LETRS Unit 2 Session 4 Check For Understanding
LETRS Unit 2 Session 4 focuses on deepening educators’ understanding of the critical connection between phonology (speech sounds) and orthography (written language) in reading instruction.
This session emphasizes the importance of teaching phoneme-grapheme mapping, helping students build the skills needed for effective decoding and spelling. The Check for Understanding section assesses key takeaways, ensuring teachers grasp the foundational concepts that drive early literacy success.
LETRS Unit 2 Session 4 Answers
QUESTION:
T/F In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced.
ANSWER:
True
QUESTION:
T/F Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds.
ANSWER:
True
QUESTION:
Which of the following sounds is an affricate, meaning it combines features of fricatives and stops?
a. /k/
b. /ng/
c. /ch/
d. /zh/
ANSWER:
C. /ch/
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QUESTION:
Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply.
a. /t/ and /d/
b. /f/ and /p/
c. /m/ and /n/
d. /z/ and /l/
ANSWER:
a & c
QUESTION:
Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply.
a. writing “fan” for van
b. writing “butn” for button
c. writing “chow” for show
d. writing “kitn” for kitten
ANSWER:
b & d
QUESTION:
Practice the stops.
ANSWER:
Lips Together Voiced: /p/
Lips Together Unvoiced: /b/
Tongue on Ridge Voiced: /t/
Tongue on Ridge Unvoiced: /d/
Back of Throat Voiced: /k/
Back of Throat Unvoiced:/g/
QUESTION:
Practice the nasals.
ANSWER:
Lips Together: /m/
Tongue on Ridge: /n/
Back of Throat: /ng/
QUESTION:
Practice the fricatives.
ANSWER:
Teeth on Lip Unvoiced: /f/
Teeth on Lip Voiced: /v/
Tongue Between Teeth Unvoiced: /th/ (thumb)
Tongue Between Teeth Voiced: /th/ (feather) /th/ is underlined
Tongue on Ridge Unvoiced: /s/
Tongue on Ridge Voiced: /z/
Tongue Pulled Back Unvoiced: /sh/
Tongue Pulled Back Voiced /zh/ (garage, beige, genre)
Glottis Unvoiced: /h/
QUESTION:
Practice the affricates.
ANSWER:
Tongue Pulled Back Unvoiced: /ch/
Tongue Pulled Back Voiced: /j/ (jam)
QUESTION:
Practice the glides.
ANSWER:
Lips Together and Back of Throat Unvoiced: /wh/ (wheel)
Lips Together and Back of Throat Voiced: /w/ (window)
Tongue Pulled Back Voiced: /y/ (yo-yo)
QUESTION:
Practice the liquids.
ANSWER:
Tongue on Ridge: /l/
Tongue Pulled Back: /r/
QUESTION:
psychology
ANSWER:
/s/
QUESTION:
bomb
ANSWER:
/m/
QUESTION:
quiet
ANSWER:
/w/
QUESTION:
hands
ANSWER:
/z/
QUESTION:
plants
ANSWER:
/p/
QUESTION:
string
ANSWER:
/ng/
QUESTION:
flashed
ANSWER:
/l/
QUESTION:
nasal sound, lips together
ANSWER:
/m/
QUESTION:
voiced counterpart to /ch/
ANSWER:
/j/
QUESTION:
glide sound /y/
ANSWER:
few
QUESTION:
Phonological error: charp instead of sharp
ANSWER:
substituting an affricate sound for a fricative sound
QUESTION:
Phonological error: vis for this
ANSWER:
confusing two different voiced fricatives
QUESTION:
Phonological error: mob for mop
ANSWER:
substituting a voiced stop for an unvoiced stop
QUESTION:
In many instances two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced.
ANSWER:
true
QUESTION:
Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds.
ANSWER:
true
QUESTION:
Which of the following sounds is an affricate, meaning it combines features of fricatives and stops?
ANSWER:
/ch/
QUESTION:
Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply.
ANSWER:
/t/ and /d/
/m/ and /n/
QUESTION:
Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply.
ANSWER:
butn
kitn
Exploring LETRS Unit 2 Session 4:
The Importance of the Speech Sounds and Orthography Connection in Reading Instruction
In the journey of teaching children how to read, few things are as important as understanding the relationship between speech sounds (phonology) and the written language (orthography). LETRS (Language Essentials for Teachers of Reading and Spelling) Unit 2, Session 4 delves into this critical connection, shedding light on how educators can effectively teach reading and spelling by aligning their instruction with how the brain processes language.
This session explores the science behind how speech sounds map to written symbols, why this relationship is foundational for literacy development, and how teachers can use this knowledge to better serve their students. In this blog post, we’ll cover key concepts, best practices, and actionable strategies drawn from Session 4, all aimed at deepening our understanding of this essential link between phonology and orthography.
The Phonology-Orthography Connection: Building the Foundation for Reading
One of the main focuses of LETRS Unit 2, Session 4 is understanding how spoken language is connected to written symbols. The term orthography refers to the system of written language, including spelling patterns, rules, and conventions. Phonology deals with the sounds of spoken language. The critical connection between these two is what allows students to decode written words and spell them correctly.
