Phonological Awareness Quiz

Phonological Awareness

• Ability to manipulate words orally, breaking them down into sounds, syllables, and parts
• Examples: identifying and making oral rhymes, clapping out the number of syllables in a word, recognizing words with the same initial sound, and dividing and manipulating words

Phonemic Awareness

• Understanding individual sounds in words
• Example: recognizing the "k" sound in "kite" and "key"

Blending, Substitution, and Segmentation

• Blending: combining sounds to form a word (e.g., /m/ /a/ /t/ = mat)
• Substitution: replacing a letter to form a new word (e.g., changing "p" in "pat" to "th" to get "that")
• Segmentation: breaking down a word into individual sounds (e.g., bat = /b/ /a/ /t/)

Other Key Concepts

• Phoneme: individual sound in a word
• Syllable: breaking down a word into its separate sounds (e.g., water = wa-ter)
• Onset and Rime: beginning consonant and vowel sound in a word (e.g., bl-ock)
• Phoneme Segmentation: breaking down a word into its separate sounds
• Selection: taking away a sound (e.g., taking away "m" from "mat" to get "at")
• Morphology: study of words and their forms
• Morphemes: small units of language that can't be subdivided (e.g., "writing" and "'ology")
• Grapheme: letter or group of letters representing a sound in written language

Types of Graphemes

• Doublets: two of the same letter to spell a consonant phoneme (e.g., ff, ll, ss, zz)
• Digraphs: two-letter combinations that create one phoneme (e.g., th, sh, ch, wh, ph, ng, gh, ck)
• Trigraphs: three-letter combinations that create one phoneme (e.g., tch, dge)

Homonyms

• Homographs: words with the same spelling but different meanings (e.g., bat and bat)
• Homophones: words with the same sound but different meanings (e.g., two, to, and their)

Other Important Concepts

• Fluency: ability to read a text accurately with expression and understanding
• Strategies to improve fluency: modeling, repeated readings, choral reading, running records, and miscue analysis
• Stages of Language Acquisition for ELLs: entering, beginning, developing, expanding, and bridging
• English Language Learners Strategies: teaching essential vocabulary, cognates, explicit teaching, focused practice, visual and written supports, and collaborative group work
• Syllable types: closed, open, vowel-consonant-silent e, and r-controlled
• Key Details in Literary Text: key details, moral, theme, central ideas, citing textual evidence, and inferences
• Graphic Organizers: story maps, Venn diagrams, and main idea and details
• Plot of a Literary Text: exposition, rising action, climax, falling action, and resolution
• Figurative Language: simile, imagery, metaphor, personification, onomatopoeia, hyperbole, idioms, and alliteration
• Poems: narrative, epic, haiku, limerick, and sonnet
• Parts of a Poem: stanza, meter, foot, couplet, and acrostic### Language Acquisition Theories
• Skinner's Behaviorism: Language acquisition is based on environmental factors, and children learn new vocabulary quickly when it's embedded in meaningful contexts. Positive reinforcement helps children understand the value of words and phrases.
• Noam Chomsky's Universal Grammar: All humans share an underlying linguistic structure, regardless of sociocultural differences. This theory argues that children are born with an innate ability to acquire language.

Learning Theories

• Constructivism: Children learn best in a community of practice, involved in relevant activities. Learning is individualized, active, and based on personal experiences.
• Piaget's Cognitive Development: Children develop schemas (categories of knowledge) to understand the world. Cognitive equilibration occurs when new information challenges existing schemas, leading to accommodation and the construction of new schemas.

Socio-Cultural Theory

• Vygotsky: Children learn more and do more collaboratively, working within their zone of proximal development. Scaffolding and fading help students achieve learning goals, reducing negative emotions and self-perceptions.

Human Motivation and Development

• Maslow's Hierarchy of Needs: People have different levels of needs, including physiological, safety, love/belonging, esteem, and self-actualization.
• Erikson's Psychosocial Theory: Each stage of development is marked by a conflict between competing attitudes, including trust vs. mistrust, autonomy vs. shame, and more.

Domains of Learning

• Cognitive: Development of mental skills, such as reasoning and thinking, essential for all other domains.
• Language and Communication: Development of communication skills, including listening, speaking, reading, and writing.
• Emotional and Social: Development of social interaction skills, including relationships, behaviors, and emotional regulation.
• Physical: Development of physical skills, including fine and gross motor skills.
• Adaptive Behavior: Development of self-regulation and independence.

Reading and Writing

• Cueing System: Practices that aid in determining the meaning of unknown words, including syntactic, semantic, and orthographic cueing.
• Comprehension: When students form mental images and understand what they're reading.
• Critical Thinking: Applying concepts to extract meaning from text, using Bloom's verbs (analyze, evaluate, create, apply).
• Metacognition: Thinking about thinking, including predicting, questioning, read aloud/think aloud, and summarizing.

Text Structure and Features

• Drama: Stories that can be acted out, including playwright, dialogue, stage directions, and cast of characters.
• Text Features: Structural elements, such as headings, glossaries, indexes, sidebars, and hyperlinks, that aid in comprehension.
• Structure of Informational Text: Organizational patterns, including chronological, cause/effect, and problem/solution.

Writing and Writing Development

• Writing Process: Pre-writing, drafting, peer review, revising, editing, rewriting, and publishing.
• Text Types: Informational, literary, and persuasive texts.
• Genres of Writing: Fiction, nonfiction, folklore, and drama.
• Stages of Writing Development: Preliterate, emergent, transitional, and fluent stages.

