LETRS Unit 2 Assessment Questions and Answers, Exams of English Literature

Download LETRS Unit 2 Assessment Questions and Answers and more Exams English Literature in PDF only on Docsity! LETRS Unit 2 Assessment Questions and Answers How is the word pl – ay divided in this example? syllable onset-rime phoneme-grapheme phoneme onset-rime How many spoken syllables are there in buttered? 1 2 3 4 2 How many spoken syllables are there in possible? 1 2 3 4 3 The use of nonsense words for phonemic awareness activities is: useful only occasionally within sound chains. beneficial for English Learners. helpful for those children with weak vocabularies. never suggested. useful only occasionally within sound chains. Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech? While showing each letter, ask the students to say a corresponding phoneme. Ask the students to read a list of words with digraphs th, sh, and ch. Practice segmenting simple words with /f/, /th/, and other fricatives. Have students look in a mirror while describing and producing each sound. Have students look in a mirror while describing and producing each sound. Which student is demonstrating the most advanced level of phonemic awareness? a student who can use colored blocks to change the sounds in slip to make it slick a student who claps three times for each syllable in the word triangle a student who identifies the first sound in the words flat, fish, and friend as /f/ a student who can provide words that rhyme with cat a student who can use colored blocks to change the sounds in slip to make it slick A student writes the word went as “wet.” What aspect of phonology is associated with this common spelling error? Awareness of all levels 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 Phonological awareness The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. Four-Part processing model for Word Recognition Number 1: Phonological processor Helps you understand and produce oral language Four-Part processing model for Word Recognition Number 2: Orthographic processor Helps you connect words with your visual forms Four-Part processing model for Word Recognition Number 3: Meaning processor Is your internal dictionary of word definition Four-Part processing model for Word Recognition Number 4: Context processor Helps you use context to understand what a word means So the four processors from the Four-Part processing model work in isolation. True or False False they don’t work in isolation they interact If you’ve heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? This requires coordination between the phonological and orthographic processors. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? In this instance, the meaning processor, orthographic processor, and phonological processor work together. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. This activate the phonological processor and meaning processor. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? This activate the final logical in orthographic processors. Phonological awareness conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes. Phonological processing Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language. Phoneme In any language, the smallest unit of sound used to build words. Phonemic awareness Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography. Phonology The rule system in the language by which phones can be sequenced, combined, and pronounce to make words. Phonetics The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track. Phon The Greek root meaning vocal sound voice, sound Phonological processor Allows us to perceive, remember, interpret, and produce the speech sound system of our language——and learn the sounds of other languages. Phonological processor Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes. The ability to perceive, produce, and manipulate individual speech sound, or phonemes is a necessary prerequisite for the ability to read words Does it matter if a phoneme is made in the front, middle, or back of the mouth? Yes it does Grapheme Written representation of a speech sound 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 Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual Do all students need instruction at multiple levels of phonological and phonemic Awareness ? Yes our students need this instruction Early Phonological awareness Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables Basic Phonemic awareness Usually for kindergarten and first grade they can segment words into sounds and blend them back together Advance phonemic awareness Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic 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 Alphabetic principal Is the concept that a grapheme represents a phoneme. What happens when students understand the alphabetic principle? Their spelling becomes more phonetic and their decoding improves. Phonics can refer to? 1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print patterns, syllable patterns, and meaningful word parts. Screening measures that’s assess phonemic awareness? Are crucial for predicting which students will need extra help. Will a students native language have the exact same phonemes as English? No they are not exact Alphabetic Principle The concept that phonemes are represented by letters and graphemes. How many phonemes are in through 2 3 4 5 3 phonemes- 3 sounds /th/ /r/ /u/ How many phonemes are in fox? 2 3 4 5 4 phonemes- 4 different sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds How many phonemes does the word stripe have? 2 3 4 5 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/ Allophonic variations Distortions by the sounds before of after the sound we want to hear What are consonants phonemes? Speech sounds produced by obstructing the flow of air out of the speaker’s mouth. Phonemes is also called Speech sounds 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 Consonant Phonemes: Fricatives Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow. 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 little line on the bottom __) as in feather Tongue on Ridge behind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in zebra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat Consonant phonemes Are speech sounds produced by obstructing the flow of air out of the speakers mouth. Fank you instead of thank you Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth. Mat instead of Mad Student confused /d/ with /t/ because they are similar in articulation ( in the way it’s said in mouth) Chop instead of shop Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. 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. 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 difficult to say without adding an /uh/ sound at the end because they don’t have a lot of airflow. This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/. The student writes “md” instead of “bed” The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. The student writes “md” instead of “bed” However the students need to distinguish the nasal /m/ from the stop /b/. Student writes “van” instead of fan The student substituting voice fricative /v/ for unvoiced fricative /f/, Student writes “gad” instead of glad This student likely does not quite here the /l/ in glad. 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 B. Substituting an affricate sound for a fricative sound Because the /sh/ sound at the beginning of “sharp” is an unvoiced fricative, sometimes confused with the affricate 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 confused with its voiced counterpart, /b/. 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 a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative C. Confusing two different voiced fricatives This begins with the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/. Suppose a student writes “mob” instead of “mop”. 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 articulated in the mouth B. Substituting a voice stop for an unvoiced stop Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.