RICA subtest 3 2022/2023 with Complete Solutions

Phonological Awareness C3: Phonological and Phonemic Awareness - ANSWER-Knowledge that oral English is composed of smaller units Phonemic Awareness C3: Phonological and Phonemic Awareness - ANSWER-The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. Phonics C3: Phonological and Phonemic Awareness - ANSWER-the study of the sounds of the letters of the alphabet Alphabetic Principle C3: Phonological and Phonemic Awareness - ANSWER-States that speech sounds are represented by letters Phonemes C3: Phonological and Phonemic Awareness - ANSWER-The smallest unit of speech Grapheme C3: Phonological and Phonemic Awareness - ANSWER-The English letters that represent phoneme ex. bat, the phoneme is /b/ the grapheme is b. ex. duck, the phoneme /k/ the grapheme is ck. Onset and Rime C3: Phonological and Phonemic Awareness - ANSWER-In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip"). Phonograms C3: Phonological and Phonemic Awareness - ANSWER-rimes that have the same spelling. word families. (cat, bat, sat) The role of phonological awareness in reading development C3: Phonological and Phonemic Awareness - ANSWER-*The acquisition of phonemic awareness is predictive with the success in learning to read. *Phonemic awareness is the foundation for understanding the sound-symbol relationships of English. How to teach phonological awareness (5) C3: Phonological and Phonemic Awareness - ANSWER-1. Word awareness: children being aware that sentences are composed of words. 2. Syllable awareness: More difficult for children to understand, try clapping as they say each syllable. 3. Word blending: Take two single syllable words and combine them to make a compound word. ex. cow and boy = cowboy. 4. Syllable blending: Take two syllables and blend together. ex. sis-ter = sister 5. Onset and rime blending: what do we get if we /b/ and ank together? bank How to teach phonemic awareness C3: Phonological and Phonemic Awareness - ANSWER-1. Sound isolation: children are given a word and are asked what sound is at the beginning, middle and end. 2. Sound identity: teacher will put together words that have the same beginning, middle or end sound but nothing else. ex. light, lake, low 3. Sound blending: isolated every sound. ex. /b/ /a/ /t/ 4. Sound substitution: ex. cat, sub the c with b = bat 5. Sound deletion: works best with consonant blends. ex. snail, take away s = nail. 6. Sound segmentation: children must isolate and identify the sounds in spoken words. Meeting the needs of all learners: Struggling learners C3: Phonological and Phonemic Awareness - ANSWER-1. Focus on key skills, especially blending and segmenting 2. Reteaching skills that are lacking. ex. changing pace of lesson, changing mode of delivery, providing additional scaffolding, using different materials. 3. Using a variety of concrete examples to explain a concept or a task. 4. Providing additional practice Meeting the needs of all learners: English learners C3: Phonological and Phonemic Awareness - ANSWER-The biggest hurdle is to hear and manipulate sounds that are not phonemes in their first language. Some phonemes are the same in both languages, if students has acquired those in native language it will help with learning English. Those phonemes that are not transferable, teacher spent time explicitly teaching them. Meeting the needs of all learners: Advanced learners C3: Phonological and Phonemic Awareness - ANSWER-Two ways to differentiate for advanced learners: 1.) increase the pace of instruction. Less time on lesson and less modeling and fewer chances to practice 2.) building on and extending current skills. Fewer lessons on phonemic awareness and more on component of the reading/language arts program at a faster pace. How to Assess Phonemic Awareness C3: Phonological and Phonemic Awareness - ANSWER-1. Entry level assessment: used to determine level of phonological awareness, including phonemic awareness. EX. word awareness, how many words are in this sentence