domain 2 word Analysis

domain 2 word Analysis

1. what is relationship between phonemic awareness phonological awareness and reading development ?

   • acquisition of phonemic awareness is a predictor of reading success. and phonemic awarenesses high is within phonological awarenesses are correlated with reading outcome. kindergarten phonemic awarenesses is strongly correlated to end of 1st grade reading ability such as word recognition and comprehension. this is because phonemic awarenesseis is the foundation for understanding letter symbols relationships taught in phonics lessons

2. PHONOLOGICAL INSTRUCTION use systematic explicit instructions

   • (e.g.,kids given the sentence I like ice cream , know it has four words). --Lessons should use one-word, two-word, and three-word sentences, each word with one syllable. For example, the teacher has several cards, each with one word written on it. The teacher then builds two-word sentences (e.g., Tom runs.). The sentence is read as a whole, and then each word is read separately, with the teacher tapping the word card. Finally, a third word is added to the sentence (Tom runs fast.). A more challenging task involves the teacher saying a two-word, three-word, or four-word sentence, and then asking the children to state how many words were in the sentence.
     • WORD AWARENESS IDENTIFYING AND DETECTING WORD BOUNDERIES
   • ✴can be difficult for children ✴use two-syllable or three-syllable words ✴distortion of the syllable and saying it slowly and distinct makes it easier
     • syllable awareness
   • students are taught to make compound words using two single syllable words and putting them together. *ex teacher introduce picture of cow and picture of boy and put them together saying when you put cow and boy together what do you get? the the teacher would then show an picture of a cow boy.
     • word blending
   • children blend two syllables. teacher would say what would you get it we out sis and ter together? sisters
     • syllable blending
   • a blending task. onset is the initial sound and time is the sound that follows.
     • onset rhyming

3. Teaching phonemic awareness

   • Basic points to remember * focusing on the phonological awareness of larger units such as words and syllables first * focus on only one or two phonemic awareness tasks at a time * good idea use letters of the alphabet—this helps children see the relationship between phonemic awareness and reading. • instruction should be brief and not exceed 20 minutes for any one lesson.o
   • • SOUND BLENDING
   • • SOUND IDENTITY
   • • SOUND ISOLATION
   • • WORD SUBSITUTION
   • • Word Deletion
   • • WORD SEGMENTING

4. study tips

   • (1) SOUND ISOLATION. In sound isolation, the children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word. The teacher could have a list of words that all have long vowels in the medial position: cake, day, late, leap, feel, vote, coal, bite, like. To model the desired response, at the beginning of the lesson the teacher would say each word and then say the medial sound (“leap, the middle sound is /i/”). At some point, the teacher just says the word and the children have to provide the medial sound. It is best to start with beginning sounds, then go to ending sounds, and then to medial sounds. (2) SOUND IDENTITY. For sound identity, the teacher needs sets of words that all share
     • Describe strategies to teach phonological awareness, including phonemic awareness
       • (3) SOUND BLENDING. In the simplest lessons to teach sound blending, the teacher says the sounds with only brief pauses in between each sound. The children then guess the word. For example, the teacher asks, “Which word am I thinking of? Its sounds are /b/, /a/, and /t/.” The answer would be bat.
       • (6) SOUND SEGMENTATION. This is the most difficult of the phonemic awareness tasks. With sound segmentation, children are challenged to isolate and identify the sounds in a spoken word. To teach this directly, the teacher should start with words with only two sounds. Remember, the teacher should always model the desired student behavior first. The teacher would say, “I am going to say a word and then slowly say the sounds in the word. Bee. (pause) /b/ (pause) /e/.” Then the teacher would ask the students to say the sounds in two-sound words. After the children show they can segment two-sound words, then lessons should focus on words with three sounds. The lesson challenges children to segment words with minimal differences, such as cap, cat, and cab. If children are having difficulty with the sound segmentation task, the teacher may want to simplify the challenge by merely asking how many sounds are in a word the teacher pronounces (for dog, the answer would be three).
       • WORD BLENDING. In this task, the children are challenged to take two single-syllable words and combine them to make a compound word. Pictures can be used. The teacher might say, “This is a picture of a cow and this is a picture of a boy. What do you get when you put cow and boy together?” The children should say, “cowboy.” The teacher would then display a third picture, one of a cowboy.
       • (4) SYLLABLE BLENDING. Here, children are required to blend two syllables into a word. The teacher might say, “What word do we get if we put sis and ter together?” The children, we hope, will say, “sister.”
   • know how to differentiate instruction for struggling readers, English learner and advanced learners
     • use four keys