Letrs UNIT 2 Assessment TEST REAL EXAM Questions AND Correct Answers Brand NEW 2024

LETRS UNIT 2 ASSESSMENT TEST REAL EXAM QUESTIONS AND CORRECT ANSWERS BRAND NEW 2022-2023/ HIGHLY COMPREHENSIVE AND EXTREMELY ORGANISED Assessing phonological skills is almost never appropriate after a child has completed first grade. true false -ANSWER– False Phonemic awareness is difficult to measure directly as an isolated skill. true false -ANSWER– True What features separate the PAST from other phonological skills assessments? Select all that apply. a. It can be successfully administered to preschool-age children. b. Automaticity is a factor in determining a student’s score. c. It is much briefer and more convenient to administer than other phonological awareness assessments. d. The assessor gives corrective feedback if the student responds incorrectly. -ANSWER– b. Automaticity is a factor in determining a student’s score. d. The assessor gives corrective feedback if the student responds incorrectly. Which kinds of tasks are the primary focus of phonological skills assessment in grades K-1? a. counting and blending syllables b. identification of onset sounds, alliteration, and rhyme c. phoneme segmentation and blending d. phoneme deletion, substitution, and reversal
-ANSWER– c. phoneme segmentation and blending Kelsey is in grade 2. Previously a strong reader, she has now fallen behind. She reads grade-level texts haltingly, struggling to recognize words with blends. Which phonological task would she likely struggle with? Select all that apply. a. “Say rainbow. Now say rainbow but don’t say rain.'” b. “Say crate. Now say crate but don’t say /k/.” c. “Say sun. Now say sun but instead of /s/, say /f/.” d. “Say bask. Now say bask but don’t say /s/.” -ANSWER– b. “Say crate. Now say crate but don’t say /k/.” d. “Say bask. Now say bask but don’t say /s/.” phonological processing system -ANSWER– -Front of brain -processes the sounds of speech phonological processing -ANSWER– ability to discriminate and remember sounds within words -speech perception / production -phonological working memory -rapid automatic naming -phonological and phonemic awareness phonological awareness -ANSWER– in addition to phonemic awareness, includes the ability to identify, count, and manipulate the parts of words, including syllables, onsets and rimes, and phonemes. phoneme -ANSWER– in language, the smallest distinctive sound unit Phonemic Awareness -ANSWER– The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. -do not involve print Phonology -ANSWER– the study of speech sounds in language Phonetics -ANSWER– study of speech sounds coarticulation -ANSWER– when phonemes are spoken together to produce syllables or words phonological working memory -ANSWER– Is a component of phonological processing that is important in reading comprehension, spelling, written expression, and retention. -the process of listening to language and extracting meaning rapid automatic naming -ANSWER– the ability to quickly name a series of printed, repeating numbers, letters, objects, and/or colors
Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction. true false -ANSWER– True The inventory of phonemes used in Spanish is nearly identical to that used in English. true false -ANSWER– False A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following? a. their ability to segment phonemes b. their ability to manipulate phonemes c. their ability to represent phonemes with letters (as shown in spelling samples) d. their ability to perform advanced phonemic awareness tasks -ANSWER– d. their ability to perform advanced phonemic awareness tasks How much phonological awareness training should be done with students for maximum effectiveness? a. at least 45 minutes a day b. once a week, for about 30 minutes c. a few minutes a day, several days per week d. about 30 minutes each day -ANSWER– c. a few minutes a day, several days per week Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply. a. Spelling becomes more phonetically accurate. b. The student can easily delete, substitute, or otherwise manipulate phonemes in words. c. Attempts to decode text focus more on blending sounds. d. Recognition improves for high-frequency words that are phonetically irregular. -ANSWER– a. Spelling becomes more phonetically accurate. c. Attempts to decode text focus more on blending sounds. In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced. true false -ANSWER– True
Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds. true false -ANSWER– True Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? /k/ /ng/ /ch/ /zh/ -ANSWER– /ch/ Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply. a. /t/ and /d/ b. /f/ and /p/ c. /m/ and /n/ d. /z/ and /l/ -ANSWER– a. /t/ and /d/ c. /m/ and /n/ Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply. a. writing “fan” for van b. writing “butn” for button c. writing “chow” for show d. writing “kitn” for kitten -ANSWER– b. writing “butn” for button d. writing “kitn” for kitten English vowels are easier for students to pronounce and write than consonants. true false -ANSWER– False What makes r-controlled vowel sounds so confusing for students? The sounds make two mouth movements. The r takes over the preceding vowel sound. There is only one way to spell an r-controlled vowel. English does not allow this sound in the middle of words. -ANSWER– The r takes over the preceding vowel sound.
