Letrs Unit 2

1. Phonological processor Which works with speech sounds 2. Phonological awareness Awareness of all lev- els of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language 3. Phonological awareness The ability to identify think about and ma- nipulate units of spo- ken language is the underpinning for pro- cessing reading lan- guage symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that com- bined to make new words. 4. Four-Part processing model for Word Recognition Number 1: Phonological processor 5. Four-Part processing model for Word Recognition Number 2: Orthographic processor Helps you understand and produce oral lan- guage Helps you connect words with your visual forms 6. Four-Part processing model for Word Recognition Number 3: Meaning processor 7. Four-Part processing model for Word Recognition Number 4: Context processor 8. So the four processors from the Four-Part process- ing model work in isolation. True or False Is your internal dictio- nary of word definition Helps you use context to understand what a word means False they don't work in iso- lation they interact 9. If you've heard a word spoken in your environment, This requires co- you will recognize that word more rapidly when you see it in print. How? 10. If you know what they were means and I have seen it in print, you can recognize or recall its pronunci- ation more automatically. How? 11. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. 12. If you can analyze and manipulated the specific sounds in spoken words, the corresponding print- ed words Will be easier to remember for reading and spelling. How? ordination between the phonological and orthographic proces- sors. In this instance, the meaning processor, orthographic proces- sor, and phonologi- cal processor work to- gether. This activate the phonological proces- sor and meaning processor. This activate the final logical in orthograph- ic processors. 13. Phonological awareness conscious awareness of all levels of speech sound system, in- cluding word bound- aries, stress patterns, syllables, unset-rimes unit, and phonemes. 14. Phonological processing Multiple functions of speech and language position in produc- tion, such as per- ceiving, interpreting, storing (remember- ing), recalling her re- trieving, and generat- ing the speech sound system of language. 15. Phoneme In any language, the smallest unit of sound used to build words. 16. Phonemic awareness Conscious aware- ness that words are made up of segment of our own speech that are represented with letters in an or- thopedic orthography. 17. Phonology The rule system in the language by which phones can be se- quenced, combined, and pronounce to make words. 18. Phonetics The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physical- ly produced in the hu- man vocal track. 19. Phon The Greek root mean- ing vocal sound voice, sound 20. Phonological processor Allows us to per- ceive, remember, in- terpret, and produce the speech sound system of our lan- guage——and learn the sounds of other languages. 21. Phonological processor Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes. 22. The ability to perceive, produce, and manipulate individual speech sound, or phonemes 23. Does it matter if a phoneme is made in the front, middle, or back of the mouth? is a necessary pre- requisite for the ability to read words Yes it does 24. Grapheme Written representa- tion of a speech sound 25. Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading. True or false False all students need direct and detailed phonemic awareness 26. Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these 27. Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false a. Perceived b. Produce c. Manipulate individ- ual speech sounds True 28. Place of articulation Where we make the sound—-in the front of The mouth, the back, or in between. 29. Manner of articulation What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. 30. How many phonemes does English have? Between 40 and 44 phonemes 31. How many consonant phonemes are in English? 25 are constants phonemes 32. Phonemes are altered due to: Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold 33. RAN rapid automatic nam- ing 34. RAN (Rapid automatic naming) Is the ability to name a series of printed letters, numbers, ob- jects or colors. 35. Rapid automatic naming can help us No a little bit about how easily children will learn to read but it's predictive value is limited 36. What can you do if you notice a child is bad at rapid automatic naming? 37. How many syllables are in phonological? 4 5 6 Practicing phonologi- cal awareness skills and reading itself can sometimes improve RAN speed. Use in- structional time to teach direct oral and written language 5 38. Consonant sounds before the vowel is the? Onsets Example: Plants Pl would be the onset because a is a vowel 39. From the vowel and everything else that comes after it is the? Rime Example: Plants Ants in the time be- cause a is the vowel 40. How many phonemes does the word shop have? 3 phonemes- 3 differ- ent sounds /sh/ /o/ /p/ 41. How many phonies does the word cloud have? 4 phonemes- 4 sounds /k/ /l/ /ou/ /d/ 42. Without chronological order and the students don't. ? 43. Difficulty with phonological task it's often associ- ated with..? Students don't know to read and spell Difficulty in reading and spelling 44. Phonology Serves as a founda- tion for all literacy 45. Do all students need instruction at multiple levels of phonological and phonemic Awareness ? Yes our students need this instruction 46. Early Phonological awareness Usually develop by preschoolers by rec- ognizing and playing with rhyming words as well as counting syllables 47. Basic Phonemic awareness Usually for kinder- garten and first grade they can segment words into sounds and blend them back together 48. Advance phonemic awareness Usually for second grade and beyond they can use deletion, substitution and re- versal but must be ac- curate and automatic 49. Teachers can strengthen preschool a children's early Awareness by Drawing attention to rhyme and alliteration during read aloud's of stories and nursery rhymes 50. Alphabetic principal Is the concept that a grapheme represents a phoneme. 51. What happens when students understand the al- phabetic principle? Their spelling be- comes more phonet- ic and their decoding improves. 