ELED 3100 FINAL EXAM QUESTIONS
AND ANSWERS 100% CORRECT
What are the 5 levels of phonological awareness? - ANSWER-1. Word
2. Rhyme
3. Syllable
4. onset-rime
5. Phoneme
Wally
Ran
Spencer
Oh-no
Pray
Blending - ANSWER-Blending sounds prepares students for segmenting and initial
sounds. This is all auditory and there is no symbol attached to this skill!!
Example:
• What word is made from these sounds: c-a-t
• What word is made from these sounds: t-r-e
• What word is made from these sounds: h-ou-s
• Blending will also look like chunking: c-at
Take individual sounds and blend them together to form a word
Segmenting - ANSWER-The division of sentences into words, compound words into
component words, words into syllables, syllables into onset and rime and finally, words
into phonemes.
Examples
If I say the word CAT, you say...c-a-t
If I say the word SUN, you say...s-u-n
Tell me the sounds you here in MOP
Break up words into individual sounds
Step two of explicit instruction (I do) - ANSWER-Modeling offers students the
opportunity to watch the process unfold before their eyes.
The teacher uses 'think alouds' modeling the thinking process
Teacher is watching the students to be sure their eyes are alert and focused (not glazed
over)
, Step three of explicit instruction (we do) - ANSWER-This is a GRADUAL release of
responsibility to the students. You are still heavily involved with their learning
Students are now actively engaged with the learning process by:
1. Using graphic organizers to support their thinking and understanding- all under the
guidance of the teacher
2. Check for understanding through ongoing assessment and constant feedback
3. This is highly structured
4. Use mini white boards, highlighters, visual responses
5. Students summarize in their own words, turn to a neighbor and tell them...
6. The teacher is moving around, working with individuals or small groups. Students
have specific assignments and tasks to increase their learning
7. This step of the Explicit Model is the biggest chunk in instruction
Step four of explicit instruction (you do) - ANSWER-Students practice the same kinds of
problems as during the guided practice time
Don't allow too much time for this. Students get off task, attention wanders, and time is
wasted
During this time, teacher should be moving about the room, watching, guiding, and
moving students along.
Be sure students are able to accurately complete task independently
Deletion - ANSWER-Deletion is the manipulation of sounds in words. By deleting a
sound, you are creating a new word. The text calls this manipulation. Your final will call
this: Deletion
Examples
What is stop without the /s/ sound?
What is farm without the /f/ sound?
What is bread without the /b/ sound?
Take away a sound (letter) and it forms a new word
What is the single most distinguishing feature about phonemic awareness? - ANSWER-
Sound. You can hear it (it is all auditory)
This involves being able to detect separate words in a sentence, to separate syllables in
a word, to segment words into their separate sounds and to perceive beginning, ending,
and medial sounds.
The consciousness of individual sounds in words. It is the realization that a spoken word
is composed of a sequence of speech sounds.
AND ANSWERS 100% CORRECT
What are the 5 levels of phonological awareness? - ANSWER-1. Word
2. Rhyme
3. Syllable
4. onset-rime
5. Phoneme
Wally
Ran
Spencer
Oh-no
Pray
Blending - ANSWER-Blending sounds prepares students for segmenting and initial
sounds. This is all auditory and there is no symbol attached to this skill!!
Example:
• What word is made from these sounds: c-a-t
• What word is made from these sounds: t-r-e
• What word is made from these sounds: h-ou-s
• Blending will also look like chunking: c-at
Take individual sounds and blend them together to form a word
Segmenting - ANSWER-The division of sentences into words, compound words into
component words, words into syllables, syllables into onset and rime and finally, words
into phonemes.
Examples
If I say the word CAT, you say...c-a-t
If I say the word SUN, you say...s-u-n
Tell me the sounds you here in MOP
Break up words into individual sounds
Step two of explicit instruction (I do) - ANSWER-Modeling offers students the
opportunity to watch the process unfold before their eyes.
The teacher uses 'think alouds' modeling the thinking process
Teacher is watching the students to be sure their eyes are alert and focused (not glazed
over)
, Step three of explicit instruction (we do) - ANSWER-This is a GRADUAL release of
responsibility to the students. You are still heavily involved with their learning
Students are now actively engaged with the learning process by:
1. Using graphic organizers to support their thinking and understanding- all under the
guidance of the teacher
2. Check for understanding through ongoing assessment and constant feedback
3. This is highly structured
4. Use mini white boards, highlighters, visual responses
5. Students summarize in their own words, turn to a neighbor and tell them...
6. The teacher is moving around, working with individuals or small groups. Students
have specific assignments and tasks to increase their learning
7. This step of the Explicit Model is the biggest chunk in instruction
Step four of explicit instruction (you do) - ANSWER-Students practice the same kinds of
problems as during the guided practice time
Don't allow too much time for this. Students get off task, attention wanders, and time is
wasted
During this time, teacher should be moving about the room, watching, guiding, and
moving students along.
Be sure students are able to accurately complete task independently
Deletion - ANSWER-Deletion is the manipulation of sounds in words. By deleting a
sound, you are creating a new word. The text calls this manipulation. Your final will call
this: Deletion
Examples
What is stop without the /s/ sound?
What is farm without the /f/ sound?
What is bread without the /b/ sound?
Take away a sound (letter) and it forms a new word
What is the single most distinguishing feature about phonemic awareness? - ANSWER-
Sound. You can hear it (it is all auditory)
This involves being able to detect separate words in a sentence, to separate syllables in
a word, to segment words into their separate sounds and to perceive beginning, ending,
and medial sounds.
The consciousness of individual sounds in words. It is the realization that a spoken word
is composed of a sequence of speech sounds.