Other Key Concepts

• Bloom's Taxonomy: Defining the different levels of human cognition, including remembering, understanding, evaluating, analyzing, and creating.
• Measure of Text Complexity: Qualitative, quantitative, and reader/task-based measures.
• Text-Leveling System: A system to implement reading strategies to meet student needs.
• MLA Citation: A format for citing sources, including authors, titles, cities, publishers, and years.
• Resources: Primary, secondary, reliable, and unreliable sources.
• Paraphrasing and Plagiarizing: Restating text in another form, and passing off others' work as one's own, respectively.### Parts of Speech
• Verbs:
  • Linking: connects subject to subject complement (e.g., "The dog is cute")
  • Transitive: takes an object (e.g., "raise" means to lift something)
  • Intransitive: doesn't take an object, has "I" as the 2nd letter (e.g., "lie" means to recline)

Types of Pronouns

• Personal: acts as subject or object (e.g., "She received a letter")
• Possessive: indicates possession (e.g., "My coat is red")
• Reflexive/Intensive: intensifies a noun or reflects back upon a noun (e.g., "I made myself dessert")
• Relative: begins dependent clauses (e.g., "Charlie, who made the clocks, works in the basement")
• Demonstrative: draws attention to someone or something
• Interrogative: the 5 whys (who, what, where, when, why, and how)

Sentence Structure

• Fragment: any group of words that doesn't complete a sentence
• Run-on: multiple sentences in a row lacking clear grammatical structure and punctuation
• Simple sentence: contains a subject and predicate, expresses a complete thought
• Compound sentence: two or more independent clauses and a coordinating conjunction
• Complex sentence: independent and dependent clause, dependent clause begins with a subordinating conjunction

Sentence Types

• Declarative: tells about something, ends with a period
• Interrogative: asks a question, ends with a question mark
• Imperative: tells someone to do something, ends with a period
• Exclamatory: expresses strong feelings, ends with an exclamation mark
• Irony: expresses one's meaning by using language that normally signifies the opposite, often humorous or empathetic
• Foreshadow: author uses clues or imagery to hint at what might happen next

Literary Devices

• Assonance: repetition of vowel sounds
• Oxymoron: contradictory terms appear side by side
• Euphemism: milder word or expression replaces harsh words with less harsh words

Vocabulary

• Tier I: used in everyday speech, learned in conversation, often referred to as sight words
• Tier II: high-frequency words, common in writing, enhance comprehension
• Tier III: low-frequency words, specific to a domain, learned within content of a lesson or subject matter

Teaching Strategies

• Jigsaw: students learn specific parts of a topic, then share with their group
• Think-Pair-Share: students work together to solve a problem, then share ideas
• Reading Response Journals: students journal how they react to what they read
• Literature Circle: small groups discuss a piece of literature in depth
• Round Robin: students share responses to a question in a group
• Reciprocal Teaching: students take turns being the teacher, asking questions and discussing a passage
• Fishbowl: students discuss a topic while other students listen and observe
• Active Listening: verbal and non-verbal signals, including verbal cues, facial expressions, and body language

Punctuation

• Colon: shows relationship between two clauses, highlights information in the second clause
• Semi-Colon: shows general relationship between two independent clauses
• Apostrophe: shows possession
• Parentheses: encloses additional information
• Bracket: encloses added words to a quotation, adds information within parentheses
• Ellipses: indicates information removed from a quote, missing line of poetry, or creates a reflective pause

Reading and Writing

• Best way to show children the relationship between printed letters and meaning is to model reading
• Students learn reading processes by imitating their teachers
• Scaffolding: tailored to the needs of the student, helps achieve learning goals, reduces frustration
• Hyperlexia: above-normal ability to read, but lower ability in verbal communication and social interactions

Assessments

• Diagnostic: pre-assessment
• Formative: informal, ongoing, informative
• Summative: end of learning, outcomes
• Criterion-referenced: standards-based
• Norm-referenced: percentile, comparing
• Screening: placement
• Cloze Test: evaluates students' understanding of context and vocabulary

Developmental Stages of Writing

• Preconventional (3-5): aware of print, recognizes shapes and letters
• Emerging (4-6): uses pictures, labels objects, matches letters to sounds
• Developing (5-7): writes sentences, attempts to use punctuation and capitalization
• Beginning (6-8): writes several related sentences, uses word spacing, punctuation, and capitalization
• Expanding (7-9): organizes sentences logically, uses complex sentence structure
• Bridging (8-10): writes about a topic with a begin, middle, and end
• Fluent (9-11): writes well-developed fiction and nonfiction, edits for punctuation, spelling, and grammar
• Proficient (10-13): writes in different genres, develops a personal voice
• Connecting (11-14): writes in multiple genres, uses complex punctuation, revises writing through multiple drafts
• Independent (13+): explores topics in-depth, incorporates literary devices

Stages of Spelling Development

• Precommunicative: strings of letters together
• Semiphonetic: writes one or more letters to represent every word, doesn't include vowels
• Phonetic: includes vowels, uses a letter or group of letters to represent every speech sound
• Transitional: moves from dependence on sound, understands common letter patterns in words
• Conventional: demonstrates competence in spelling words, uses typical phonic patterns