Which of the following sounds is considered a front vowel? /ə/ /ā/ /ō/ /ŏ/ -ANSWER– /ā/ Which of the following vowels require that the mouth shift position during production of the sound? Select all that apply. /aw/ /er/ /oi/ /ou/ -ANSWER– /oi/ /ou/ Which of the following vowel sounds would be classified by a linguist as “tense” vowels? a. /ē/ and /yū/ b. /ă/ and /o˘o/ c. /ar/ and /er/ d. /ǝ/ and /ŏ/ -ANSWER– a. /ē/ and /yū/ Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability. true false -ANSWER– False Students’ ability to acquire phonemic awareness is not dependent on which of the following factors? a. general language development and listening abilities b. word comprehension c. familiarity with vocabulary used in tasks d. the amount of practice received -ANSWER– b. word comprehension Which of these tasks could a student at the early phonological awareness level perform? Select all that apply. a. determining whether cat and kiss begin with the same sound b. segmenting and tapping the phonemes in the word slap c. clapping and counting the syllables in the word pencil d. saying the word marker, then deleting the last syllable and saying it again, mark -ANSWER– a. determining whether cat and kiss begin with the same sound c. clapping and counting the syllables in the word pencil
Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply. a. saying the word flame, then deleting the phoneme /l/ and saying the word without it b. saying the compound word rainbow, then deleting the first part and saying the new word c. determining which sound should be changed to make the word stream into scream d. segmenting and tapping the phonemes in the word beak -ANSWER– b. saying the compound word rainbow, then deleting the first part and saying the new word d. segmenting and tapping the phonemes in the word beak Which of these advanced phonemic awareness skills do children typically develop last? a. the ability to delete the final sound from a word b. the ability to substitute sounds within words of 5-6 phonemes c. the ability to reverse the first and final sounds in a word d. the ability to delete the initial sound from a word that begins with a blend -ANSWER– c. the ability to reverse the first and final sounds in a word How much phonological awareness training should be done with students for maximum effectiveness? -ANSWER– a few minutes a day, several days per week The inventory of phonemes used in Spanish is nearly identical to that used in English. -ANSWER– False Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction. -ANSWER– True A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following? -ANSWER– their ability to perform advanced phonemic awareness tasks Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply. -ANSWER– a. phonetically accurate. Spelling becomes more c. Attempts to decode text focus more on blending sounds. Students in Ehri’s pre-alphabetic phase need instruction in basic oral language skills before manipulating phonemes. true false -ANSWER– True Sound chaining should begin with substituting the middle sounds and end sounds in a word, as these are most difficult. true
false -ANSWER– False Which of the following principles are important for teaching phonological skills in particular? Select all that apply. a. Focus students’ attention on speech sounds before focusing on letters. b. Do a few brief activities once per week. c. Withhold feedback from students, so not to discourage them. d. Include all English phonemes in instruction. -ANSWER– a. Focus students’ attention on speech sounds before focusing on letters. d. Include all English phonemes in instruction. Which activities work with students at the early phonological awareness level? Select all that apply. a. having students identify rhyming words in texts you read aloud b. having students clap or tap to count the syllables in a word you say c. saying a word, then asking students to change the first or last phoneme and say the new word that results d. saying a two-syllable word, then asking students to delete one syllable and say the A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is the most important guideline to follow? a. Have students focus on adding or changing sounds before they practice deletion. b. Have students add, change, delete, or move only ONE sound at a time. c. Plan sound chains carefully so that they use only real words, never nonsense words. d. Avoid using any words that include consonant digraphs or vowel teams (e.g., chip, cheap). -ANSWER– b. Have students add, change, delete, or move only ONE sound at a time. Spanish has 22 phonemes represented by 27 symbols, compared to English’s 44 phonemes and 26 symbols. true false -ANSWER– True The variations common in African American English are predictable and governed by rules. true false -ANSWER– True Which of the following occurs as a result of coarticulation? Select all that apply. a. allophonic variations, in which we pronounce individual phonemes differently from how would pronounce them in isolation b. dialect variations that include nonstandard usage and grammar as well as nonstandard pronunciation
c. misspellings of words that are, in fact, phonetically logical d. increased controversy about how to pronounce specific phonemes correctly -ANSWER– a. allophonic variations, in which we pronounce individual phonemes differently from how would pronounce them in isolation c. misspellings of words that are, in fact, phonetically logical Which of the following misspellings likely results from confusion about unaspirated or deaspirated stop consonants? a. spelling friend as “fred” b. spelling drop as “jrop” c. spelling batter as “badr” d. spelling skip as “sgip” -ANSWER– c. cattle, city, metal In which group of words does a tongue flap create significant differences between American and British pronunciations? a. space, stick, scab b. mend, won’t, pink c. cattle, city, metal d. trip, stature, graduate -ANSWER– c. cattle, city, metal A student with general phonological awareness can learn to read fluently, even if the student has not yet developed awareness of speech sounds at the phoneme level. -ANSWER– False If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in semantic memory. -ANSWER– True Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. -ANSWER– b. Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables. Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.) -ANSWER– a. phonological working memory (PWM) c. rapid automatic naming (RAN) The term coarticulation means the ability to: -ANSWER– d. say the phonemes within a syllable so that all of the segments are seamlessly joined. Phonology -ANSWER– the study of the sound system of a language Semantics -ANSWER– the study of word and phrase meaning By five years old how many words should a child be speaking? -ANSWER– 2,100-2,200
Semantics -ANSWER– A major development in preschool vocabulary development is the ability to use decontextual talk Decontextual Talk -ANSWER– is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk Tier 1 -ANSWER– Everyday words Tier 2 -ANSWER– High-utility words Tier 3 -ANSWER– Specialized topic words Morphology -ANSWER– the rule of word function How many morphemes in the word love -ANSWER– 1 morpheme lovable -ANSWER– 2 morphemes unlovable -ANSWER– 3 morphemes syntax -ANSWER– the rules of word order in grammatical form talk in short phrases -ANSWER– 2 year-olds use three-to-six word sentences -ANSWER– 3-year-olds combine several sentences about one topic -ANSWER– 4-year-olds carry on a conversation with mostly correct grammar -ANSWER– 5-year-olds Prosody -ANSWER– the expression of speech (cooing and babbling)0:1 years -ANSWER– prelexic (whole oral words) 1-1.5 years -ANSWER– lexic (word combination) 1.5-2.5 years -ANSWER– systematic simplification (syllable combinations) 2.5-3.5 years -ANSWER– assembly (aware of word structure) 3-4 years -ANSWER– metaphonological parallel talk -ANSWER– an adult describes what the child is doing self-talk -ANSWER– an adult talks about what he or she is doing
expansion -ANSWER– an adult adds more information to the sentence that the child expresses read-aloud scaffolding techniques -ANSWER– 1.labeling and commenting 2. verbal dialogue about a picture or storyline 3. pauses (reader lets the child fill un words in stories) 4. sentence recasting (restating a sentence to help a child understand) 5. reading text with syntax simplification 6. tag questions (“thats a truck, isn’t it?”) 7.direct questions 8.story retelling hierarchy of questions -ANSWER– 1.recall 2.application 3.analysis 4.synthesis 5.evaluation 1. Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability. -ANSWER– FAlse Which of these advanced phonemic awareness skills do children typically develop last? -ANSWER– b. the ability to substitute sounds within words of 5-6 phonemes c. the ability to reverse the first and final sounds in a word Students’ ability to acquire phonemic awareness is not dependent on which of the following factors? -ANSWER– word comprehension -ANSWER– Which of these tasks could a student at the early phonological awareness level perform? Select all that apply. -ANSWER– a. determining whether cat and kiss begin with the same sound c. clapping and counting the syllables in the word pencil Phonological processor -ANSWER– Which works with speech sounds Phonological awareness -ANSWER– Awareness of all levels of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language Phonological awareness -ANSWER– The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols.
Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. Four-Part processing model for Word Recognition Number 1: Phonological processor -ANSWER– Helps you understand and produce oral language Four-Part processing model for Word Recognition Number 2: Orthographic processor -ANSWER– Helps you connect words with your visual forms Four-Part processing model for Word Recognition Number 3: Meaning processor -ANSWER– Is your internal dictionary of word definition Four-Part processing model for Word Recognition Number 4: Context processor -ANSWER– Helps you use context to understand what a word means So the four processors from the Four-Part processing model work in isolation. True or False -ANSWER– False they don’t work in isolation they interact If you’ve heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? -ANSWER– This requires coordination between the phonological and orthographic processors. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? -ANSWER– In this instance, the meaning processor, orthographic processor, and phonological processor work together. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. -ANSWER– This activate the phonological processor and meaning processor. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? -ANSWER– This activate the final logical in orthographic processors.
