ELL exam 2

phonological awareness definition

the ability to recognize that spoken words are made up of individual sounds parts

oral and auditory

DO NOT NEED EYES

Phonological awareness is an _______ term

Encompasses: (5 things)

umbrella

rhyme/alliteration

word

syllable

onset-rime

phonemes (phonemic awareness)

Phonemic awareness

focuses on ______ unit of _____

Encompasses: (3 things)

subset of _____ ___

smallest, sound

blending, segmenting, manipulation

phonological awareness

Examples of activities for phonological awareness:

focuses on the sounds in spoken language (no reading involved)

recognizing that “bat” and “hat” both end with the “at “ sound (rhyme)

you only need to hear the word to recognize that

Examples of activities: phonics:

focuses on the relationship between sounds and writen symbols (reading)

ex: knowing that the letter “b” represents the /b/ sound

Why is phonological awareness important to teach?

phonological awareness (oral and auditory) helps children understand that words are made up of sounds, which is essential for both decoding (reading) and encoding (spelling).

How is phonemic awareness related to decoding:

decoding (reading): phonemic awareness helps children break words into sounds, which allows them to read unfamiliar words by sounding them out

How is phonemic awareness related to encoding?

Phonemic awareness allows children to segment sounds in words and map those sounds to the correct letters when spelling

When do we teach phonological awareness- TEKS

prek-2nd grade (early elementary)

what is this an example of?

/b/ /a/ /t/ —> bat

dog + house —> doghouse

blending

phonemic awareness

phonological awareness

what is this an example of?

dog —> /d/ /o/ /g/

segmenting

phonemic awareness

what is this an example of?

change the /d/ in “dog” to /b/ —> bog

manipulating

phonemic awareness

levels of phonological awareness- easiest to most difficult

rhyme

alliteration

words/sentences

syllable

onset-rime

phoneme (phonemic awareness)

How do we teach phonemic awareness

Say it move it

Elkonin Boxes (sound boxes to represent sounds in words (NO WRITING))

How do we assess phonological awareness?

Screening, progress monitoring, and diagnostic. Assess individually.

Observation (watching and taking notes)

Checklist (invented spelling, ability to hear rhyming words, ability to segment words into individual phonemes)

12 sound-spelling categories

single consonant (m, l, p)

consonant blends: gr, fl, sp

consonant digraphs: sh, ch, wh, th

silent consonants: (gn in gnaw, kn in know, wr in write)

short vowels: a, e , i, o, u (first sound/common sound)

long vowels: a, e, i, o, u (these vowels say their name)

r-controlled vowel: (ar, ir, ur)

dipthongs: blends that begin with one vowel and gradually change to another vowel (oi in boil, oy in toy, ou in cloud)

vowel digraphs: vowels together that make one sound (ai in bait, ie in pie)

variant digraphs: (aw in saw, au in taught, oo in book and goose, ow in cow) hear words

schwa: vowel sound sometimes heard in an unstressed syllable (banana, camera, zebra)

Systematic and explicit

systematic means:

teaching a set of useful sound/spelling relationships in a clearly defined, carefully selected and logical sequence

• teaching easiest (rhyme) to hardest (phoneme)

• conduct in small and whole groups

• immediate feedback

Systematic and explicit

explicit means:

lessons in which are clearl explained and skills are clearly modeled

scope in scope and sequence:

when you introduce a set of sound/spelling that occurs most commonly in words, high-utility sound/spellings early in sequence

context

sequence in scope and sequence:

progress from simple to more complex sounds/spellings, with single consonants, introduce a few short vowels early, and letters with easy to pronounce sounds introduced first. Letters having similar sounds and shapes should be separated.

What is included in an explicit phonics lesson?

I DO WE DO YOU DO

1. develop phonological awareness

2. introduce sound/spelling

3. blend words

4. build automatic word recognition

5. apply to decodable/connected text

6. word work for decoding and encoding

Word work activities

1. word sorts: grouping words and pictures, differences and similarities among words

2. word building: supports decoding and word recognition. opportunities to discriminate effects on a word by changing one letter, substituting, inserting or deleting letters, writing or magnetic letters.

3. dictation: regular diction of words containing patterns

   1. develops auditory skills

4. elkonin box with letters: Builds connection between phonemes and graphemes (sounds and letters). Students are able to segment phonemes (phonemic awareness) and have knowledge of sound/spelling correspondences, can move letters into the individual Elkonin boxes.  

Know and identify types of words:

1. regular words: each letter represents its most common sound

   1. follows the “rules”

   2. ex: cat and dog

2. decodable words: must follow regular “rules” and the reader must have been taught those rules

3. irregular words: some parts cannot be decoded by sound

   1. temporarily irregular: one or more sound/spellings have not been introduced/taught yet

4. high frequency words: most commonly used words

5. sight words: commonly used words that are taught to beginning readers to be recognized instantly by sight, without the need to sound them out.

3 ways to teach sight words:

sight, sound, meaning

what is decodable text?

reinforces previously learned skills and high-frequency words that the student has already been taught

what is connected text:

multiple sentences that are connected together (tells a story) not wordless or phraseless

how do we teach high frequency words:

teach by sight and decoding it by sound and give it meaning

sight, sound, meaning

TEKS for high frequency words:

kinder: 25 words

1st: 100 words

Dolch and Fry lists:

basic sight words that need to be taught

Word walls and sound walls

word wall:

collection of words that are displayed in large letters on a bulletin board…

word walls and sound walls

sound walls:

a visual tool that helps students connect speech to print

multisyllabic word decoding

what are multisyllabic words:

words that contain more than one type of syllable

How do we teach multisyllabic words (why don’t we decode sound by sound in longer words?):  

We teach them syllable by syllable because  if they know each syllable then they know how to sound them out and are able to put them together.  

Contractions:

one word made from 2 words, first word usually stays the same, certain letters are taken out of the 2^nd word, an apostrophe will fit in the space of the missing letters 

Compound words

composed of two anglo-saxon root words 

1. Ex: firefighter, classroom, backpack 

Affixes

parts added to the beginning (prefix) or end (suffix) of a root word to create new words

Prefix

goes at the beginning of a root word 

Suffix

letters (morpheme) added at the end of a base word that alters the meaning 

1. Ex: --ation, fy, -ing, -itis 

Morpheme analysis:

in the process of using common Latin and Greek prefixes, roots, and suffixes to hypothesis the meaning of unknown vocabulary