Gaius SPP Ch. 5 & 6
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University of Illinois, Chicago *
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Course
401
Subject
English
Date
Dec 6, 2023
Type
Pages
8
Uploaded by ElderCobra3883
Chapter 5
1.
An analysis of Clymer’s (1963) and more recent studies reveal that
consonant
generalizations generally have a greater utility value than do
vowel
generalizations.
2.
Bold
the following nonsense words in which c would most likely represent the “soft c”
sound:
cint
cule
cymp
sluce
3.
The consonant digraph
ch
usually represents the phoneme
/ch/
. However, it may also
represent the phonemes
/k/
and
/sh/
.
4.
When identical consonant letters are next to each other, (both,
only one
) (are,
is
)
usually heard. (
Bold
one of each.)
5.
(Deductive,
Inductive
) teaching begins with specifics and moves to generalizations. It is
analytic in nature. (
Bold
one.)
6.
Bold
the following nonsense words in which g would most likely represent the “hard g”
sound:
giltion
gultion buge
seg
7.
When a word begins with
kn
, the
k
is
silent
.
8.
When the
consonant diagraph
ck
ends a word, it represents the phoneme /
k
/.
The following questions should be answered using the vowel generalization information
presented earlier. Each question requires the vowel pronunciation contained in a nonsense
word.
Bold
the correct answer.
9.
The
e
in
slek
has the same sound as:
A.
e in he.
B.
e in err.
C. e in end.
D. e in her.
E.
None of the above.
10. The
a
in
swa
has the same sound as:
A. a in may.
B.
a in wand.
C. a in add.
D. a in art.
E.
None of the above.
11. The
o
in
kote
has the same sound as:
A.
o in cop.
B.
o in orange.
C. o in go.
D. o in out.
E.
None of the above.
12. The
e
in
ceab
has the same sound as:
A. e in he.
B.
e in err.
C. e in end.
D. e in her.
E.
None of the above.
13. The
o
in
woab
has the same sound as:
A.
o in boy.
B. o in go.
C. o in out.
D. o in cot.
E.
None of the above.
14. The
u
in
knupe
has the same sound as:
A.
u in up.
B.
u in run.
C. u in hurt.
D. u in use.
E.
None of the above.
15. The
i
in
fif
has the same sound as:
A.
i in high.
B.
i in girl.
C. i in in.
D. i in pine.
E.
None of the above.
16. The
a
in
paic
has the same sound as:
A.
a in art.
B. a in name.
C. a in map.
D. a in swan.
E.
None of the above.
17. A single vowel letter in a syllable usually represents the short sound if….
It is not the last letter
18. A single vowel letter in a syllable usually represents the long sound if…
If it is the last letter
19. When two vowel letters in a syllable are separated by a consonant and one is a final e, the
first usually records its
long
sound, and the e is
silent
.
20. When two successive vowel letters occur in a syllable and they are not any of the special
digraphs, the first usually records its
long
sound, and the second is
silent
Cumulative Review Chapters 1-5
1.
False
It appears that a commitment to whole-word instruction is in direct opposition to
using a phonics approach in any significant way.
2.
The study of human speech sounds is called
Phonetics
3.
A
macron
is the symbol used to represent a long vowel sound.
4.
There is only one
vowel
phoneme in each syllable.
5.
A phoneme is the
smallest
sound unit of a language that distinguishes one word from
another.
6.
The oa in boat is called a
diagraph
.
7.
Auditory discrimination
is the ability to hear likenesses and differences among sounds
as they occur in spoken words.
8.
Readiness to read (is,
is not
) something that exists in an absolute sense. (
Bold
one.)
Why?
A child can be ready to learn in one condition and not the other.
9.
In the following words, indicate the vowel phoneme represented by each underlined
letter or pair of letters.
dance /ǎ/
awful
/ô/
double /ǔ/
away
/ǔ/
put
/oˆo/
avenge /ě/
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disk
/ĭ/
verse
/û/
10. In the following words, indicate the consonant phoneme represented by each underlined
letter or pair of letters.
gin
/j/
where /hw/
goat
/g/
phonics /f/
coat
/k/
lux
/k/ /s /
who
/h/
cent
/s/
11. How many phonemes are represented in the following words? To the right of each word,
write the number of phonemes and then write each word using its phoneme
pronunciation symbols.
(You an use
this doc
to easily access the special characters)
Example: phone, 3, /f/ /ō/ /n/
out
2
/ou/ /t/
knew
2
/n/ /oo/
about
4
/ǔ/ /b/ /ou/ /t/
auto
3, /ô/ /t/ /ō/
could
3, /k/ /oˇo/ /d/
toy
2, /t/ /oi/
pearl
4, /p/ /û/ /r/ /l/
pudding
5, /p/ /oˇo/ /d/ /ĭ/ /ng/
dare
3, /d/ /â/ /r/
12. Reading is a visual act that requires effective
near-point
vision.
13.
Auditory acuity
, the ability to hear sounds of varying pitch and loudness, is an important
factor in beginning reading.
14.
(False
) Children who enter school with a knowledge of letter names are more likely to
become better readers than children who lack this knowledge. Therefore, teaching
children the letter names in kindergarten should eliminate many of our reading problems
at the lower grade levels. Why?
Knowledge of letter names does not cause someone to be a better reader.
15. Research indicates that practicing visual discrimination for reading is best accomplished
through what kind of activities?