Phonological awareness -ANSWER– conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes. Phonological processing -ANSWER– Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language. Phoneme -ANSWER– In any language, the smallest unit of sound used to build words. Phonemic awareness -ANSWER– Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography. Phonology -ANSWER– The rule system in the language by which phones can be sequenced, combined, and pronounce to make words. Phonetics -ANSWER– The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track. Phon -ANSWER– The Greek root meaning vocal sound voice, sound Phonological processor -ANSWER– Allows us to perceive, remember, interpret, and produce the speech sound system of our language——and learn the sounds of other languages. Phonological processor -ANSWER– Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes. The ability to perceive, produce, and manipulate individual speech sound, or phonemes -ANSWER– is a necessary prerequisite for the ability to read words Does it matter if a phoneme is made in the front, middle, or back of the mouth? -ANSWER– Yes it does Grapheme -ANSWER– Written representation of a speech sound Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading. True or false -ANSWER– False all students need direct and detailed phonemic awareness
Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these -ANSWER– a. Perceived b. Produce c. Manipulate individual speech sounds Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false -ANSWER– True Place of articulation -ANSWER– Where we make the sound—-in the front of The mouth, the back, or in between. Manner of articulation -ANSWER– What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. How many phonemes does English have? -ANSWER– Between 40 and 44 phonemes How many consonant phonemes are in English? -ANSWER– 25 are constants phonemes Phonemes are altered due to: -ANSWER– Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold RAN -ANSWER– rapid automatic naming RAN (Rapid automatic naming) -ANSWER– Is the ability to name a series of printed letters, numbers, objects or colors. Rapid automatic naming can help us -ANSWER– No a little bit about how easily children will learn to read but it’s predictive value is limited
What can you do if you notice a child is bad at rapid automatic naming? -ANSWER– Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language How many syllables are in phonological? 4 5 6 -ANSWER– 5 Consonant sounds before the vowel is the? -ANSWER– Onsets Example: Plants Pl would be the onset because a is a vowel From the vowel and everything else that comes after it is the? -ANSWER– Rime Example: Plants Ants in the time because a is the vowel How many phonemes does the word shop have? -ANSWER– 3 phonemes- 3 different sounds /sh/ /o/ /p/ How many phonies does the word cloud have? -ANSWER– 4 phonemes- 4 sounds /k/ /l/ /ou/ /d/ Without chronological order and the students don’t….? -ANSWER– Students don’t know to read and spell Difficulty with phonological task it’s often associated with..? -ANSWER– Difficulty in reading and spelling Phonology -ANSWER– Serves as a foundation for all literacy Do all students need instruction at multiple levels of phonological and phonemic Awareness ? -ANSWER– Yes our students need this instruction Early Phonological awareness -ANSWER– Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables Basic Phonemic awareness -ANSWER– Usually for kindergarten and first grade they can segment words into sounds and blend them back together
Advance phonemic awareness -ANSWER– Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic Teachers can strengthen preschool a children’s early Awareness by -ANSWER– Drawing attention to rhyme and alliteration during read aloud’s of stories and nursery rhymes Alphabetic principal -ANSWER– Is the concept that a grapheme represents a phoneme. What happens when students understand the alphabetic principle? -ANSWER– Their spelling becomes more phonetic and their decoding improves. Phonics can refer to? -ANSWER– 1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print patterns, syllable patterns, and meaningful word parts. Screening measures that’s assess phonemic awareness? -ANSWER– Are crucial for predicting which students will need extra help. Will a students native language have the exact same phonemes as English? -ANSWER– No they are not exact Alphabetic Principle -ANSWER– The concept that phonemes are represented by letters and graphemes. How many phonemes are in through 2 3 4 5 -ANSWER– 3 phonemes- 3 sounds /th/ /r/ /u/ How many phonemes are in fox? 2 3 4 5 -ANSWER– 4 phonemes- 4 different sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds How many phonemes does the word stripe have? 2 3 4 5 -ANSWER– 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/
Allophonic variations -ANSWER– Distortions by the sounds before of after the sound we want to hear What are consonants phonemes? -ANSWER– Speech sounds produced by obstructing the flow of air out of the speaker’s mouth. Phonemes is also called -ANSWER– Speech sounds Phonology -ANSWER– The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words Consonant Phonemes: Fricatives -ANSWER– Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow. Fricatives are: -ANSWER– Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a little line on the bottom __) as in feather Tongue on Ridge behind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in zebra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat Consonant phonemes -ANSWER– Are speech sounds produced by obstructing the flow of air out of the speakers mouth. Fank you instead of thank you -ANSWER– Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth. Mat instead of Mad -ANSWER– Student confused /d/ with /t/ because they are similar in articulation ( in the way it’s said in mouth) Chop instead of shop -ANSWER– Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips.
Consonant Phonemes (sounds): Stops -ANSWER– Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. Consonant Phonemes (sounds): Stops -ANSWER– The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be difficult to say without adding an /uh/ sound at the end because they don’t have a lot of airflow. Consonant Phonemes (sounds): Stops -ANSWER– UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge behind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge behind teeth- /d/ as in dog, Back of Throat- /g/ as in goat Consonant Phonemes (sounds): Nasals -ANSWER– Nasals are produced by driving air through the nose. If you try to say those sounds and pinched your nose shut, you wouldn’t be able to articulate them. Consonant Phonemes (sounds): Nasals -ANSWER– The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it always comes after a vowel. Consonant Phonemes (sounds): Nasals -ANSWER– /m/ as in man, Back of Throat /n/ as in nest, Lips together /ng/ as in sing Tongue on ridge behind teeth
Consonant Phonemes (sounds): Fricatives -ANSWER– Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of friction going on in fricatives. Consonant Phonemes (sounds): Fricatives -ANSWER– Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge behind teeth: /s/ as in son Tongue pulled back on roof of mouth: /sh/ as in shoes Glottis: /h/ as in hat VOICED: Tongue pulled back on roof of mouth: /zh/ as in genre Tongue on ridge behind teeth: /z/ as in zebra Tongue between teeth: /th (with line on bottom)/ as in feather Teeth on lip: /v/ as in valentine Consonant Phonemes (sounds): Affricates -ANSWER– These can be considered chopped fricatives Because they combine features of stops with those of fricatives. Affricates are: /ch/ as in chin, /j/ as in jam, Consonant Phonemes (sounds): Affricates -ANSWER– UNVOICED: Tongue pulled back on roof of mouth /ch/ as in chin VOICED: Tongue pulled back on roof of mouth /j/ as in jam
Consonant Phonemes (sounds): Glides -ANSWER– Glides are always followed by a vowel sound. We call them glides because the consonant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo Consonant Phonemes (sounds): Glides -ANSWER– Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. Consonant Phonemes (sounds): Liquids -ANSWER– They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit Consonant Phonemes (sounds): Liquids -ANSWER– /l/ as in leaf: tongue on Ridge behind teeth /r/ as in rabbit: tongue pulled back on roof of mouth The student writes “bark” instead of brag -ANSWER– A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they’re both stop sounds. The students writes “smake” instead of snake -ANSWER– This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/.