Children learn to read by connecting the sounds of speech (phonemes) to the letters or letter patterns (graphemes) that represent those sounds. For example, understanding that the sound /b/ is represented by the letter “B” and that the sounds /sh/ are represented by the letters “S” and “H” together is key to decoding and spelling. This process is not automatic for most learners; it requires explicit instruction, particularly in languages like English, where the relationship between sounds and letters can be complex.
The Alphabetic Principle and Its Role in Reading Success
Central to the phonology-orthography connection is the alphabetic principle, which is the understanding that written letters represent sounds in spoken language. Mastery of this principle is one of the earliest milestones in a child’s journey toward becoming a proficient reader.
LETRS Unit 2, Session 4 emphasizes that teaching the alphabetic principle explicitly helps students realize that:
- Words are composed of individual sounds, and these sounds are represented by letters.
- Spelling patterns often follow predictable rules, which can be taught and learned systematically.
When children grasp the alphabetic principle, they begin to decode unfamiliar words by breaking them into smaller sound units and matching them to written symbols. This phonological mapping is crucial for both reading fluency and spelling accuracy.
The Complexity of English Orthography
One of the reasons phonics and orthographic instruction are so crucial in English is that the language’s orthography is complex. Unlike other languages with a more straightforward correspondence between sounds and letters (like Spanish or Italian), English has multiple ways of representing the same sound and many irregular spelling patterns.
For instance, the long /a/ sound can be spelled in various ways, including “a” as in “cake,” “ai” as in “rain,” and “ay” as in “day.” Additionally, certain words have irregular spellings (like “said” or “come”) that don’t follow standard phonetic rules. Understanding these complexities helps teachers prepare students for the unique challenges of learning to read in English.
LETRS Unit 2, Session 4 offers educators strategies for systematically teaching students about these spelling patterns and irregularities. By introducing common spelling patterns first and gradually moving toward more complex and irregular forms, teachers can support students’ progression in a logical and manageable way.
The Role of Phoneme-Grapheme Mapping in Reading Instruction
A key takeaway from this session is the importance of phoneme-grapheme mapping, the process of linking sounds to their corresponding letters or letter combinations. This skill is essential for both decoding (reading) and encoding (spelling) words. For instance, when a child hears the word “cat,” they need to identify the three phonemes /k/, /a/, and /t/ and know that these sounds are represented by the letters “C,” “A,” and “T.”
LETRS encourages educators to teach phoneme-grapheme mapping explicitly, particularly in the early stages of reading instruction. Activities such as:
- Phoneme segmentation (breaking words into their individual sounds),
- Blending (combining sounds to form words), and
- Letter-sound correspondence exercises (matching sounds to the correct letters),
help reinforce the relationship between speech sounds and written symbols, giving students the tools they need to decode and spell words independently.
Orthographic Mapping: The Path to Fluency
Orthographic mapping is the mental process of permanently storing words in memory so they can be recognized automatically. It is a crucial step in achieving reading fluency, as fluent readers don’t need to sound out every word they encounter; they recognize many words instantly by sight.
To achieve orthographic mapping, children must have strong phonemic awareness (the ability to identify and manipulate sounds in words) and a solid understanding of letter-sound relationships. When these components are in place, the brain can create permanent connections between the spelling of words and their pronunciation, allowing for faster and more efficient reading.
LETRS Unit 2, Session 4 stresses that teachers should provide repeated opportunities for students to engage in activities that reinforce orthographic mapping. This includes:
- Practicing high-frequency words that may not follow typical phonics patterns (like “said” or “have”),
- Encouraging word study that focuses on patterns within words (such as rimes or word families), and
- Promoting independent reading to expose students to words in various contexts.
Instructional Best Practices: Teaching Phonics and Spelling in Tandem
Effective reading instruction involves teaching phonics and spelling simultaneously. LETRS Session 4 outlines several best practices for integrating phonics and spelling instruction in the classroom, ensuring that students can successfully navigate the challenges of English orthography. Here are some key strategies:
- Systematic and Explicit Instruction: Teaching phonics and spelling should be systematic, with lessons progressing from simple to more complex concepts. Explicit instruction in letter-sound correspondence, word patterns, and irregular words ensures students are equipped with the knowledge they need to tackle new and unfamiliar words.
- Multisensory Approaches: Engaging multiple senses—such as visual, auditory, and kinesthetic—during phonics and spelling instruction can enhance student learning. For example, students might trace letters while saying their corresponding sounds or use manipulatives to physically map sounds to letters.
- Frequent Practice and Application: Practice is essential for mastering phonics and spelling patterns. Provide frequent opportunities for students to apply their knowledge in meaningful contexts, such as reading decodable texts or writing words and sentences that follow the spelling patterns they’ve learned.
- Immediate Feedback: Offering immediate, corrective feedback during phonics and spelling instruction helps solidify students’ understanding and ensures that they do not internalize incorrect patterns.
Conclusion: Bridging the Gap Between Sounds and Symbols
LETRS Unit 2, Session 4 equips educators with the knowledge and tools to effectively teach the connection between speech sounds and written language. By understanding and applying the principles of phonology and orthography, teachers can help their students build a strong foundation for reading and spelling success.
Whether you are teaching beginning readers or working with students who are struggling to grasp the complexities of English orthography, this session provides valuable insights that can enhance your instructional approach. With systematic instruction, targeted practice, and ongoing support, students can make meaningful progress in their literacy development, unlocking the door to lifelong reading and writing proficiency.
