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16 Cards in this Set
- Front
- Back
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Methods for teaching phonemic awareness |
Clapping syllables in words. Distinguishing between a word and a sound. Using visual clues to help kids understand when the speaker goes from one sound to another. Incorporating oral segmentation activities that focus on easily distinguished syllables rather than sounds. |
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5 types of phonemic awareness tasks |
The ability to hear rhymes and alliteration. The ability to do oddity tasks (recognize the member of a set that is different or odd) The ability to orally blend words and split syllables. The ability to orally segment words. The ability to do phonics manipulation tasks. |
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How many phonemes in the English language? |
approximately forty |
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Language games that encourage phonological awareness: |
listening games counting syllables games rhyming games word and sentence building games |
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homonyms |
general term, words that have two or more meanings |
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homographs |
two or more words that have same spelling or pronunciation but different meanings stalk (part of a plant) and stalk (to follow) |
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homophones |
two or more words that have same pronunciation but different meaning and spelling would/wood cite/sight |
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heteronyms |
two or more words that have same spelling but different pronunciation and meaning polish/Polish |
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phonological assessments (early childhood and elementary classrooms) |
should focus on students ability to listen for, distinguish between and ID sounds. ID and distinguish between beginning, middle and ending sounds assessments that consider rhyme and syllable awareness are key to phonological development |
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phonological assessments (once basis of phonics are understood) |
consider a students grasp of sound blends and ability to pull apart and manipulate sounds and sound blends. |
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phonemic awareness |
the ability to break down and hear separate and/or different sounds and distinguish among the sounds one hears. |
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phonemic awareness start of kindergarten |
students should be able to tell whether two words rhyme and generate a rhyme for a simple word. |
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phonemic awareness
end of kinder |
able to isolate and pronounce the beginning sounds in a word blend sounds in two-phoneme words. |
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phonemic awareness
midway through 1st |
able to isolate and pronounce all the sounds in 2 and 3 phoneme words blend the sounds in 4 phoneme words containing initial consonant blends
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phonemic awareness
end of 1st |
isolate and pronounce the sounds in 4 phoneme words containing initial blends blend the sounds in 4 and 5 phoneme words containing initial and final blends. |
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methods and strategies to accelerate students awareness |
direct instruction modeling providing leveled readers matching students with "just right" books that are below frustration level building vocab phonics instruction read alouds small group instruction and activities |