The student writes “md” instead of “bed” -ANSWER– The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. The student writes “md” instead of “bed” -ANSWER– However the students need to distinguish the nasal /m/ from the stop /b/. Student writes “van” instead of fan -ANSWER– The student substituting voice fricative /v/ for unvoiced fricative /f/, Student writes “gad” instead of glad -ANSWER– This student likely does not quite here the /l/ in glad. Suppose a student writes “charp” instead of “sharp”. What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative -ANSWER– B. Substituting an affricate sound for a fricative sound Because the /sh/ sound at the beginning of “sharp” is an unvoiced fricative, sometimes confused with the affricate sound /ch/. “This” begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. “Mop” ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/. Suppose a student writes “vis” instead of “this”. What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative -ANSWER– C. Confusing two different voiced fricatives This begins with the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/.
Suppose a student writes “mob” instead of “mop”. What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulated in the mouth -ANSWER– B. Substituting a voice stop for an unvoiced stop Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/. diphthong -ANSWER– Single vowel phonemes that glide in the middle. The mouth position shifts during the production of the phoneme. /oi/ in spoil /ou/ in couch /ī/ in light Schwa -ANSWER– Means empty in Hebrew. It is the vowel in an unaccented syllable such as the last syllable in wagon. Difference between long and short vowels -ANSWER– Long (tense) and short (lax) are arbitrary. They have little to do with the time it takes to say a vowel. They are to do with the muscle tension in jaw. Long = beet, bait, boat, boot, beauty, bite. Short = bit, bet, bat, pot, but, bought, book. Vowels -ANSWER– A set of 15 phonemes in English (not including r-controlled combinations or schwa). It is an open phoneme that is in every syllable. They can be classified by tongue position and height (e.g. front or low, mid or back, round) R-controlled vowels -ANSWER– When a letter is followed by an /r/ it’s sound usually changes. It may become totally unified as one phoneme or kept slightly separated. A student with general phonological awareness can learn to read fluently, even if the student has not yet developed awareness of speech sounds at the phoneme level. -ANSWER– False If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in semantic memory. -ANSWER– True Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. -ANSWER– Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables.
The term coarticulation means the ability to: -ANSWER– Say the phonemes within a syllable so that all of the segments are seamlessly joined. Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability. -ANSWER– False Students’ ability to acquire phonemic awareness is not dependent on which of the following factors? -ANSWER– Word comprehension Which of these tasks could a student at the early phonological awareness level perform? Select all that apply. -ANSWER– – Determining whether cat and kiss begin with the same sound – Clapping and counting the syllables in the word pencil Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply. -ANSWER– – Saying the compound word rainbow, then deleting the first part and saying the new word – Segementing and tapping the phonemes in the word beak Which of these advanced phonemic awareness skills do children typically develop last? -ANSWER– The ability to reverse the first and final sounds in a word Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction. -ANSWER– True Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply. -ANSWER– – Spelling becomes more phonetically accurate. – Attempts to decode text focus more on blending sounds. The inventory of phonemes used in Spanish is nearly identical to that used in English. -ANSWER– False How much phonological awareness training should be done with students for maximum effectiveness? -ANSWER– A few minutes a day, several days per week A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following? -ANSWER– Their ability to perform advanced phonemic awareness tasks In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced. -ANSWER– True Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds. -ANSWER– True
Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? -ANSWER– /ch/ Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply. -ANSWER– – /t/ and /d/ – /m/ and /n/ Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply. -ANSWER– – Writing “butn” for button – Writing “kitn” for kitten English vowels are easier for students to pronounce and write than consonants. -ANSWER– False What makes r-controlled vowel sounds so confusing for students? -ANSWER– The r takes over the preceding vowel sound. Which of the following sounds is considered a front vowel? -ANSWER– /ā/ Which of the following vowels require that the mouth shift position during production of the sound? Select all that apply. -ANSWER– – /oi/ – /ou/ Which of the following vowel sounds would be classified by a linguist as “tense” vowels? -ANSWER– /ē/ and /yū/ Spanish has 22 phonemes represented by 27 symbols, compared to English’s 44 phonemes and 26 symbols. -ANSWER– True The variations common in African American English are predictable and governed by rules. -ANSWER– True In which group of words does a tongue flap create significant differences between American and British pronunciations? -ANSWER– Cattle, city, metal Which of the following misspellings likely results from confusion about unaspirated or deaspirated stop consonants? -ANSWER– Spelling skip as “sgip” Which of the following occurs as a result of coarticulation? Select all that apply. -ANSWER– – Allophonic variations, in which we pronounce individual phonemes differently from how would pronounce them in isolation – Misspellings of words that are, in fact, phonetically logical Students in Ehris prealphabetic phase need instruction in basic oral language skills before manipulating phonemes. -ANSWER– True
Sound chaining should begin with substituting the middle sounds and end sounds in a word, as these are most difficult. -ANSWER– False A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is the most important guideline to follow? -ANSWER– Have students add, change, delete, or move only ONE sound at a time. Which activities work with students at the early phonological awareness level? Select all that apply. -ANSWER– – Having students identify rhyming words in texts you read aloud – Having students clap or tap to count the syllables in a word you say – Saying a two-syllable word, then asking students to delete one syllable and say the word that results Which of the following principles are important for teaching phonological skills in particular? Select all that apply. -ANSWER– – Focus students’ attention on speech sounds before focusing on letters. – Include all English phonemes in instruction. Assessing phonological skills is almost never appropriate after a child has completed first grade. -ANSWER– False Phonemic awareness is difficult to measure directly as an isolated skill. -ANSWER– True Kelsey is in grade 2. Previously a strong reader, she has now fallen behind. She reads grade-level texts haltingly, struggling to recognize words with blends. Which phonological task would she likely struggle with? Select all that apply. -ANSWER– – “Say crate. Now say crate but don’t say /k/.” – “Say bask. Now say bask but don’t say /s/.” Which kinds of tasks are the primary focus of phonological skills assessment in grades K1? -ANSWER– Phoneme segmentation and blending What features separate the PAST from other phonological skills assessments? Select all that apply. -ANSWER– – Automaticity is a factor in determining a student’s score. – The assessor gives corrective feedback if the student repsonds incorrectly. components of oral language -ANSWER– 1) phonology 2) semantics 3)morphology 4)syntax 4) prosody what is phonology? -ANSWER– sound system of a language
