NYSTCE CST Multisubject Part 1 (241 ) EXAM
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Terms in this set (128)
Phonics A method of teaching students to read by
correlating sounds with letters or groups of
letters in an alphabetic writing system. Children
are taught, for example, that the letter n
represents the sound /n/, and that it is the first
letter in words such as nose, nice and new.
Phonological Processing The use of phonemes to process spoken and
written language. The broad category of
phonological processing includes phonological
awareness, phonological working memory, and
phonological retrieval.
Phonological Awareness Awareness of the sound structure of a language
and the ability to consciously analyze and
manipulate this structure via a range of tasks,
such as speech sound segmentation and
blending at the word, onset-rime, syllable, and
phonemic levels.
,Development of Phonological 1. Word awareness
Awareness 2. Responsiveness to rhyme and alliteration
during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness Tracking the words in sentences. Knowledge that
words have meaning. (less important to teach
directly)
Strategy: read-aloud, alphabet chants, high-
frequency word books
2. Responsiveness to rhyme and Enjoying and reciting learned rhyming words or
alliteration during word play alliterative phrases in familiar storybooks or
nursery rhymes.
Strategy: poetry books, alphabet chants, picture
flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying
activities.)
3. Syllable awareness Counting, tapping, blending, or segmenting a
word into syllables.
Strategy: Flashcards w/ objects whose names
contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
,4. Onset and rime manipulation Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds,
including the vowel and any sounds that follow.
The ability to produce a rhyming word depends
on understanding that rhyming words have the
same rime. Recognizing a rhyme is much easier
than producing a rhyme.
Strategy: Blending and substitution activities.
, 5. Phonemic awareness This is the student's awareness of the smallest
units of sound in a word. It also refers to a
student's ability to segment, blend, and
manipulate these units.
- Identify and match the initial sounds in words,
then the final and middle sounds (e.g., "Which
picture begins with /m/?"; "Find another picture
that ends in /r/").
- Segment and produce the initial sound, then the
final and middle sounds (e.g., "What sound does
zoo start with?"; "Say the last sound in milk"; "Say
the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/.
Say it fast").
- Segment the phonemes in two- or three-sound
words, moving to four- and five- sound words as
the student becomes proficient (e.g., "The word is
eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or
substituting sounds (e.g., "Say smoke without the
/m/").
Strategy: listening to alliterative passages,
blending and segmenting words, and
manipulating sounds in words through
substitution, deletion, and addition of phonemics.
Elkonin boxes are provided for tactile blending
and segmenting activities.
Questions & Answers, Well Elaborated | Already
Verified Test |100% Verified solutions | Latest!!
Save
Terms in this set (128)
Phonics A method of teaching students to read by
correlating sounds with letters or groups of
letters in an alphabetic writing system. Children
are taught, for example, that the letter n
represents the sound /n/, and that it is the first
letter in words such as nose, nice and new.
Phonological Processing The use of phonemes to process spoken and
written language. The broad category of
phonological processing includes phonological
awareness, phonological working memory, and
phonological retrieval.
Phonological Awareness Awareness of the sound structure of a language
and the ability to consciously analyze and
manipulate this structure via a range of tasks,
such as speech sound segmentation and
blending at the word, onset-rime, syllable, and
phonemic levels.
,Development of Phonological 1. Word awareness
Awareness 2. Responsiveness to rhyme and alliteration
during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness Tracking the words in sentences. Knowledge that
words have meaning. (less important to teach
directly)
Strategy: read-aloud, alphabet chants, high-
frequency word books
2. Responsiveness to rhyme and Enjoying and reciting learned rhyming words or
alliteration during word play alliterative phrases in familiar storybooks or
nursery rhymes.
Strategy: poetry books, alphabet chants, picture
flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying
activities.)
3. Syllable awareness Counting, tapping, blending, or segmenting a
word into syllables.
Strategy: Flashcards w/ objects whose names
contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
,4. Onset and rime manipulation Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds,
including the vowel and any sounds that follow.
The ability to produce a rhyming word depends
on understanding that rhyming words have the
same rime. Recognizing a rhyme is much easier
than producing a rhyme.
Strategy: Blending and substitution activities.
, 5. Phonemic awareness This is the student's awareness of the smallest
units of sound in a word. It also refers to a
student's ability to segment, blend, and
manipulate these units.
- Identify and match the initial sounds in words,
then the final and middle sounds (e.g., "Which
picture begins with /m/?"; "Find another picture
that ends in /r/").
- Segment and produce the initial sound, then the
final and middle sounds (e.g., "What sound does
zoo start with?"; "Say the last sound in milk"; "Say
the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/.
Say it fast").
- Segment the phonemes in two- or three-sound
words, moving to four- and five- sound words as
the student becomes proficient (e.g., "The word is
eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or
substituting sounds (e.g., "Say smoke without the
/m/").
Strategy: listening to alliterative passages,
blending and segmenting words, and
manipulating sounds in words through
substitution, deletion, and addition of phonemics.
Elkonin boxes are provided for tactile blending
and segmenting activities.
