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Praxis Teaching Reading (5205) > Phonological and Phonemic Awareness Including Emergent Literacy > Flashcards

Phonological and Phonemic Awareness Including Emergent Literacy Flashcards

1
Q

Overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

A

Phonological Awareness

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2
Q

Understanding the individual sounds (phonemes) in words. For example, students with this skill can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/

A

Phonemic Awareness

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3
Q

Understanding the relationship between sounds and the spelling patterns (graphemes) representing those sounds. For example, when a student sees the letter c is followed by an e, i, or y, the student knows the c makes an /s/ sound (like in the word cycle)

A

Phonics

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4
Q

The two subskills of phonological awareness

A

phonemic awareness and phonics

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5
Q

What is the role of phonological and phonemic awareness in reading development?

A

these skills help students develop the foundational skills needed for word recognition, spelling, syllabication, fluency, and reading comprehension. These skills must be focused on explicitly since they are not innate.

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6
Q

T or F: reading and spelling are skills that are taught implicitly

A

F: these skills are not natural or easily acquired. Therefore, they must be taught explicitly.

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7
Q

What is the difference between phonemic awareness and phonics skills?

A

Phonemic awareness includes the skills that encompass the smallest units of sounds in words. Think “sounds” only.

Phonics is understanding letter-sound correspondence. Students must see the letters or words to engage in phonics.

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8
Q

putting all the sounds in words together, like /p//a//t/ –> pat

A

blending

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9
Q

beginning consonant and consonant cluster

A

onset

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10
Q

vowel and consonants that follow the onset consonant cluster

A

rimes

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11
Q

the repetition of sounds in different words; students listen to the sounds within words and identify word parts

A

rhyming

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12
Q

breaking a word apart

A

segmenting

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13
Q

to separate word parts or to isolate a single sound in the word

A

isolation

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14
Q

omitting a sound in a word

A

deletion

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15
Q

when students replace one sound with another in a word

A

substitution

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16
Q

the ability to string together the sounds that each letter stands for in a word

A

blending

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17
Q

What are the 6 levels of the phonemic awareness continuum?
(from least to most complex)

A

1) phoneme isolation
2) blending
3) segmenting
4) addition
5) deletion
6) substitution

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18
Q

when students hear and separate out individual sounds in words

A

phoneme isolation

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19
Q

when students can combine sounds in a word

A

blending

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20
Q

when students can divide the word into individual sounds

A

segmenting

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21
Q

when students can manipulate a word by adding a sound that is not originally in the word

A

addition

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22
Q

when students manipulate the word by deleting sounds to make a new word

A

deletion

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23
Q

the highest level of phonemic awareness because students not only have to identify the sounds and locate the sounds in the word, but they also have to switch them with other sounds

A

substitution

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24
Q

What makes the last three levels of the phonemic awareness continuum “complex”?

A

Addition, Deletion, and Substitution are considered complex because they involve manipulation (changing the words)

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25
Q

T or F: students learn medial (middle) sounds before beginning and ending sounds in words

A

F: students learn beginning and ending sounds first

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26
Q

what are the two most complex levels of the phonemic awareness continuum?

A

deletion and substitution

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27
Q

What are the 6 levels of the phonological awareness continuum?
(from least to most complex)

A

1) rhyme
2) alliteration
3) sentence segmentation
4) syllable segmentation
5) onset/rime blending & segmentation
6) phoneme manipulation

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28
Q

when students can match ending sounds of words (as in bat, hat, cat).

A

rhyme

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29
Q

when students can identify and produce words with the same initial sound (as in sat, see, silly).

A

alliteration

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30
Q

when students can segment sentences into words (As in: he | went | to | the | beach).

A

sentence segmentation

31
Q

when students can blend and segment syllables of spoken words (as in hap-py, de-light, sum-mer).

A

syllable segmentation

32
Q

when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the onset (tr- -ack)

A

onset and rime blending, and segmenting

33
Q

when students can manipulate sounds in words (includes blending and segmenting phonemes, adding and deleting individual phonemes, substituting phonemes)

A

phoneme manipulation

34
Q

Strategies for explicit instruction in phonemic and phonological awareness

A

systematically teaching children to manipulate phonemes with letters

focusing the instruction on one or two types of phoneme manipulations rather than multiple types

teaching children in small groups

35
Q

sometimes called the whole language approach; this is when students are not taught sounds in isolation. Instead, they hear the words and see the words in their entirety.

A

implicit instruction

36
Q

when students use phonemes to process spoken and written language. It includes 3 components: phonological awareness, phonological working memory, and phonological retrieval.