put sounds together to create words what is semantics? -ANSWER– word meaning at 5 y/o how many words should a kid know? -ANSWER– 2,100-2,200 words what is morphology? -ANSWER– word formation what is a morpheme? -ANSWER– smallest meaningful unit of language how many morphemes are in the word unlovable -ANSWER– 3 what is syntax? -ANSWER– word order in a sentence grammar what is prosody? -ANSWER– expression typical literacy development -ANSWER– Prelogographic (before symbols): 0-2.5 years Logographic/Prealphabetic (whole written word): 2.5-4 years Early Alphabetic (simple letter-sounds correspondence): 4-5 years Later Alphabetic (phonetic spelling): 5-7 years Consolidated Alphabetic (fluent reader): 7+ years at what grade is learning to read crucial by? -ANSWER– 3rd grade what are strategies to promote oral language -ANSWER– 1) parallel talk~ narrate what child doing 2) self-talk~ adult narrate what doing 3) expansion~ adult add info to kids sentence read-aloud scaffolding techniques -ANSWER– – questions -story retelling -pause and let them fill in the word -verbal dialogue -label/commenting DOK levels of questions -ANSWER– 1) recall 2) skills/concepts 3)strategic thinking 4)extended thinking speech development -ANSWER– Prelexic (cooing and babbling): 0-1 years Lexic (whole oral words): 1-1.5 years Systematic Simplification (word combination): 1.5 – 2.5 years Assembly (syllable combinations): 2.5 – 3.5 years Metaphonological (aware of word structure): 3-4 years
structural components of oral language -ANSWER– phonology semantics morphology syntax prosody phonology -ANSWER– study of the sound system of a language semantics -ANSWER– study of word and phrase meaning how many words should a child be speaking by 5 years old? -ANSWER– 2100-2200 semantics -ANSWER– major development in preschool vocabulary development is the ability to use decontextual talk decontextual talk -ANSWER– speech that requires responses using information from the past or future three tiers of vocabulary words -ANSWER– tier 1 tier 2 tier 3 tier 1 -ANSWER– everyday words tier 2 -ANSWER– high utility words tier 3 -ANSWER– specialized topic words morphology -ANSWER– rules of the word formation morpheme -ANSWER– smallest meaningful unit of language syntax -ANSWER– rules of word in order in grammatical form prosody -ANSWER– expression of speech prelexic language stage -ANSWER– cooing and babbling lexic language stage -ANSWER– whole oral words systematic simplification language stage -ANSWER– word combination assembly language stage -ANSWER– syllable combinations metaphonological language stage -ANSWER– aware of word structure
parallel talk -ANSWER– adult describes what the child is doing self- talk -ANSWER– an adult talks about what he or she is doing expansion -ANSWER– an adult adds more info to the sentence that the child expresses Phonology -ANSWER– the study of the sound system of a language Semantics -ANSWER– the study of word and phrase meaning By five years old how many words should a child be speaking? -ANSWER– 2,100-2,200 Semantics -ANSWER– A major development in preschool vocabulary development is the ability to use decontextual talk Decontextual Talk -ANSWER– is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk Tier 1 -ANSWER– Everyday words Tier 2 -ANSWER– High-utility words Tier 3 -ANSWER– Specialized topic words Morphology -ANSWER– the rule of word function How many morphemes in the word love -ANSWER– 1 morpheme lovable -ANSWER– 2 morphemes unlovable -ANSWER– 3 morphemes syntax -ANSWER– the rules of word order in grammatical form talk in short phrases -ANSWER– 2 year-olds use three-to-six word sentences -ANSWER– 3-year-olds combine several sentences about one topic -ANSWER– 4-year-olds carry on a conversation with mostly correct grammar -ANSWER– 5-year-olds Prosody -ANSWER– the expression of speech
(cooing and babbling)0:1 years -ANSWER– prelexic (whole oral words) 1-1.5 years -ANSWER– lexic (word combination) 1.5-2.5 years -ANSWER– systematic simplification (syllable combinations) 2.5-3.5 years -ANSWER– assembly (aware of word structure) 3-4 years -ANSWER– metaphonological parallel talk -ANSWER– an adult describes what the child is doing self-talk -ANSWER– an adult talks about what he or she is doing expansion -ANSWER– an adult adds more information to the sentence that the child expresses read-aloud scaffolding techniques -ANSWER– 1.labeling and commenting 2. verbal dialogue about a picture or storyline 3. pauses (reader lets the child fill un words in stories) 4. sentence recasting (restating a sentence to help a child understand) 5. reading text with syntax simplification 6. tag questions (“thats a truck, isn’t it?”) 7.direct questions 8.story retelling hierarchy of questions -ANSWER– 1.recall 2.application 3.analysis 4.synthesis 5.evaluation structural components of oral language -ANSWER– phonology semantics morphology syntax prosody phonology -ANSWER– study of the sound system of a language semantics -ANSWER– study of word and phrase meaning how many words should a child be speaking by 5 years old? -ANSWER– 2100-2200 semantics -ANSWER– major development in preschool vocabulary development is the ability to use decontextual talk
decontextual talk -ANSWER– speech that requires responses using information from the past or future three tiers of vocabulary words -ANSWER– tier 1 tier 2 tier 3 tier 1 -ANSWER– everyday words tier 2 -ANSWER– high utility words tier 3 -ANSWER– specialized topic words morphology -ANSWER– rules of the word formation morpheme -ANSWER– smallest meaningful unit of language syntax -ANSWER– rules of word in order in grammatical form prosody -ANSWER– expression of speech prelexic language stage -ANSWER– cooing and babbling lexic language stage -ANSWER– whole oral words systematic simplification language stage -ANSWER– word combination assembly language stage -ANSWER– syllable combinations metaphonological language stage -ANSWER– aware of word structure parallel talk -ANSWER– adult describes what the child is doing self- talk -ANSWER– an adult talks about what he or she is doing expansion -ANSWER– an adult adds more info to the sentence that the child expresses Phonology -ANSWER– the study of the sound system of a language Semantics -ANSWER– the study of word and phrase meaning By five years old how many words should a child be speaking? -ANSWER– 2,100-2,200
Semantics -ANSWER– A major development in preschool vocabulary development is the ability to use decontextual talk Decontextual Talk -ANSWER– is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk Tier 1 -ANSWER– Everyday words Tier 2 -ANSWER– High-utility words Tier 3 -ANSWER– Specialized topic words Morphology -ANSWER– the rule of word function How many morphemes in the word love -ANSWER– 1 morpheme lovable -ANSWER– 2 morphemes unlovable -ANSWER– 3 morphemes syntax -ANSWER– the rules of word order in grammatical form talk in short phrases -ANSWER– 2 year-olds use three-to-six word sentences -ANSWER– 3-year-olds combine several sentences about one topic -ANSWER– 4-year-olds carry on a conversation with mostly correct grammar -ANSWER– 5-year-olds Prosody -ANSWER– the expression of speech (cooing and babbling)0:1 years -ANSWER– prelexic (whole oral words) 1-1.5 years -ANSWER– lexic (word combination) 1.5-2.5 years -ANSWER– systematic simplification (syllable combinations) 2.5-3.5 years -ANSWER– assembly (aware of word structure) 3-4 years -ANSWER– metaphonological parallel talk -ANSWER– an adult describes what the child is doing self-talk -ANSWER– an adult talks about what he or she is doing
