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LETRS Unit 2 Assessment
1.How is the word pl – ay divided in this example(Answer) onset-rime
2.How many spoken syllables are there in buttered(Answer) 2
3.How many spoken syllables are there in possible(Answer) 3
4.What ability would students have who had attained advanced levels
of phonemic awareness(Answer) They can read most grade-level
words by sight
5.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.
6.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
Phonological processor
Which works with speech sounds
Phonological awareness
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
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
Helps you understand and produce oral language
Four-Part processing model for Word Recognition
Number 2: Orthographic processor
Helps you connect words with your visual forms
Four-Part processing model for Word Recognition
Number 3: Meaning processor
Is your internal dictionary of word definition
Four-Part processing model for Word Recognition
Number 4: Context processor
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
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?
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?
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.
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?
This activate the final logical in orthographic processors.
Phonological awareness
conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes.
Phonological processing
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
In any language, the smallest unit of sound used to build words.
Phonemic awareness
Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography.
Phonology
The rule system in the language by which phones can be sequenced, combined, and pronounce to make words.
Phonetics
The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track.
Phon
The Greek root meaning vocal sound
voice, sound
Phonological processor
Allows us to perceive, remember, interpret, and produce the speech sound system of our language——and learn the sounds of other languages.
Phonological processor
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
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?
Yes it does
Grapheme
Written representation of a speech sound
Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading.
True or false
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
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
True
Place of articulation
Where we make the sound—-in the front of The mouth, the back, or in between.
Manner of articulation
What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound.
How many phonemes does English have?
Between 40 and 44 phonemes
How many consonant phonemes are in English?
25 are constants phonemes
Phonemes are altered due to:
Coarticulation, Or the smooshing together of sounds in words
Regional variations
Or even having a cold
RAN
rapid automatic naming
RAN (Rapid automatic naming)
Is the ability to name a series of printed letters, numbers, objects or colors.
Rapid automatic naming can help us
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?
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
5
Consonant sounds before the vowel is the?
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?
Rime
Example: Plants
Ants in the time because a is the vowel
How many phonemes does the word shop have?
3 phonemes- 3 different sounds
/sh/ /o/ /p/
How many phonies does the word cloud have?
4 phonemes- 4 sounds
/k/ /l/ /ou/ /d/
Without chronological order and the students don’t….?
Students don’t know to read and spell
Difficulty with phonological task it’s often associated with..?
Difficulty in reading and spelling
Phonology
Serves as a foundation for all literacy
Do all students need instruction at multiple levels of phonological and phonemic Awareness ?
Yes our students need this instruction
Early Phonological awareness
Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables
Basic Phonemic awareness
Usually for kindergarten and first grade they can segment words into sounds and blend them back together
Advance phonemic awareness
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
Drawing attention to rhyme and alliteration during read aloud’s of stories and nursery rhymes
Alphabetic principal
Is the concept that a grapheme represents a phoneme.
What happens when students understand the alphabetic principle?
Their spelling becomes more phonetic and their decoding improves.
Phonics can refer to?
- The system that tells us which graphemes spell which phonemes
- The instruction or use of print patterns, syllable patterns, and meaningful word parts.
Screening measures that’s assess phonemic awareness?
Are crucial for predicting which students will need extra help.
Will a students native language have the exact same phonemes as English?
No they are not exact
Alphabetic Principle
The concept that phonemes are represented by letters and graphemes.
How many phonemes are in through
2 3 4 5
3 phonemes- 3 sounds
/th/ /r/ /u/
How many phonemes are in fox?
2 3 4 5
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
5 phonemes- 5 sounds
/s/ /t/ /r/ /i/ /p/
Allophonic variations
Distortions by the sounds before of after the sound we want to hear
What are consonants phonemes?
Speech sounds produced by obstructing the flow of air out of the speaker’s mouth.
Phonemes is also called
Speech sounds
Phonology
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
Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow.
Fricatives are:
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
Are speech sounds produced by obstructing the flow of air out of the speakers mouth.
Fank you instead of thank you
Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth.
Mat instead of Mad
Student confused /d/ with /t/ because they are similar in articulation ( in the way it’s said in mouth)
Chop instead of shop
Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips.
Consonant Phonemes (sounds): Stops
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
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
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
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
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
/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
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
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
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
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
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
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
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
/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
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
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”
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”
However the students need to distinguish the nasal /m/ from the stop /b/.
Student writes “van” instead of fan
The student substituting voice fricative /v/ for unvoiced fricative /f/,
Student writes “gad” instead of glad
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
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
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
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/.
Phonology
the study of the sound system of a language
Semantics
the study of word and phrase meaning
By five years old how many words should a child be speaking?
2,100-2,200
Semantics
A major development in preschool vocabulary development is the ability to use decontextual talk
Decontextual Talk
is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk
Tier 1
Everyday words
Tier 2
High-utility words
Tier 3
Specialized topic words
Morphology
the rule of word function
How many morphemes in the word love
1 morpheme
lovable
2 morphemes
unlovable
3 morphemes
syntax
the rules of word order in grammatical form
talk in short phrases
2 year-olds
use three-to-six word sentences
3-year-olds
combine several sentences about one topic
4-year-olds
carry on a conversation with mostly correct grammar
5-year-olds
Prosody
the expression of speech
(cooing and babbling)0:1 years
prelexic
(whole oral words) 1-1.5 years
lexic
(word combination) 1.5-2.5 years
systematic simplification
(syllable combinations) 2.5-3.5 years
assembly
(aware of word structure) 3-4 years
metaphonological
parallel talk
an adult describes what the child is doing
self-talk
an adult talks about what he or she is doing
expansion
an adult adds more information to the sentence that the child expresses
read-aloud scaffolding techniques
1.labeling and commenting
- verbal dialogue about a picture or storyline
- pauses (reader lets the child fill un words in stories)
- sentence recasting (restating a sentence to help a child understand)
- reading text with syntax simplification
- tag questions (“thats a truck, isn’t it?”)
7.direct questions
8.story retelling
hierarchy of questions
1.recall
2.application
3.analysis
4.synthesis
5.evaluation
structural components of oral language
phonology
semantics
morphology
syntax
prosody
phonology
study of the sound system of a language
semantics
study of word and phrase meaning
how many words should a child be speaking by 5 years old?
2100-2200
semantics
major development in preschool vocabulary development is the ability to use decontextual talk
decontextual talk
speech that requires responses using information from the past or future
three tiers of vocabulary words
tier 1
tier 2
tier 3
tier 1
everyday words
tier 2
high utility words
tier 3
specialized topic words
morphology
rules of the word formation
morpheme
smallest meaningful unit of language
syntax
rules of word in order in grammatical form
prosody
expression of speech
prelexic language stage
cooing and babbling
lexic language stage
whole oral words
systematic simplification language stage
word combination
assembly language stage
syllable combinations
metaphonological language stage
aware of word structure
parallel talk
adult describes what the child is doing
self- talk
an adult talks about what he or she is doing
expansion
an adult adds more info to the sentence that the child expresses