STUDY THIS! PRAXIS 5001 READING PRACTICE EXAM QUESTIONS AND ANSWERS 2023(DIAGRAMS INCLUDED)

phonology rule system within a language by which phonemes are sequenced, patterned and uttered to represent meanings the study of speech sounds in language What are the steps in the revision process of writing? Logic Completeness Style Visuals Document design phonological awareness awareness that the spoken language can be taken apart in many different ways: -sentences broken into words, -words divided into syllables (sis/ter), -syllables divided into smaller, individual sounds (phonemes) such as /c/ /a/ /t/. -words separated into onsets and rimes /c/ /at/. INCLUDES knowledge of: -rhyming -alliteration (hearing similarity of sounds, as in "Peter Piper picked a peck of pickled peppers") -intonation phoneme the smallest unit of sound in a language; does not have meaning by itself, but when put together with other phonemes, creates a word (ex: /b/ /a/ /t/ = bat) How letters relate to phonemes Letters are a code of symbols that spell phonemes in words decoding translating symbols (letters) into sounds Child is able to sound words out by understanding letter sound correspondence How many phonemes are there in English? About 40-44, depending on accents. These are represented by the 26 letters of the alphabet and combinations of letters (th, sh, ch, etc.) segmenting breaking a word up into its phonemes (sounds) onset the first part of a syllable, before the vowel. Not all words have ____s, because some syllables start with the vowel sound. Ex1: c is the ____ in cat) Ex2: at does not have an _____ because it starts with the vowel rime The part of a syllable that is the vowel and any consonant sounds that come after it. Comes after the onset if the word has an onset. Ex: "at" in cat (c is the onset here) Ex2: "at" in at (no onset) Ex3: "it" in it (no onset) Ex4: "it" in sit (s is the onset here) syllable a basic unit of speech sounds that can be divided into two parts—onsets and rimes closed syllable A syllable with a short vowel, spelled with a single vowel letter ending in one or more consonants. Ex: DAP-ple HOS-tel BEV-er-age Vowel-Consonant-e (VCe) syllable A syllable with a long vowel, spelled with one vowel + one consonant + silent e. Ex: com-PETE des-PITE open syllable A syllable that ends with in vowel and the sound is long, spelled with a single vowel letter. ex: PRO-gram TA-ble RE-cent A-pron RE-mem-ber VE-hic-le Vowel Team syllable (including diphthongs) Syllables with long or short vowel spellings that use two to four letters to spell the vowel. Diphthongs ou/ow and oi/oy are included in this category. AW-ful TRAIN-er con-GEAL SPOIL-age Vowel-r (r-controlled) syllables A syllable with er, ir, or, ar, or ur. Vowel pronunciation often changes before /r/. in-JUR-i-ous con-SORT CHAR-TER Leftovers: Odd and Schwa syllables Usually final, unaccented syllables with odd spellings. dam-AGE act-IVE na-TION schwa sound -"lazy vowels" (barely need to open mouth to make this sound) -The vowel sound in unaccented syllables and unaccented words - ə or "ih" / "uh" sound -can be represented by any vowel. Examples: a in adept/alone/sofa e in synthesis/the/enEmy i in decimal/stencil/pencil/estimate o in dozen/seldom/harmony u in medium/focus y in vinyl/syringe phonics -connecting sounds to letters/letter combos -the sounds that letters make + the letters that are used to represent sounds -the system of predictable relationships between letters (graphemes) and sounds (phonemes) in a language ex: the letter B has the sound of /b/ ex2: "tion" sounds like /shun/ phonemic awareness -An exclusively oral/auditory language activity, does NOT involve words in print -being able to hear/pick out sounds in spoken words, identify each sound, and move the sounds around (manipulate) -the ability to hear, identify, and manipulate phonemes -allows us to perform segmenting, blending and rhyming -a strong predictor of children who experience early reading success Examples of Phonemic Awareness Skills Blending: What word am I trying to say? Mmmmm...oooooo...p. Segmentation (complete): What are all the sounds you hear in mop? /m/ /o/ /p/ phonological vs. phonemic awareness Phonological awareness: understanding that words are made up of small sound units (phonemes). AND that words can be segmented into larger sound "chunks" like syllables, onsets and rimes basis for phonics Kids w/ phonological awareness can: -identify and make oral rhymes, -clap out the syllables -recognize words w/ same initial sounds (mom/map) -find small words in bigger words (cat in catalogue) Phonemic awareness: sub-skill under phonological awareness - deals with only one aspect of sound: the phonemes Kids w/ phonemic awareness can: -segment words (mat to /m/ /a/ /t/) -blend words (/m/+/at/ = mat) -decode words (sound words out) -substitute phonemes (mat to cat) -can hear hear rhyme and alliteration -find which (inital/ending/etc.) sound is "not like the others" (ie. "bat", "ball", "wet") If a child knows that words is made up of letters and that those letters have sounds, they have __________ phonemic awareness stem root word along with prefixes and suffixes ex: steamboat has 2 ~s: steam and boat ex2: pickpocket has 2 ~s: pick and pocket If a child is identifying similar phonemes in similar words, they are ______________. They need ____________ awareness in order to do this. rhyming, phonemic Can you teach with phonemic awareness? No. You can teach using the phonics system what the child is getting out of it is phonemic awareness. grapheme A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English ex: e, ei, igh, eigh ex2: /ch/, /sh/, /th/ letter sound correspondence aka Graphophonemic Knowledge relationship between phonemes (sounds) and graphemes (symbols that represent those sounds, aka letters) How is letter sound correspondence taught? Teaching Strategies -letters that occur frequently taught first (ex: M, A, T) -letters that look/sound similar are separated in the instructional sequence -short vowels taught before long vowels -lower case letters taught first because they occur more frequently deleting phoneme example remove the /s/ sound from the following words, what words do you get? Mist, stop, sand, fast, gust remove the /d/ sound from the following words, what words of you get? stand, band, card, dash affixes prefixes and suffixes fluency Accuracy + Automaticity + Prosody the ability to read a text accurately, quickly, and with expression -recognize words automatically and group them so they can understand what they read. -focus their attention on what the text means. -recognize and comprehend words at the same time -reading is effortless and expressive