can be found by clicking on this red bird!
Try your hand at a few phonics questions. Note "generalizations" at bottom of page. Good luck!
Answers for MOST of the questions on this page can be found
at:
http://edtech.tph.wku.edu/~ppetty/320phonicspracticeanswers.html
Answers to the questions beside the
can be found by clicking on this red bird!
Circle the item that
is out of place in each line. Identify the type of items that are related
on the blank line.
1. ng th sm sh ch ________________________________
2. a e t o u ________________________________
3. oi ou aw oy ow ________________________________
4. tr st bl th cr ________________________________
5. The word shameful has how many morphemes?
a. 1
b. 2
c. 3
d. 4
6. The word rechargeable has how many morphemes?
a. 1
b. 2
c. 3
d. 4
7. The word measure has how many morphemes?
a. 1
b. 2
c. 3
d. 4
8. The following words all have __________________: preadvisement;
syllables; attention; kissed
a. syntax
b. long vowels
c. schwas
d. affixes
9. The following words all have __________________: muffin;
doubt; subtle; honest
a. dipthongs
b. consonant blends
c. silent letters
d. one syllable
10. There are about ____________ phonemes in the English language.
Match the vowel sound represented by the underlined letter(s) in the words in Column A with the type of vowel sound in Column B by placing the number of the type of vowel sound in Column B in the space in front of the word in Column A.
A B
1. _____ error 1. long
2. _____ bet 2. short
3. _____ go 3. "r" controlled
4. _____ side 4. diphthong
5. _____ circus 5. vowel digraph
6. _____ joy
7. _____ begin
8. _____ low
9. _____ cord
10. _____ cheap
11. _____ begin
12. _____ pout
13. _____ lap
Place "L" in the space in front of the word if the
underlined vowel represents the LONG sound,
an "S" if it represents a SHORT sound,
a "C" if the vowel is R-CONTROLLED,
an "upside-down e" if the vowel is a schwa sound,
"D" for a vowel digraph,
or "DP" for diphthongs.
On the line to the right of the word, write WHY the sound is LONG, SHORT,
CONTROLLED, SCHWA, VOWEL DIGRAPH, or DIPHTHONGS.
1. _____ begin __________________________________________________________________________
2. _____ pencil __________________________________________________________________________
3. _____ pain ___________________________________________________________________________
4. _____ rope ___________________________________________________________________________
5. _____ preacher ________________________________________________________________________
6. _____ digraph _________________________________________________________________________
7. _____ simple __________________________________________________________________________
8. _____ fate ____________________________________________________________________________
9. _____ stream _________________________________________________________________________
10. _____ message _______________________________________________________________________
11. _____ startle _________________________________________________________________________
12. _____ elevator _______________________________________________________________________
13. _____ comma _______________________________________________________________________
14. _____ touch ________________________________________________________________________
15. _____ spoil _________________________________________________________________________
16. _____ snow ________________________________________________________________________
17. _____ frown ________________________________________________________________________
Place an "S" in front of words in which the first letter represents the soft sound and an "H" when it represents a hard sound.
1. _____ city
2. _____ gun
3. _____ cereal
4. _____ can
5. _____ gin
6. _____ cut
7. _____ gesture
8. _____ gyro
Place an "L" in the space in front of the word in Column A if the underlined vowel represents the long sound and a "S" if it represents a short sound. Then select the reason the vowel sound in Column B and place the appropriate number in the space after the word in Column A.
A B
______ begin _____ 1. final e
______ pencil _____ 2. vowel digraph
______ pain _____ 3. open syllable
______ rope ______ 4. closed syllable
______ preacher ______
______ digraph ______
______ simple ______
______ fate ______
Consonants
Match the underlined letter(s) in Column A with the type of consonant in Column B by placing the number of the item in Column B in the space in front of the word in Column A.
A B
______ jail 1. initial consonant
______ knew 2. consonant blend
______ cheap 3. consonant digraph
______ bottle 4. silent consonant
______ shut
______ crane
______ phonics
______ mitt
______ fly
______ bend
______ brunch
______ splint
There are three words in each item. Select the word or nonsense word in which
you would hear the same sound as that represented by the underlined part of the
word at the left.
1. tent a. missed b. listen c. catch d. all e.none
2. pleasure a. vision b. sabatoge c. rouge d. all e. none
4. gem a. edge b. soldier c. jelly d. all e. none
5. that a. bath b. theory c. this d. all e. none
6. chief a. chute b. chord c. question d. all e. none
7. hook a. pool b. moose c. tooth d. all e. none
8. ace a. pac* b. said c. baccor* d. all e. none
9. now a. snow b. joyous c. cow d. all e. none
Phonics in Perspective: When, How, and Why
1) Phonics refers to various approaches designed to teach children the orthographic code of a language and the relationship of spelling patterns to sound patterns.
2) Approaches can range from direct instruction to instruction that is embedded within the context of reading quality children's literature.
3) Activities associated with direct, systematic phonics instruction include completing worksheets and having children "bark at print." These activities (i.e., phonics in isolation), exclude/discount meaning.
4) All students learn about phonics as part of learning to read. That is, children construct their own knowledge about phonics (e.g., consider children's invented spellings).
5) Phonics instruction makes no sense at all to children who do not have an overall conception of what the complex process of reading really is about.
Reading is comprehending.
Reading is actively seeking meaning.
Reading is making sense of an author's message using background knowledge combined with the reader's use of context.
Reading is using one's metacomprehension abilities.
6) Children learn phonics by writing.
7) Mentioning patterns in words while reading helps children learn phonics.
8) Good analogies to phonics taught in isolation include:
a) learning to play baseball by just practicing hitting the ball;
b) learning how to ride a two-wheel bike by riding one wheel at a time;
c) learning how to bake a cake by just practicing measuring the sugar, or the flour, or the butter.
9) Most phonics rules can be broken.
10) Quality phonics programs are a part of a total reading program and are based upon reading and writing actual texts.
Source: Heilman, A. W. (1998). Phonics in Proper Perspective. Upper Saddle River, NJ: Merrill.
11) "Data on long-term effects
of phonics instruction are scanty. If we define
reading as getting meaning from print and not just reading the words,
overemphasis on phonics is not necessary, and it is inordinately time
consuming" (Routman, 1996, pp. 92-92).
"Synthetic phonics instruction falls into a vast category of weak reading instruction while analytic phonics instruction can prove valuable."
"Two common misconceptions about phonics are, 'If I know how to say something and I know phonics I will be able to write the same thing with accurate spelling,' and 'If I see print and I know phonics, I will be able to sound it out and then understand what it says' " (Goodman, 1993, p. 48).
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