C&I 318 + WFORT EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!
Phonemic Awareness - ANSWER The ability to hear, identify, and manipulate
individual sounds -phonemes -in spoken words. This is purely an auditory skill
and does NOT involve a connection to the written form of language.
Phonological awareness - ANSWER A broad term that includes phonemic
awareness. Activities can involve work with rhymes, words, syllables, and onsets
and rimes.
Phonics - ANSWER The understanding that there is a predictable relationship
between phonemes (sounds of spoken language) and graphemes (the letters and
spellings that represent those sounds in written language).
Morpheme - ANSWER in a language, the smallest unit that carries meaning; may
be a word or a part of a word (such as a prefix or suffix) ex. Horses has 2
morphemes - horse and s
Onset and Rime - ANSWER parts of spoken language that are smaller than
syllables but larger than phonemes. One is the initial consonant sound of a
syllable; the other is the part of a syllable that contains the vowel and all that
follows it. STOP(st = onset; op = rime)
The difference between phonemic awareness and phonics - ANSWER phonemic
awareness is awareness and ability to manipulate sounds. Phonics is the ability
to manipulate letter/sound correspondence
Grapheme - ANSWER the smallest part of written language that represents a
phoneme in the spelling of a word. May be just one letter, such as b, d, f, p, s; or
several letters, such as ch, sh, th, -ck, ea, -igh.
Phoneme - ANSWER the smallest part of spoken language that makes a
difference in the meaning of words.
Syllable - ANSWER A word part that contains a vowel, or, in spoken language, a
vowel sound.
Phoneme isolation - ANSWER Children recognize individual sounds in a word.
Phoneme identity - ANSWER Children recognize the same sounds in different
words.
, Phoneme categorization - ANSWER Children recognize the word in a set of three
or four words that has the "odd" sound.
Phoneme blending - ANSWER Children listen to a sequence of separately spoken
phonemes, and then combine the phonemes to form a word.
Phoneme segmentation - ANSWER Children break a word into its separate
sounds, saying each sound as they tap out or count it.
Phoneme deletion - ANSWER Children recognize theword that remains when a
phoneme is removed from another word.
Phoneme addition - ANSWER Children make a new word by adding a phoneme to
an existing word.
Phoneme substitution - ANSWER Children substitute one phoneme for another to
make a new word.
Alphabetic Principle - ANSWER phonemes (speech sounds) that are represented
by letters and letters pairs.
Environmental Print - ANSWER print found authentically in our environment (stop
sign, labels on food).
Emergent Literacy - ANSWER Children in the emergent literacy stage are
prephonetic and have not yet begun learning the alphabetic principle. Often, they
write in scribbles, drawing, or using some familiar letters.
Book Handling Skills - ANSWER Illustrates a child's knowledge of how books
"work" (how to hold the book, tracking print from left to right, front and back
cover, title page, dedication page etc.)
Blends - ANSWER Blends are consonant pairs or clusters where each sound can
be heard (ex. Fl, mp, tr, sp)
Digraphs - ANSWER Two consonant letters that together make a new sound (ex.
Sh, wh, ch).
Silent "E" - ANSWER When a short word ends with an "e", the first vowel usually
has the long sound and the final "e" is silent. Word or syllable patterns that follow
this generalization:vce (ape) cvce (cape) ccvce (brave)
R-Controlled Vowels - ANSWER When a vowel letter is followed by "r", the vowel
sound is neither long nor short (it is different!).Examples: "ar" in car, "or" in for,
"ir" in bird
SOLUTIONS 100% VERIFIED!!
Phonemic Awareness - ANSWER The ability to hear, identify, and manipulate
individual sounds -phonemes -in spoken words. This is purely an auditory skill
and does NOT involve a connection to the written form of language.
Phonological awareness - ANSWER A broad term that includes phonemic
awareness. Activities can involve work with rhymes, words, syllables, and onsets
and rimes.
Phonics - ANSWER The understanding that there is a predictable relationship
between phonemes (sounds of spoken language) and graphemes (the letters and
spellings that represent those sounds in written language).
Morpheme - ANSWER in a language, the smallest unit that carries meaning; may
be a word or a part of a word (such as a prefix or suffix) ex. Horses has 2
morphemes - horse and s
Onset and Rime - ANSWER parts of spoken language that are smaller than
syllables but larger than phonemes. One is the initial consonant sound of a
syllable; the other is the part of a syllable that contains the vowel and all that
follows it. STOP(st = onset; op = rime)
The difference between phonemic awareness and phonics - ANSWER phonemic
awareness is awareness and ability to manipulate sounds. Phonics is the ability
to manipulate letter/sound correspondence
Grapheme - ANSWER the smallest part of written language that represents a
phoneme in the spelling of a word. May be just one letter, such as b, d, f, p, s; or
several letters, such as ch, sh, th, -ck, ea, -igh.
Phoneme - ANSWER the smallest part of spoken language that makes a
difference in the meaning of words.
Syllable - ANSWER A word part that contains a vowel, or, in spoken language, a
vowel sound.
Phoneme isolation - ANSWER Children recognize individual sounds in a word.
Phoneme identity - ANSWER Children recognize the same sounds in different
words.
, Phoneme categorization - ANSWER Children recognize the word in a set of three
or four words that has the "odd" sound.
Phoneme blending - ANSWER Children listen to a sequence of separately spoken
phonemes, and then combine the phonemes to form a word.
Phoneme segmentation - ANSWER Children break a word into its separate
sounds, saying each sound as they tap out or count it.
Phoneme deletion - ANSWER Children recognize theword that remains when a
phoneme is removed from another word.
Phoneme addition - ANSWER Children make a new word by adding a phoneme to
an existing word.
Phoneme substitution - ANSWER Children substitute one phoneme for another to
make a new word.
Alphabetic Principle - ANSWER phonemes (speech sounds) that are represented
by letters and letters pairs.
Environmental Print - ANSWER print found authentically in our environment (stop
sign, labels on food).
Emergent Literacy - ANSWER Children in the emergent literacy stage are
prephonetic and have not yet begun learning the alphabetic principle. Often, they
write in scribbles, drawing, or using some familiar letters.
Book Handling Skills - ANSWER Illustrates a child's knowledge of how books
"work" (how to hold the book, tracking print from left to right, front and back
cover, title page, dedication page etc.)
Blends - ANSWER Blends are consonant pairs or clusters where each sound can
be heard (ex. Fl, mp, tr, sp)
Digraphs - ANSWER Two consonant letters that together make a new sound (ex.
Sh, wh, ch).
Silent "E" - ANSWER When a short word ends with an "e", the first vowel usually
has the long sound and the final "e" is silent. Word or syllable patterns that follow
this generalization:vce (ape) cvce (cape) ccvce (brave)
R-Controlled Vowels - ANSWER When a vowel letter is followed by "r", the vowel
sound is neither long nor short (it is different!).Examples: "ar" in car, "or" in for,
"ir" in bird
