESS
WORD BLENDING
How to Teach Phonemic Awareness
sound substitution and sound deletion
SOUND ISOLATION
sound identity and sound segmentation
sound blending
Struggling readers Phoenemic awareness instruction given in
small group
individual lessons
Struggling readers Phoenemic awareness strategy to use
RETEACHING SKILLS THAT ARE LACKING.
teacher can use things to help students master a task.
This could include pictures or real objects.
PROVIDING ADDITIONAL PRACTICE
Instruction startegy for English learners
(sc-, sk-, sm-, sn-, sp-, st-, and sw- as in score, skin, small, snail, sports, stop, and swim).
teach sequences of phonemes in English that do not appear in the first language.
the English blends that begin with s do not appear in Spanish
hear the two sounds in each of these initial consonant blends.
Strategy for differentiate instruction Advanced learners
s to devote fewer lessons to a phonemic awareness skill
building on and extending current skills
by increasing the pace of instruction,
spend less time on a lesson,
ASSESSMENT OF PHONOLOGICAL AWARENESS,
Yopp-Singer Test of Phoneme Segmentation
the teacher says 22 words (e.g., dog, keep, fine, no). T
How to Analyze, Interpret, and Use Results phoenemic awareness
results of the assessments will provide the teacher with the information needed to create individual profiles for each student
Students who have struggled and have not met a standard will need intervention.
results for all the children will tell teacher if their instruction was effective
