phonemic awareness development - ANSWER Awareness of sounds in a language
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words, delete/substitute
syllables/sounds from words
phonemes - ANSWER the smallest unit of speech that can be used to make one word dif-
ferent from another word.
single unit of sound
Vowel-consonant patterns - ANSWER In a cvc pattern, the vowel is often a short vowel
sound. In a CVCe word, the vowel is followed by a consonant and then the letter e. The e is
usually silent and the vowel before the e is usually long. In a CVVC word, two vowels appear
between two consonants.
reading comprehension:
A. Literal
1
,B. Inferential
C. Evaluative - ANSWER Literal - Readers identify and/or recall relevant information ex-
plicitly stated in the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state important
characteristics, circumstances, or similarities and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to determine what is
not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such as cause and effect,
sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about what
they read. At this level, readers use evidence from the text to reach conclusions and make
generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
-drawing conclusions about the author's motivation or purpose for writing a passage or story
based on evidence in the selection.
Spelling Development: PRECOMMUNICATIVE SPELLING - ANSWER "babbling" stage of
spelling. Children use letters for writing words but the letters are strung together randomly.
The letters in precommunicative spelling do not correspond to sounds. Examples: OPSPS =
eagle; RTAT = eighty.
SEMIPHONETIC SPELLERS - ANSWER know that letters represent sounds.They perceive
and represent reliable sounds with letters in a type of telegraphic writing. Spellings are often
abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty.
2
, PHONETIC SPELLERS - ANSWER spell words like they sound.The speller perceives and rep-
resents all of the phonemes in a word, though spellings may be unconventional. Examples:
EGL = eagle; ATE = eighty.
TRANSITIONAL SPELLERS - ANSWER think about how words appearr visually;a visual
memory of spelling patterns is apparent. Spellings exhibit conventions of English orthogra-
phy like vowels in every syllable, e-marker and vowel digraph patterns, correctly spelled in-
flectional endings, and frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE =
eighty.
CONVENTIONAL SPELLERS - ANSWER develop over years of word study and writing. Cor-
rect spelling can be categorized by instruction levels. For example, correct spelling for a cor-
pus. . . words that can be spelled by the average fourth grader would be fourth grade level
correct spelling. Place the word in this category if it is listed correctly.
Expository essay - ANSWER genre of essay that requires the student to investigate an
idea, evaluate evidence, expound on the idea, and set forth an argument concerning that
idea in a clear and concise manner.
present a fair and balanced analysis of a subject based on facts—with no references to the
writer's opinions or emotions.
phonological awareness - ANSWER Phonological awareness is the understanding that
speech can be broken into smaller units of sound such as words, syllables, onsets and rimes,
and phonemes.
What is the difference between phonemic awareness and phonics? - ANSWER Phonics
involves the relationship between sounds and written symbols, whereas phonemic aware-
ness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching
sound-spelling relationships and is associated with print. Most phonemic awareness tasks
are oral.
Sequencing Phonemic Awareness Skills
3
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words, delete/substitute
syllables/sounds from words
phonemes - ANSWER the smallest unit of speech that can be used to make one word dif-
ferent from another word.
single unit of sound
Vowel-consonant patterns - ANSWER In a cvc pattern, the vowel is often a short vowel
sound. In a CVCe word, the vowel is followed by a consonant and then the letter e. The e is
usually silent and the vowel before the e is usually long. In a CVVC word, two vowels appear
between two consonants.
reading comprehension:
A. Literal
1
,B. Inferential
C. Evaluative - ANSWER Literal - Readers identify and/or recall relevant information ex-
plicitly stated in the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state important
characteristics, circumstances, or similarities and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to determine what is
not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such as cause and effect,
sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about what
they read. At this level, readers use evidence from the text to reach conclusions and make
generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
-drawing conclusions about the author's motivation or purpose for writing a passage or story
based on evidence in the selection.
Spelling Development: PRECOMMUNICATIVE SPELLING - ANSWER "babbling" stage of
spelling. Children use letters for writing words but the letters are strung together randomly.
The letters in precommunicative spelling do not correspond to sounds. Examples: OPSPS =
eagle; RTAT = eighty.
SEMIPHONETIC SPELLERS - ANSWER know that letters represent sounds.They perceive
and represent reliable sounds with letters in a type of telegraphic writing. Spellings are often
abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty.
2
, PHONETIC SPELLERS - ANSWER spell words like they sound.The speller perceives and rep-
resents all of the phonemes in a word, though spellings may be unconventional. Examples:
EGL = eagle; ATE = eighty.
TRANSITIONAL SPELLERS - ANSWER think about how words appearr visually;a visual
memory of spelling patterns is apparent. Spellings exhibit conventions of English orthogra-
phy like vowels in every syllable, e-marker and vowel digraph patterns, correctly spelled in-
flectional endings, and frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE =
eighty.
CONVENTIONAL SPELLERS - ANSWER develop over years of word study and writing. Cor-
rect spelling can be categorized by instruction levels. For example, correct spelling for a cor-
pus. . . words that can be spelled by the average fourth grader would be fourth grade level
correct spelling. Place the word in this category if it is listed correctly.
Expository essay - ANSWER genre of essay that requires the student to investigate an
idea, evaluate evidence, expound on the idea, and set forth an argument concerning that
idea in a clear and concise manner.
present a fair and balanced analysis of a subject based on facts—with no references to the
writer's opinions or emotions.
phonological awareness - ANSWER Phonological awareness is the understanding that
speech can be broken into smaller units of sound such as words, syllables, onsets and rimes,
and phonemes.
What is the difference between phonemic awareness and phonics? - ANSWER Phonics
involves the relationship between sounds and written symbols, whereas phonemic aware-
ness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching
sound-spelling relationships and is associated with print. Most phonemic awareness tasks
are oral.
Sequencing Phonemic Awareness Skills
3
