Competency 2: Phonological & Phonemic Awareness Flashcards Preview

Texas Generalist EC-6 ELAR > Competency 2: Phonological & Phonemic Awareness > Flashcards

Flashcards in Competency 2: Phonological & Phonemic Awareness Deck (17)
Loading flashcards...
1
Q

Phonology

A

The study of sounds

2
Q

Phonemes

A

The smallest part of the spoken language that makes a difference in the meaning of words. Ex) Mop-Top, Cat-Hat

3
Q

Graphemes

A

Written letter(s) that represent a spoken sound. Ex) A student writes the letter “B” when they hear the sound /b/.

4
Q

Phonics

A

The understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in writen language).

5
Q

Developmental Stages of Phonological Awareness

A

1) Sound Chunks–> Words in a sentence –> Syllables
2) Onsets and Rimes –> Dividing words into onsets and rimes –> Creating rhymes using onsets and rhymes.
3) Phonemes–> Isolation –> Identity –> Blending & Segmenting –> Addition & Deletion Substitution.

6
Q

Working with Words and Word “Chunks”

A

First stage in phonological awareness. Segmenting words in sentences, breaking sentences into individual words, usually claps or stomps.ex) Clifford (1 clap) ate (1 clap) pizza (1 clap) Segmenting words into syllables- clapping & breaking words into smaller parts that include a vowel. Segmenting compound words - breaking compound words into the smaller words into the smaller words from which they are built.

7
Q

Working with Onsets and Rimes

A

2nd stage in phonological awareness. Ex) play a game with children in which they change beginning sounds in words. The farmer in the dell becomes the farmer in the bell.

8
Q

Working with Individual Phonemes

A

3rd stage in phonological awareness. The ability to hear and manipulate the sounds that are spoken. 8 phonemic awareness activities.

9
Q

Phonemic Awareness Activities

A

1) Isolation
2) Identity
3) Categorization
4) Blendinghelps most
5) Segmentation* helps most*
6) Deletion
7) Addition
8) Substitution

10
Q

Isolation

A

Phonemic awareness activity. Students hear individual sounds in words. Ex) What is the first sound you hear in “top”? /t/ What is the last sound you hear? /p/

11
Q

Identity

A

Phonemic awareness activity. Students hear and identify the same sound in different words. Ex) What sound is the same in teacher, table, and tree? The beginning sound, /t/.

12
Q

Categorization

A

Phonemic awareness activity. Students identify which word is different in a list of words, based on sounds. Which word doesn’t belong- cat, king or face? Face doesn’t belong because it doesn’t start with a /k/.

13
Q

Blending

A

Phonemic awareness activity. Students put sounds together to make a word. What word is /k/ /a/ /t/? Cat! Helps kids the most.

14
Q

Segmentation

A

Phonemic awareness activity. Students break words into their individual sounds &/or count the # of sounds in a word. It is the opposite of blending. Helps kids the most.

15
Q

Deletion

A

Phonemic awareness activity. Students remove a sound from a word and identify what remains. Ex) What word is clap without /k/? lap.

16
Q

Addition

A

Phonemic awareness activity. Students create a new word by adding a sound. Ex) What word do u have when u add /s/ to the beginning of “top”? Stop.

17
Q

Substitution

A

Phonemic awareness activity. Students change one sound in a word to a different sound & identify the new word. Ex) I’m thinking of a word that sounds like man but starts with /r/. What’s my word? Ran.