Phonological Awareness

Phonological Awareness

refers to a global awareness of the sound structures of speech and the ability to manipulate those structures. Phonological awareness is an umbrella term that encompasses both basic levels of awareness of speech sounds, such as rhyming, alliteration, the number of words in a sentence, and the syllables within words, as well as more advanced levels of awareness such as onset-rime awareness and full phonemic awareness.

Phonemic Awareness

is the most advanced level of phonological awareness. It refers to a child's awareness of the individual phonemes — the smallest units of sound — in spoken words, and the ability to manipulate those sounds.

phonemes

the smallest units of sound — in spoken words, and the ability to manipulate those sounds.

Phonological awareness (PA)

involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words.

Phonological awareness

refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

phonological awareness

refers to oral language and phonics refers to print

Fluency

is the ability to read a text accurately, quickly, and with expression (also called prosody).

Oral vocabulary

refers to words that we use in speaking or comprehend in listening.

Reading Vocabulary

refers to words we comprehend or use in print.

spelling

Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

Alphabetic principle

Knowledge of which individual letters match up to sounds, in a left to right sequence (In the word cup each sound is represented by a single letter).

Pattern Information

Which groups of letters function as a pattern to represent sounds. Examples of patterns would include: CVC (Consonant/Vowel/Consonant) pattern to form short vowels (e.g. like the word cat) or CVCe/CVVC patterns to form long vowels (e.g. like the words same or meat).

Spelling variations based on word origins

(e.g., 'ch' sounds like /ch/ in Anglo-Saxon words like check, /sh/ in French words like niche, and /k/ in Greek words like chaos).

Meaning (morphological or morphemic) information

Which groups of letters represent meaning (The prefix re- as in redo, means to do again). Instruction should include Greek combining forms and Latin roots.

print awareness

Print awareness is a child's earliest introduction to literacy.

systematic

the letter-sound relationship is taught in an organized and logical sequence

Explicit

he instruction provides teachers with precise directions for teaching letter-sound relationships

The goal of phonics

instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.

two basic components

word recognition

two basic components:

comprehension — vocabulary falls under language comprehension.

listening vocabulary

the words we need to know to understand what we hear

speaking vocabulary

the words we use when we speak

Reading vocabulary

the words we need to know to understand what we read

Writing vocabulary:

the words we use in writing

Semantic gradients

are a way to broaden and deepen students' understanding of related words. It helps students distinguish between shades of meaning and allows them to be more precise and imaginative in their writing.

comprehension

understanding and remembering what you read

The primary goal of writing

are to communicate, to persuade, to inform, to learn, to reflect about yourself, and also to entertain others. What really makes writing motivating for young children is sharing it and being successful with it."

Basic Writing skills

These include spelling, capitalization, punctuation, handwriting/keyboarding, and sentence structure (e.g., elimination of run-ons and sentence fragments). Basic writing skills are sometimes termed "mechanics" of writing.

Text Generation

Text generation involves translating one's thoughts into language, what might be thought of as the "content" of writing. Text generation includes word choice (vocabulary), elaboration of detail, and clarity of expression.

Writing processes

Especially beyond the earliest grades, good writing involves planning, revising, and editing one's work. These processes are extremely important to success in writing, and increasingly so as students advance into the middle and secondary grades.

Writing knowledge

Writing knowledge includes an understanding of discourse and genre — for example, understanding that a narrative is organized differently than an informational text. Another example of writing knowledge includes writing for an audience, that is, the writer's understanding of the need to convey meaning clearly and appropriately to the people who will be reading a particular piece of writing.

Alphabetic principle

Knowledge of the shapes and names of letters of the alphabet.

Digraph

Two letters that represent one speech sound. Examples: sh, ch, th, ph. Vowel digraph: two letters that together make one vowel sound. Examples: ai, oo, ow

A grapheme is a written letter or a group of letters representing one speech sound. A grapheme may be just one letter, such as b, d, f, p, s; or several letters, such as ch, sh, th, -ck, ea, -igh.

Schwa

The vowel sound sometimes heard in an unstressed syllable and is most often sounded as /uh/ or as the short /u/ sound as in cup.

print awareness

Understand that print has meaning across contexts

scaffolding

In a preschool classroom the teacher says out loud to her small group of students

the support for learning and problem solving that encourages independence and growth

building on what one already knows

Asking the kindergarten students to say the word bear without the /b/ is an example of the skill:

phonemic awareness

A teacher is clapping out the number of syllables in a word. What is the teacher trying to develop in her students in class?

Phonological awareness

scaffolding

the support for learning and problem solving for learning and growth

A teacher asks a student, "What would the word be if I said the sounds, /ch/ /air/?" In this question, the teacher is checking for the student's skill in:

on set rime and blending

When a teacher is doing shared reading using a big book and draws children's attention to the words and letters on the page, what is she most likely trying to develop in her students:

Phonological awareness

2

The word eight has how many phonemes?

interactive read aloud

Which of the following components might be the most ideal and natural way to teach the correct pronunciation of words to ELL students who have varying accents in speaking English?

Inconsistent grammar structure

Mr. Sanchez teaches kindergarten in a school with highly diverse population. Their class went on a field trip to the zoo and he is having his students share stories about the trip. What is not a sound expectation from the content of their stories?

shared reading

involves students reading along while an expert reads fluently.

shared writing

Teacher controls the pen, but students and teacher collaborate in creating the story

onset rime

A teacher is having her student change the beginning sound of the word bag to form other words. What is this concept called?

Phonological Awareness

A teacher is clapping out the number of syllables in a word. What is the teacher trying to develop in her students in class?

Onset Rhyme and blending

A teacher asks a student, "What would the word be if I said the sounds, /ch/ /air/?" In this question, the teacher is checking for the student's skill in:

Phonological Awareness

When a teacher is doing shared reading using a big book and draws children's attention to the words and letters on the page, what is she most likely trying to develop in her students:

Interactive Read aloud

Which of the following components might be the most ideal and natural way to teach the correct pronunciation of words to ELL students who have varying accents in speaking English?

The teacher talking about the relationship between letters and sounds in written form

Phonics instruction is best exemplified by which of the following:

Context clues

Mitch, a second grade student, reads a word incorrectly in a sentence as he is reading orally to his teacher. After reading two or more sentences, he goes back and corrects the rror. What strategy did Mitch's teacher observe him using in determining his error?

graphophonemic

The relationship between letters and phonemes.

explicit teaching

spelling out and explaining

didactic reasoning

teacher centered learning

consistent scientific approach to learning

the science of teaching

contrasted with experimental learning

Strings of letters

All letters are in capital letters

Balanced Literacy

Primary goal of reading