# Speech to Print Workbook

## Language Exercises for Teachers

### Third Edition

#### Louisa Cook Moats, Ed.D.
Moats Associates Consulting, Inc. Sun Valley, Idaho and **Bruce L. Rosow, Ed.D.** Windham Central Supervisory Union Williamsville, Vermont

#### Baltimore • London • Sydney

Excerpted from Speech to Print Workbook Third Edition by Louisa Cook Moats, Ed.D. and Bruce Rosow, Ed.D.

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## Contents

### About the Downloads
### About the Authors

### Chapter 1 To the Student
### Chapter 2 Phonetics
### Chapter 3 Phonology
### Chapter 4 The Structure of English Orthography
### Chapter 5 Morphology
### Chapter 6 Syntax
### Chapter 7 Semantics
### Appendix A Phoneme Tile Templates
### Appendix B Developmental Spelling Inventories

# Chapter 2 Phonetics

### Exercise 1: Phoneme Counting
Count the speech sounds in the following words. Draw a short line for each speech sound you can identify (a “parking spot”) and, using conventional symbols as best you can, write the separate sounds in each word. The first three are done for you.

| Word  | Sounds |
|-------|--------|
| ace   | /ā / /s/ |
| nose  | /n/ /ō/ /z/ |
| say   | /s/   /ā/|

### Exercise 2: Why Phonemes Are Elusive
1. Does the phoneme /t/ sound and feel the same or different in tag, stag, water, and passed?
2. Does the phoneme /k/ sound and feel the same or different in cat, scat, pinky, and tack?
3. Look in a mirror or look at a partner and say the word pairs below. Does the mouth look and/or feel the same?
   * see, so
   * cheese, choose
   * zebra, zone
   * me, moo
4. If the mouth is shaped differently for each of these first sounds, what do you think is causing the mouth position to change?
5. What is the implication of this phonological reality for teaching and learning about speech sounds?

### Exercise 3: Identify the Third Phoneme
Identify the third phoneme in the following words:
* music  m y ū
* squeeze  s k w

### Exercise 4: Rationale for Phonetic Alphabet and Transcription
1. cape, kick, chord, quit
2. flew, blue, moo, do
3. glad, glade, luggage

### Exercise 5: Distinctive Features of Phonemes
1. Circle the speech sounds that can be said continuously until you run out of breath.
2. Circle the speech sounds that send air through the nose.

### Exercise 6: Discover the Consonant Sounds of English
Use the chart to categorize the consonants.

| Manner of articulation | lips | lips/teeth | tongue between teeth | tongue behind teeth | roof of mouth | back of mouth | throat |
|-----------------------|------|------------|----------------------|--------------------|---------------|---------------|-------|
| stops                 |      |            |                      |                    |               |               |       |
| nasals                |      |            |                      |                    |               |               |       |
| fricatives            |      |            |                      |                    |               |               |       |
| liquids               |      |            |                      |                    |               |               |       |
| glides                |      |            |                      |                    |               |               |       |

### Chapter 2 Answer Key

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## Exercise 1: Phoneme Counting
Answers are shown using phonic symbols: ace /ā / /s/, say /s/ /ā/

## Exercise 2: Why Phonemes Are Elusive
Mouth position varies for variations of sounds. Students’ perceptions are influenced by mouth position changes.

## Exercise 3: Identify the Third Phoneme
Examples include music, squeeze, etc.

## Exercise 4: Rationale for Phonetic Alphabet and Transcription
There are many ways to spell the same sound; a single letter can be used in different patterns.

## Exercise 6: Discover the Consonant Sounds of English
Answers will vary based on categorization of consonants.