Teaching Literacy Final Exam
Components of a comprehensive reading curriculum:
1. Phonemic Awareness: The ability to recognize and manipulate the sounds in spoken words.
2. Phonics: The study of how sounds and spelling correspond to help read written words.
3. Fluency: Reading text with accuracy, speed, and expression to support comprehension.
4. Vocabulary: The words and their meanings that students need to understand to comprehend text.
5. Comprehension: The ability to use skills, strategies, vocabulary, background knowledge, and verbal reasoning to make meaning of text.
What is the letter knowledge, how can students pracitce it, and how should it be assessed?
Letter knowledge is the ability to recognize letters, know their names and sounds, and understand that letters can look different depending on their case or front. Students can practice it by reading and writing, tracing letters, alphabet flashcards. It can be assessed by letter naming, letter sorting, letter sounds, and writing letters.
What is oral language?
Used to express ourselves verbally and provides the ability to understand language produced by others.
What is print awareness and what skills should students know?
Print awareness is the ability to recognize words as distinct elements of oral and written communication.
Skills: Reading from left to right; top to bottom, recognize that words are made up of letters and be able to recognize same letters, understand how books work (how to turn pages, front and back, and title), understand that words are seperate by spaces and can be counted, and read aloud.
What is phonological awareness and phonemic awareness? Know the difference between them.
Phonological Awareness: a global awareness of large chunks of speech, such as syllables, onset, and rime, at the phoneme level. Typically includes the ability to manipulate (blend or segment) at different levels of the speech-sound system.
Phonemic Awareness: Awareness of the individual sounds that makeup words and the ability to manipulate those sounds in words.
Phases of phonological awareness:
Word: children start to recognize individual words in a sentence.
Syllable: students learn about the parts of words, or syllables, which are the building blocks of words.
Onset- Rime: students learn to recognize the sounds at the beginning and end of words.
Phoneme: Students learn that words are made up of phonemes or individual sounds.
Phonological Awareness Skills:
1. Being able to identify words that rhyme.
2. Recognizing alliteration
3. Segmenting
4. A sentence into words
5. Identifying the syllables in a word
6. Blending
What is phonics?
A teaching method that uses letter sound correspondence in reading and spelling; study of relationships between letters and the sounds they represent.
Six Syllable Types
Closed Syllable: Short vowel ending in a consonant (hat,dish).
Open Syllable: ends with a vowel sound that is spelled with a single vowel letter (a,e,i,o,u) (me).
Vowel - Consonant-e syllable: a word part whose spelling pattern contains a long vowel sound, spelled with a vowel consonant e pattern (make, mistake).
Diphthong syllable: a sound made by combining two vowels, specifically when it starts as one vowel sound and goes to another (oy sound in oil).
R-controlled syllable: a syllable in which the r controls the vowel sound (ar-my, par-ty, car-go).
Consonant-le syllable: a final syllable that contains a consonant followed by le. The e is always silent in this pattern (ex: sim-ple, puz-zle, a-ble).
Advantages of decodable text:
1. Reinforces phonic skills (matching letter sounds and apply phonics concepts to decode words).
2. Helps students to develop the habit of looking at the letters in a word to recognize it.
3. Helps them gain a better understanding of words by practicing sounding them out.
4. Students can apply their decoding skills when they move on to reading texts.
5. Help students hear, recognize, and manipulate the sounds of language.
Stages of Writing:
1. Planning- the activities prior to, and in preparation for, drafting (brainstorming).
2. Drafting- the actual writing of the text (working from an outline).
3. Revising- Rereading, evaluating to see if big changes need to be made.
4. Editing- Rereading and editing little changes.
5. Publishing- producing final copy for display.
Relationship between phonics and phonological awareness:
1. Both are related to phonology; defined as the sound system of language.
2. Initially taught only with sounds, not print, students learn to discriminate(hear and process) individual sounds in words with eyes closed.
3.Both important for reading and writing.
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