expansion -ANSWER– an adult adds more information to the sentence that the child expresses read-aloud scaffolding techniques -ANSWER– 1.labeling and commenting 2. verbal dialogue about a picture or storyline 3. pauses (reader lets the child fill un words in stories) 4. sentence recasting (restating a sentence to help a child understand) 5. reading text with syntax simplification 6. tag questions (“thats a truck, isn’t it?”) 7.direct questions 8.story retelling hierarchy of questions -ANSWER– 1.recall 2.application 3.analysis 4.synthesis 5.evaluation How is the word pl – ay divided in this example? -ANSWER– onset-rime How many spoken syllables are there in buttered? -ANSWER– 2 How many spoken syllables are there in possible? -ANSWER– 3 What ability would students have who had attained advanced levels of phonemic awareness? -ANSWER– They can read most grade-level words by sight Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech? -ANSWER– Have the student look in a mirror while describing and producing each sound. Which student is demonstrating the most advanced level of phonemic awareness? -ANSWER– a student who reverses the order of sounds in perch to make chirp A student writes the word went as “wet.” What aspect of phonology is associated with this common spelling error? -ANSWER– nasalization of a vowel before a nasal consonant Phonological awareness tasks that emphasize segmentation and blending of two- or three-phoneme words align with which level of phonological awareness according to Kilpatrick? -ANSWER– basic phonemic awareness Which set of words would be appropriate for practicing four-phoneme blending? -ANSWER– quit, sling, roast
If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher’s best course of action? -ANSWER– Continue to develop phonological awareness at the appropriate levels. Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri’s prealphabetic phase? -ANSWER– recognizing the rhyming words in “Hickory Dickory Dock” Which of the following is most likely a symptom of a problem with phonological working memory? -ANSWER– forgetting the words when asked to repeat a sentence A second-grade student is given a test that measures simple phoneme segmentation and blending and does well. However, when given the PAST, he can’t perform advanced phonemic awareness tasks. What would be the best skills for him to practice based on these results? -ANSWER– sound deletion, substitution, and reversal If a student in first grade (or later) often confuses words like bed and bad, pest and past, and pen and pan during spelling, what skill practice would be most appropriate? -ANSWER– discriminating phonemes /ě/ and /ă/ As a general guideline, the optimal amount of time to spend on teaching phonemic awareness to normally progressing kindergarten or first-grade students is: -ANSWER– 5-10 minutes daily for about 20 weeks. A student with general phonological awareness can learn to read fluently, even if the student has not yet developed awareness of speech sounds at the phoneme level. -ANSWER- False If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in semantic memory. -ANSWER- True Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. -ANSWER- Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables. The term coarticulation means the ability to: -ANSWER- Say the phonemes within a syllable so that all of the segments are seamlessly joined. Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability. -ANSWER- False Students’ ability to acquire phonemic awareness is not dependent on which of the following factors? -ANSWER- Word comprehension
Which of these tasks could a student at the early phonological awareness level perform? Select all that apply. -ANSWER- – Determining whether cat and kiss begin with the same sound – Clapping and counting the syllables in the word pencil Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply. -ANSWER- – Saying the compound word rainbow, then deleting the first part and saying the new word – Segementing and tapping the phonemes in the word beak Which of these advanced phonemic awareness skills do children typically develop last? -ANSWER- The ability to reverse the first and final sounds in a word Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction. -ANSWER- True Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply. -ANSWER- – Spelling becomes more phonetically accurate. – Attempts to decode text focus more on blending sounds. The inventory of phonemes used in Spanish is nearly identical to that used in English. -ANSWER- False How much phonological awareness training should be done with students for maximum effectiveness? -ANSWER- A few minutes a day, several days per week A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following? -ANSWER- Their ability to perform advanced phonemic awareness tasks In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced. -ANSWER- True Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds. -ANSWER- True Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? -ANSWER- /ch/ Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply. -ANSWER- – /t/ and /d/ – /m/ and /n/ Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply. -ANSWER- – Writing “butn” for button

Writing “kitn” for kitten English vowels are easier for students to pronounce and write than consonants. -ANSWER- False What makes r-controlled vowel sounds so confusing for students? -ANSWER- The r takes over the preceding vowel sound. Which of the following sounds is considered a front vowel? -ANSWER- /ā/ Which of the following vowels require that the mouth shift position during production of the sound? Select all that apply. -ANSWER- – /oi/ – /ou/ Which of the following vowel sounds would be classified by a linguist as “tense” vowels? -ANSWER- /ē/ and /yū/ Spanish has 22 phonemes represented by 27 symbols, compared to English’s 44 phonemes and 26 symbols. -ANSWER- True The variations common in African American English are predictable and governed by rules. -ANSWER- True In which group of words does a tongue flap create significant differences between American and British pronunciations? -ANSWER- Cattle, city, metal Which of the following misspellings likely results from confusion about unaspirated or deaspirated stop consonants? -ANSWER- Spelling skip as “sgip” Which of the following occurs as a result of coarticulation? Select all that apply. -ANSWER- – Allophonic variations, in which we pronounce individual phonemes differently from how would pronounce them in isolation – Misspellings of words that are, in fact, phonetically logical Students in Ehris prealphabetic phase need instruction in basic oral language skills before manipulating phonemes. -ANSWER- True Sound chaining should begin with substituting the middle sounds and end sounds in a word, as these are most difficult. -ANSWER- False A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is the most important guideline to follow? -ANSWER- Have students add, change, delete, or move only ONE sound at a time.