With letters and words.
Chapter 6
1.
The inconsistent spelling of (consonant sounds,
vowel sounds
) is a basic problem of
phonics. (
Bold
one.)
2.
There are
19
vowel phonemes in the English language.
3.
The
schwa
sound is a short, unstressed vowel that often occurs in unaccented syllables.
4.
There (is,
is not
) a best sequence in which vowels should be taught. (
Bold
one.)
5.
Of the 21 single consonant letters, four are phonemically inconsistent and represent
more than one sound. Alphabetically list these four consonant letters, indicate the
phonemes they can represent, and write out a key word for each.
Letter
Phonemes
Words
_______
/___/, /___/
_______________ ,
_______________
_______
/___/, /___/
_______________ ,
_______________
_______
/___/, /___/
_______________ ,
_______________
_______
/___/
_______________
/___ / /___/
_______________
/___ / /___/
_______________
6.
The “soft c” is represented by the phoneme /___/.
The “hard c” is represented by the phoneme /___/.
The “soft g” is represented by the phoneme /___/.
The “hard g” is represented by the phoneme /___/.
7.
(Consonant digraphs,
Consonant blends
) are sounds in a syllable represented by two
or more letters that are combined without losing their individual identity. (
Bold
one.)
8.
Can you discriminate between consonant digraphs and consonant blends? Write D after
letter combinations that represent digraphs and B after letter combinations that represent
blends.
br B
pl B
-ck D
-sk B
ch D
sh D
-nk B
-ld B
Cl B
wh D
-mp B -ng D
kn D
pr B
-mb B -st B
th D
gr B
-nt D
-nd B
9.
Short and long vowels are often introduced in words with certain spelling patterns. Are
the following patterns short or long?
CVC
short
CV
long
VCe
long
VC
short
10. What is the advantage of teaching vowel sounds within phonograms as compared to
teaching them in isolation?
Vowel sounds are more stable
11. Why should teacher and material resources be allocated to the development of first and
second language programs within the elementary school grades?
These are the most important ages in language learning.
12. What are some of the implications of delaying the onset of second language instruction for
L2 children?
It misses opportunities for language learning that are important in this stage of
development
13. Phonics instruction usually begins with (
consonant sounds
, vowel sounds).
(
Bold
one.)
14. The
schwa
sound is the most common vowel sound in English.
15. An allophone is (a sound belonging to the
same phoneme
, a rhyming phoneme).
(
Bold
one.)
16. The consonant letter
l
and the consonant letter
r
and their respective associated sounds
tend to be inserted into words where they do not belong.
17. The decline of language acquisition skills occurs (
gradually
, precipitously) during the
developmental period.
(
Bold
one.)
Cumulative Review: Chapters 1 to 6
1.
Phonics (appears,
does not appear
) to be the panacea for most reading ills. (Circle
one.)
2.
Phonics instruction should be completed by the end of
second
grade for most children.
3.
Define the following terms (Try to do it from memory first! If there are any you can’t
remember, make a note for yourself to study those more, then go back in your book to
find the definition):
Phonics:
method where phonetics is used to teach reading
Phoneme:
smallest sound unit of language that distinguishes one word from another
Open syllable:
a syllable that ends in a vowel phoneme
Macron:
the symbol placed over a vowel letter to show it is a long pronunciation,
Consonant:
a sound represented by any letter of the english alphabet other than a,e,i,o,u
Digraph:
two letters that stand for a single phoneme
Syllable:
a unit of pronunciation consisting of a vowel alone or one or more consonants
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4.
Underline any consonant or vowel digraph contained in the following words:
out
book
blunt
stun
that
dare
song
chat
knob
clip
5.
A
grapheme
of two letters is called a digraph.
6.
Fill in the proper consonant phoneme for each of the following underlined letter(s):
Use
this doc
if you need to copy-paste the phoneme symbols for the next 3 questions.
cage
/k/
queen /k/ /w/
who
/wh/
sox
/k/ /s/
knew
//
cell
/s/
measure
/zh/
critique/k/
7.
Fill in the proper vowel phoneme for each of the underlined letter(s):
air
/â/
toe /ô/
senator /ä/
call
/ä/
otter
/ŏ/
house /ou/
turn
/û/
good
/ŏo/
8.
How many phonemes are represented in the following words? Write each word using its
phoneme pronunciation symbols.
red
3
/r/ /ĕ/ /d/
coat
3
/k/ /ō/ /t/
wheel
3
/w/ /ē/ /l/
quit
3
/kw/ /ĭ/ /t/
who
2
/h/ /ōō/
when
3
/wh/ /ĕ/ /n/
fly
2
/fl/ /ī/
curse
4
/k/ /û/ /r/ /s/
dialect 5
/d/ /ī/ /l/ /ĕ/ /kt/
What is emergent literacy, and how does it affect learning to read once children enter school?
It is the earliest phase of literacy development. If children have an experience with
reading and writing before entering school they do better.
9.
Studies have shown that children who begin their schooling knowing the ABCs are more
likely to become better readers than children who lack this knowledge. Of what
importance is this fact for teachers of beginning reading?
Knowledge of letter names does not make a better reader.
10. Write out the vowel generalization that the words below follow:
coat:VCe
Hope: VC
she:VC
But: VCC
11. Why is it more effective to teach vowel generalizations than vowel rules?
With generalizations there are more exceptions