6E-2
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School
El Centro College *
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Course
1301
Subject
Linguistics
Date
Jan 9, 2024
Type
Pages
4
Uploaded by CoachTurtlePerson2186
6E-2.9 Check for Understanding: Distinguishing
Phonological Awareness and Phonics
Due
No due date
Points
100
Questions
5
Time Limit
None
Allowed Attempts
Unlimited
Instructions
Attempt History
Attempt
Time
Score
KEPT
Attempt 3
less than 1 minute
100 out of 100
LATEST
Attempt 3
less than 1 minute
100 out of 100
Attempt 2
less than 1 minute
80 out of 100
Attempt 1
1,176 minutes
80 out of 100
Correct answers are hidden.
Score for this attempt: 100
out of 100
Submitted Dec 27 at 6:44pm
This attempt took less than 1 minute.
Using the information you have learned in this chapter, select the best response for each of these
questions/statements.
Take the Quiz Again
20 / 20 pts
Question 1
Which is an example of a phonological-awareness activity?
Gather a set of three to four pictures containing the same initial phoneme.
Orally name each picture so there is a shared understanding of what each
picture is. Give a picture to each child in the class. As you pass them out,
have the children name the picture and say the initial sound (e.g., snake,
/s/). Allow the children to walk around the room and find a partner whose
picture has the same initial sound.
Select a big book with a rhyming pattern. Read the first few pages with the
students, stopping at each page to discuss the rhyming words. After
reading the book, allow the children to point to the rhyming words on each
page. Discuss the visual patterns students see with the words that rhyme.
Provide each student with the following letter tiles e, a, s, t, r, and b.
Explain to children that different words can be spelled using the same
letters. Say the word bat. Have the students build the word bat. Have the
students use the same letters to build the word bet. In partners, encourage
the students to discuss what happened to the vowel sound.
20 / 20 pts
Question 2
Which of the following groups of statements is true?
Phonological awareness includes a broad scope of skills that focus on
detecting words and sounds in a spoken language. Phonics connects
sounds in the spoken language to print. Phonemic awareness is the ability
to hear, identify, and manipulate individual sounds in spoken words.
Phonological awareness includes a broad scope of skills that focus on
detecting the words and sounds in a spoken language. Phonics is the
ability to work with individual vowel sounds and vowel teams in the spoken
language. Phonemic awareness connects all sounds in the spoken
language to print.
Phonological awareness is the most advanced skill within the continuum of
phonemic awareness. Phonics is the understanding that letters represent
sounds which form words; it is the knowledge of predictable relationships
between written letters and spoken sounds. Phonemic awareness includes
a broad scope of skills that focus on detecting the sounds in a spoken
language.
Phonological awareness is the overarching term that relates to building
oral-language development. Phonics is when letter-sound relationships are
used to decode words. Phonemic awareness connects words and sounds
to print.
20 / 20 pts
Question 3
Phonological awareness contributes most to the development of phonics
skills in beginning readers by helping them
identify the sounds in spoken language so those sounds eventually can be
mapped to letters.
recognize different ways in which one sound can be represented in print. count the number of syllables in a written word. understand the concept of a silent letter. 20 / 20 pts
Question 4
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The teacher gives the students two blocks. The blocks are placed in a
row. The teacher says, “When I want to say tap
in two parts, I touch the
blocks like this.” The teacher will touch the first block and say /t/
and touch
the second block and say /ap/
. The teacher says other words that end in -
ap
. The students touch the blocks as they say the words in two parts. This
is an example of
Phonological Awareness Phonics 20 / 20 pts
Question 5
The student has all of the letters of the alphabet in order on a letter
mat. The teacher says a letter sound and the student pulls the letter down
that matches the sound. The teacher will repeat until a student has
created a word. The student will then say each letter sound as they point
to the letter. The student will repeat, blending the sounds together until
they hear the word they are reading. This is an example of
Phonics Phonological Awareness Quiz Score: 100
out of 100