Which activities work with students at the early phonological awareness level? Select all that apply. -ANSWER- – Having students identify rhyming words in texts you read aloud – Having students clap or tap to count the syllables in a word you say – Saying a two-syllable word, then asking students to delete one syllable and say the word that results Which of the following principles are important for teaching phonological skills in particular? Select all that apply. -ANSWER- – Focus students’ attention on speech sounds before focusing on letters. – Include all English phonemes in instruction. Assessing phonological skills is almost never appropriate after a child has completed first grade. -ANSWER- False Phonemic awareness is difficult to measure directly as an isolated skill. -ANSWER- True Kelsey is in grade 2. Previously a strong reader, she has now fallen behind. She reads grade-level texts haltingly, struggling to recognize words with blends. Which phonological task would she likely struggle with? Select all that apply. -ANSWER- – “Say crate. Now say crate but don’t say /k/.” – “Say bask. Now say bask but don’t say /s/.” Which kinds of tasks are the primary focus of phonological skills assessment in grades K1? -ANSWER- Phoneme segmentation and blending What features separate the PAST from other phonological skills assessments? Select all that apply. -ANSWER- – Automaticity is a factor in determining a student’s score. – The assessor gives corrective feedback if the student repsonds incorrectly. Phonology –ANSWER– the study of the sound system of a language Semantics –ANSWER– the study of word and phrase meaning By five years old how many words should a child be speaking? –ANSWER– 2,100-2,200 Semantics –ANSWER– A major development in preschool vocabulary development is the ability to use decontextual talk Decontextual Talk –ANSWER– is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk Tier 1 –ANSWER– Everyday words Tier 2 –ANSWER– High-utility words
Tier 3 –ANSWER– Specialized topic words Morphology –ANSWER– the rule of word function How many morphemes in the word love –ANSWER– 1 morpheme lovable –ANSWER– 2 morphemes unlovable –ANSWER– 3 morphemes syntax –ANSWER– the rules of word order in grammatical form talk in short phrases –ANSWER– 2 year-olds use three-to-six word sentences –ANSWER– 3-year-olds combine several sentences about one topic –ANSWER– 4-year-olds carry on a conversation with mostly correct grammar –ANSWER– 5-year-olds Prosody –ANSWER– the expression of speech (cooing and babbling)0:1 years –ANSWER– prelexic (whole oral words) 1-1.5 years –ANSWER– lexic (word combination) 1.5-2.5 years –ANSWER– systematic simplification (syllable combinations) 2.5-3.5 years –ANSWER– assembly (aware of word structure) 3-4 years –ANSWER– metaphonological parallel talk –ANSWER– an adult describes what the child is doing self-talk –ANSWER– an adult talks about what he or she is doing expansion –ANSWER– an adult adds more information to the sentence that the child expresses read-aloud scaffolding techniques –ANSWER– 1.labeling and commenting 2. verbal dialogue about a picture or storyline 3. pauses (reader lets the child fill un words in stories) 4. sentence recasting (restating a sentence to help a child understand) 5. reading text with syntax simplification 6. tag questions (“thats a truck, isn’t it?”) 7.direct questions
8.story retelling hierarchy of questions –ANSWER– 1.recall 2.application 3.analysis 4.synthesis 5.evaluation Phonological processor –ANSWER- Which works with speech sounds Phonological awareness –ANSWER- Awareness of all levels of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language Phonological awareness –ANSWER- The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. Four-Part processing model for Word Recognition Number 1: Phonological processor –ANSWER- Helps you understand and produce oral language Four-Part processing model for Word Recognition Number 2: Orthographic processor –ANSWER- Helps you connect words with your visual forms Four-Part processing model for Word Recognition Number 3: Meaning processor –ANSWER- Is your internal dictionary of word definition Four-Part processing model for Word Recognition Number 4: Context processor –ANSWER- Helps you use context to understand what a word means So the four processors from the Four-Part processing model work in isolation. True or False –ANSWER- False they don’t work in isolation they interact
If you’ve heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? –ANSWER- This requires coordination between the phonological and orthographic processors. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? –ANSWER- In this instance, the meaning processor, orthographic processor, and phonological processor work together. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. –ANSWER- This activate the phonological processor and meaning processor. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? –ANSWER- This activate the final logical in orthographic processors. Phonological awareness –ANSWER- conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes. Phonological processing –ANSWER- Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language. Phoneme –ANSWER- In any language, the smallest unit of sound used to build words. Phonemic awareness –ANSWER- Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography. Phonology –ANSWER- The rule system in the language by which phones can be sequenced, combined, and pronounce to make words. Phonetics –ANSWER- The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track. Phon –ANSWER- The Greek root meaning vocal sound voice, sound Phonological processor –ANSWER- Allows us to perceive, remember, interpret, and produce the speech sound system of our language——and learn the sounds of other languages. Phonological processor –ANSWER- Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes.