A

Phonological processing

37
Q

the awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks

A

phonological awareness

38
Q

involves storing phoneme information in temporary, short-term memory.

A

phonological working memory

39
Q

the ability to recall the phonemes (distinct units of sound) associated with specific graphemes (letters) which can be assessed by rapid naming tasks.

A

phonological retrieval

40
Q

In what order do students’ expressive and receptive language skills/vocab develop?

A

listening –> speaking –> reading –> writing

41
Q

refers to the words we need to know to understand what we hear (part of receptive vocab)

A

listening vocabulary

42
Q

consists of the words we use when we speak (part of expressive vocab)

A

speaking vocabulary

43
Q

refers to the words we need to know to understand what we read (part of receptive vocab)

A

reading vocabulary

44
Q

consists of the words we use in writing (part of expressive vocab)

A

writing vocabulary

45
Q

this skill relates to listening vocabulary- it is when a student can understand a story that is being read aloud.

A

listening comprehension

46
Q

T or F: Students will often develop their listening comprehension before their reading comprehension

A

True

47
Q

name the two types of receptive vocab and the two types of expressive vocab, and give an example of both receptive and expressive language

A

receptive (reading, listening); example: listening to an audiobook, reading an article

expressive (speaking, writing); example: engaging in role play, writing a poem

48
Q

refers to a child’s understanding of the nature and uses of print

A

print awareness

49
Q

the print of everyday life (signs, labels, logos)

A

environmental print

50
Q

involve understanding the difference between letters, words, punctuation, and directionality

A

print concepts

51
Q

type of print concept; reading from left to right and top to bottom

A

directionality

52
Q

type of print concept; understanding there is a front and back of books

A

layout

53
Q

type of print concept; words vs. pictures and letters vs. words

A

differentiation

54
Q

name some strategies to promote print awareness and tracking print:

A

hanging labels on key objects in the classroom (door, sink, library, blocks)

using posters that include captions and pictures

displaying an oversized book to show directionality and print

pointing out elements of a text like title, headings, beginning, middle, and end, before reading

55
Q

what are 5 signs of early print awareness

A

1) child holds a book correectly
2) child understands that books are read from L to R, top to bottom, and front to back
3) child pretends to write by scribbling
4) child points to a story and asks you to read it
5) child picks up a familiar book and reads aloud (from memory)

56
Q

The idea that letters and letter patterns represent the sounds of spoken language

A

The Alphabetic Principle

57
Q

to promote the alphabetic principle, teachers should:

A
  • teach letter-sound relationships explicitly and in isolation
  • provide opportunities for children to practice letter-sound relationship in daily lessons
  • provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships
  • use writing or print to represent what students say during class, so students understand speech can be represented in print
58
Q

what are the 4 phases of word reading/recognition?

A

1) Pre-Alphabetic Phase
2) Partial-Alphabetic Phase
3) Full-Alphabetic Phase
4) Consolidated-Alphabetic Phase

59
Q

students read words by memorizing visual features or guessing words from context

A

pre-alphabetic

60
Q

students recognize some letters and can use them to remember words by sight

A

partial-alphabetic

61
Q

readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory

A

full-alphabetic

62
Q

students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words

A

consolidated-alphabetic

63
Q

what are the 6 major areas of oral language?

A

phonology, vocabulary, morphology, grammar, pragmatics, and discourse

64
Q

encompasses the organization of sounds in language

A

phonology

65
Q

encompasses both expressive (speaking) and receptive (listening) vocabulary

A

vocabulary (semantics)

66
Q

the smallest units of meaning in words. An example of this is breaking up compound words and analyzing their meaning.

A

morphology

67
Q

the structure of language and words

A

grammar (syntax)

68
Q

focuses on the social cues or norms in language. This is often referred to as situations in language.

A

pragmatics

69
Q

focuses on speaking and listening skills in language.

A

discourse (dialogue)

70
Q

involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing

A

emergent literacy

71
Q

T or F : it sometimes helps to separate letter formation and pencil skills because some students may have poor fine motor skills when they are young

A

True

72
Q

what are some strategies for teaching letter formation?

A

-build upper and lowercase letters. For example, start with a circle and add a straight line for a lowercase b or d.
-tracing letters (students use their fingers to trace over pre-drawn letters).
-draw letters in the sand.

73
Q

what are some strategies for teaching pencil control?

A

-use large pencil grips for students who struggle
-strengthen the hands by using playdough or silly putty

Praxis Teaching Reading (5205) (7 decks)

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