52. Phonics can refer to? 1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print pat- terns, syllable pat- terns, and meaningful word parts. 53. Screening measures that's assess phonemic awareness? 54. Will a students native language have the exact same phonemes as English? Are crucial for predict- ing which students will need extra help. No they are not exact 55. Alphabetic Principle The concept that phonemes are repre- sented by letters and graphemes. 56. How many phonemes are in through 2 3 4 5 57. How many phonemes are in fox? 2 3 4 5 58. How many phonemes does the word stripe have? 2 3 4 5 3 phonemes- 3 sounds /th/ /r/ /u/ 4 phonemes- 4 differ- ent sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/ 59. Allophonic variations Distortions by the sounds before of after the sound we want to hear 60. What are consonants phonemes? Speech sounds pro- duced by obstructing the flow of air out of the speaker's mouth. 61. Phonemes is also called Speech sounds 62. Phonology The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words 63. Consonant Phonemes: Fricatives Hissy sounds be- cause we use our tongue, lips, and teeth in such a way to re- strict airflow. 64. Fricatives are: Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a lit- tle line on the bottom ) as in feather Tongue on Ridge be- hind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in ze- bra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat 65. Consonant phonemes Are speech sounds produced by obstruct- ing the flow of air out of the speakers mouth. 66. Fank you instead of thank you Student confused the /th/ with /f/ be- cause they have the same hissy sound and same position in mouth. 67. Mat instead of Mad Student confused /d/ with /t/ because they are similar in articula- tion ( in the way it's said in mouth) 68. Chop instead of shop Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. 69. Consonant Phonemes (sounds): Stops Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. 70. Consonant Phonemes (sounds): Stops The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be diffi- cult to say without adding an /uh/ sound at the end because they don't have a lot of airflow. 71. Consonant Phonemes (sounds): Stops UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge be- hind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge be- hind teeth- /d/ as in dog, Back of Throat- /g/ as in goat 72. Consonant Phonemes (sounds): Nasals Nasals are produced by driving air through the nose. If you try to say those sounds and pinched your nose shut, you wouldn't be able to ar- ticulate them. 73. Consonant Phonemes (sounds): Nasals The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it al- ways comes after a vowel. 74. Consonant Phonemes (sounds): Nasals /m/ as in man, Back of Throat /n/ as in nest, Lips to- gether /ng/ as in sing Tongue on ridge behind teeth 75. Consonant Phonemes (sounds): Fricatives Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of fric- tion going on in frica- tives. 76. Consonant Phonemes (sounds): Fricatives Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge be- hind teeth: /s/ as in son Tongue pulled back on roof of mouth: /sh/ as in shoes Glottis: /h/ as in hat 77. Consonant Phonemes (sounds): Affricates VOICED: Tongue pulled back on roof of mouth: /zh/ as in genre Tongue on ridge be- hind teeth: /z/ as in ze- bra Tongue between teeth: /th (with line on bottom)/ as in feather Teeth on lip: /v/ as in valentine These can be consid- ered chopped frica- tives Because they combine features of stops with those of fricatives. Affricates are: /ch/ as in chin, /j/ as in jam, 78. Consonant Phonemes (sounds): Affricates UNVOICED: Tongue pulled back on roof of mouth /ch/ as in chin VOICED: Tongue pulled back on roof of mouth /j/ as in jam 79. Consonant Phonemes (sounds): Glides Glides are always fol- lowed by a vowel sound. We call them glides because the conso- nant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo 80. Consonant Phonemes (sounds): Glides Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. 81. Consonant Phonemes (sounds): Liquids They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit 82. Consonant Phonemes (sounds): Liquids /l/ as in leaf: tongue on Ridge behind teeth /r/ as in rabbit: tongue pulled back on roof of mouth 83. The student writes "bark" instead of brag A student who makes this error substitutes the unvoiced conso- nant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they're both stop sounds. 84. The students writes "smake" instead of snake This confusion sug- gests that the student is confused about the position of the /n/ sound. In this example the student has substitut- ed a sound articu- lated in the front of the mouth, /m/, with a sound articulated with the tongue in the mid- dle of the mouth, /n/. 85. The student writes "md" instead of "bed" The error here is a little harder to un- derstand. The student confused the nasal sound /m/ with the stop sound /b/ be- cause both are artic- ulated in the same place with the lips to- gether. 86. The student writes "md" instead of "bed" However the students need to distinguish the nasal /m/ from the stop /b/. 87. Student writes "van" instead of fan The student substitut- ing voice fricative /v/ for unvoiced fricative /f/, 88. Student writes "gad" instead of glad This student likely does not quite here the /l/ in glad. 89. Suppose a student writes "charp" instead of "sharp". What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative 90. Suppose a student writes "vis" instead of "this". What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting an af- fricate sound for a fricative sound Because the /sh/ sound at the begin- ning of "sharp" is an unvoiced frica- tive, sometimes con- fused with the af- fricate sound /ch/. "This" begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. "Mop" ends with an unvoiced stop, /p/, which can be con- fused with its voiced counterpart, /b/. C. Confusing two dif- ferent voiced frica- tives This begins with B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/. 91. Suppose a student writes "mob" instead of "mop". B. Substituting a voice What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulat- ed in the mouth stop for an unvoiced stop Mob ends with an un- voiced stop, /p/, which can be confused with its voiced counter- part, /b/.