The ability to perceive, produce, and manipulate individual speech sound, or phonemes –ANSWER- is a necessary prerequisite for the ability to read words Does it matter if a phoneme is made in the front, middle, or back of the mouth? –ANSWER- Yes it does Grapheme –ANSWER- Written representation of a speech sound Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading. True or false –ANSWER- False all students need direct and detailed phonemic awareness Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these –ANSWER- a. Perceived b. Produce c. Manipulate individual speech sounds Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false –ANSWER- True Place of articulation –ANSWER- Where we make the sound—-in the front of The mouth, the back, or in between. Manner of articulation –ANSWER- What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. How many phonemes does English have? –ANSWER- Between 40 and 44 phonemes How many consonant phonemes are in English? –ANSWER- 25 are constants phonemes
Phonemes are altered due to: –ANSWER- Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold RAN –ANSWER- rapid automatic naming RAN (Rapid automatic naming) –ANSWER- Is the ability to name a series of printed letters, numbers, objects or colors. Rapid automatic naming can help us –ANSWER- No a little bit about how easily children will learn to read but it’s predictive value is limited What can you do if you notice a child is bad at rapid automatic naming? –ANSWER- Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language How many syllables are in phonological? 4 5 6 –ANSWER- 5 Consonant sounds before the vowel is the? –ANSWER- Onsets Example: Plants Pl would be the onset because a is a vowel From the vowel and everything else that comes after it is the? –ANSWER- Rime Example: Plants Ants in the time because a is the vowel How many phonemes does the word shop have? –ANSWER- 3 phonemes- 3 different sounds /sh/ /o/ /p/ How many phonies does the word cloud have? –ANSWER- 4 phonemes- 4 sounds /k/ /l/ /ou/ /d/ Without chronological order and the students don’t….? –ANSWER- Students don’t know to read and spell
Difficulty with phonological task it’s often associated with..? –ANSWER- Difficulty in reading and spelling Phonology –ANSWER- Serves as a foundation for all literacy Do all students need instruction at multiple levels of phonological and phonemic Awareness ? –ANSWER- Yes our students need this instruction Early Phonological awareness –ANSWER- Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables Basic Phonemic awareness –ANSWER- Usually for kindergarten and first grade they can segment words into sounds and blend them back together Advance phonemic awareness –ANSWER- Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic Teachers can strengthen preschool a children’s early Awareness by –ANSWER- Drawing attention to rhyme and alliteration during read aloud’s of stories and nursery rhymes Alphabetic principal –ANSWER- Is the concept that a grapheme represents a phoneme. What happens when students understand the alphabetic principle? –ANSWER- Their spelling becomes more phonetic and their decoding improves. Phonics can refer to? –ANSWER- 1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print patterns, syllable patterns, and meaningful word parts. Screening measures that’s assess phonemic awareness? –ANSWER- Are crucial for predicting which students will need extra help. Will a students native language have the exact same phonemes as English? –ANSWER- No they are not exact Alphabetic Principle –ANSWER- The concept that phonemes are represented by letters and graphemes. How many phonemes are in through 2 3 4 5 –ANSWER- 3 phonemes- 3 sounds /th/ /r/ /u/
How many phonemes are in fox? 2 3 4 5 –ANSWER- 4 phonemes- 4 different sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds How many phonemes does the word stripe have? 2 3 4 5 –ANSWER- 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/ Allophonic variations –ANSWER- Distortions by the sounds before of after the sound we want to hear What are consonants phonemes? –ANSWER- Speech sounds produced by obstructing the flow of air out of the speaker’s mouth. Phonemes is also called –ANSWER- Speech sounds Phonology –ANSWER- The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words Consonant Phonemes: Fricatives –ANSWER- Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow. Fricatives are: –ANSWER- Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a little line on the bottom __) as in feather Tongue on Ridge behind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in zebra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra)
Glottis: Unvoiced; /h/ as in hat Consonant phonemes –ANSWER- Are speech sounds produced by obstructing the flow of air out of the speakers mouth. Fank you instead of thank you –ANSWER- Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth. Mat instead of Mad –ANSWER- Student confused /d/ with /t/ because they are similar in articulation ( in the way it’s said in mouth) Chop instead of shop –ANSWER- Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. Consonant Phonemes (sounds): Stops –ANSWER- Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. Consonant Phonemes (sounds): Stops –ANSWER- The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be difficult to say without adding an /uh/ sound at the end because they don’t have a lot of airflow. Consonant Phonemes (sounds): Stops –ANSWER- UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge behind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge behind teeth- /d/ as in dog, Back of Throat- /g/ as in goat Consonant Phonemes (sounds): Nasals –ANSWER- Nasals are produced by driving air through the nose.
If you try to say those sounds and pinched your nose shut, you wouldn’t be able to articulate them. Consonant Phonemes (sounds): Nasals –ANSWER- The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it always comes after a vowel. Consonant Phonemes (sounds): Nasals –ANSWER- /m/ as in man, Back of Throat /n/ as in nest, Lips together /ng/ as in sing Tongue on ridge behind teeth Consonant Phonemes (sounds): Fricatives –ANSWER- Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of friction going on in fricatives. Consonant Phonemes (sounds): Fricatives –ANSWER- Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge behind teeth: /s/ as in son Tongue pulled back on roof of mouth: /sh/ as in shoes Glottis: /h/ as in hat VOICED: Tongue pulled back on roof of mouth: /zh/ as in genre Tongue on ridge behind teeth: /z/ as in zebra Tongue between teeth: /th (with line on bottom)/ as in feather Teeth on lip: /v/ as in valentine
Consonant Phonemes (sounds): Affricates –ANSWER- These can be considered chopped fricatives Because they combine features of stops with those of fricatives. Affricates are: /ch/ as in chin, /j/ as in jam, Consonant Phonemes (sounds): Affricates –ANSWER- UNVOICED: Tongue pulled back on roof of mouth /ch/ as in chin VOICED: Tongue pulled back on roof of mouth /j/ as in jam Consonant Phonemes (sounds): Glides –ANSWER- Glides are always followed by a vowel sound. We call them glides because the consonant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo Consonant Phonemes (sounds): Glides –ANSWER- Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. Consonant Phonemes (sounds): Liquids –ANSWER- They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit Consonant Phonemes (sounds): Liquids –ANSWER- /l/ as in leaf: tongue on Ridge behind teeth
/r/ as in rabbit: tongue pulled back on roof of mouth The student writes “bark” instead of brag –ANSWER- A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they’re both stop sounds. The students writes “smake” instead of snake –ANSWER- This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/. The student writes “md” instead of “bed” –ANSWER- The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. The student writes “md” instead of “bed” –ANSWER- However the students need to distinguish the nasal /m/ from the stop /b/. Student writes “van” instead of fan –ANSWER- The student substituting voice fricative /v/ for unvoiced fricative /f/, Student writes “gad” instead of glad –ANSWER- This student likely does not quite here the /l/ in glad. Suppose a student writes “charp” instead of “sharp”. What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative –ANSWER- B. Substituting an affricate sound for a fricative sound Because the /sh/ sound at the beginning of “sharp” is an unvoiced fricative, sometimes confused with the affricate sound /ch/. “This” begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. “Mop” ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.
Suppose a student writes “vis” instead of “this”. What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative –ANSWER- C. Confusing two different voiced fricatives This begins with the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/. Suppose a student writes “mob” instead of “mop”. What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulated in the mouth –ANSWER- B. Substituting a voice stop for an unvoiced stop Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.

Related Posts