NYSTCE CST (241) VERIFIED SOLUTIONS 100%

NYSTCE CST (241) VERIFIED SOLUTIONS 100% Phonics - ANSWER A method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new. Phonological Processing - ANSWER The use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval. Phonological Awareness - ANSWER Awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels. Development of Phonological Awareness - ANSWER 1. Word awareness 2. Responsiveness to rhyme and alliteration during word play 3. Syllable awareness 4. Onset and rime manipulation 5. Phoneme awareness 1. Word awareness - ANSWER Tracking the words in sentences. Knowledge that words have meaning. (less important to teach directly) Strategy: read-aloud, alphabet chants, high-frequency word books 2. Responsiveness to rhyme and alliteration during word play - ANSWER Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme. (Flashcards can be used in sorting and classifying activities.) 3. Syllable awareness - ANSWER Counting, tapping, blending, or segmenting a word into syllables. Strategy: Flashcards w/ objects whose names contain different numbers of syllables. (Flashcards can be used in sorting activity.) 4. Onset and rime manipulation - ANSWER Onset is the initial consonant in a onesyllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme. Strategy: Blending and substitution activities. 5. Phonemic awareness - ANSWER This is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units. - Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/"). - Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope"). - Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast"). - Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/"). - Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the /m/")