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RICA > Domain 1 > Flashcards

Domain 1 Flashcards

1
Q

Direct and explicit skill & strategy lessons are:

[Competency 1]

A
  • teacher-directed

- teach a specific reading skill or strategy

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2
Q

Systematic teaching has two dimensions:

[Competency 1]

A
  • teacher knows what skills & strategies each student at each grade level knows
  • assessment results focus instructional planning
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3
Q

The goal of systematic & explicit instruction is:

[Competency 1]

A
  • to prevent reading difficulties

- focus on prevention rather than remediation

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4
Q

Remediation programs for young readers are called:

[Competency 1]

A

early intervention programs

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5
Q

Differentiation is making adjustments to meet the needs of individual students. Teachers must differentiate instruction for:

[Competency 1]

A
  • English learners
  • Speakers of nonStandard English (dialects)
  • struggling readers
  • students with learning disabilities
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6
Q

Three ways to differentiate are:

[Competency 1]

A

1-Not rely on whole group lessons
2-Select appropriate strategies for different groups
3-Choose different resources & materials for different groups

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7
Q

Evidence-based learning objectives means:

[Competency 1]

A

Teacher has defined some source of evidence that will indicate whether or not the child has met the objective

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8
Q

Pacing Guides are important to short and long term planning. They:

[Competency 1]

A

They describe how long a teacher should take to teach something

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9
Q

Successful short and long term planning requires that:

[Competency 1]

A

The teacher have a thorough understanding of the relevant grade-level standards

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10
Q

When planning reading instruction that meets the needs of all learners, teachers must consider the following factors:

[Competency 1]

A
  • students’ knowledge & skills
  • prerequisite knowledge & skills
  • pacing of instruction
  • complexity of the content/skills to be presented
  • scaffolds
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11
Q

Scaffolds are:

[Competency 1]

A

A temporary support, guidance or assistance provided to a student on a new or complex task (examples: reteach lesson, provide more concrete examples, break lesson into chunks or teach it at a slower pace).

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12
Q

Three ways to meet the needs of all students and provide balanced literacy are:

[Competency 1]

A

1-flexible grouping (whole class, small group, individualized)
2-use of Core CA SBE-adopted materials (ex. basal reading programs)
3-benchmark, strategic & intensive groups (categories for classifying struggling readers)

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13
Q

Benchmark groups are:

[Competency 1]

A

Experiencing a small level of difficulty in achieving standards (strategy: reteach from basal reader).

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14
Q

Strategic groups are:

[Competency 1]

A

Consist of students who are 1 or 2 years behind their peers (strategy: plan special lessons).

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15
Q

Intervention groups are:

[Competency 1]

A

Need considerable help; often more than 2 years behind.

strategy: highest level of differentiation using special resources, often requiring special education programs

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16
Q

Components of the CA Reading/Language Arts Framework are as follows:

[Competency 1]

A
  • orientation
  • presentation
  • structured & guided practice
  • independent practice & application
17
Q

Independent practice differs from guided practice in that:

[Competency 1]

A

The teacher will not be available to monitor student performance or provide feedback (independent practice can be homework or occur in class while the teacher works with small groups or individuals).

18
Q

Some ways to engage and motivate students in a literacy setting are:

[Competency 1]

A
  • create a stimulating learning environment (print-rich)
  • book clubs, literature circles and author studies
  • provide appropriate reading materials (silent reading: books they can read easily, direct instruction: material that is challenging but within their grasp, read aloud by teacher: books at their frustration level).
  • SSR (sustained silent reading time in class regularly) or DEAR (Drop Everything and Read)
  • Reader’s Workshop (provides time for independent reading and direct instruction)
  • encourage at-home reading
19
Q

Most independent reading should be self-selected & self-paced. Two important factors for connecting students to books for independent reading are:

[Competency 1]

A

1-teaching students to determine their independent reading level (Goldilocks rule: “not too easy, not too hard- just right”, or Five-finger test: one finger up for each word he/she cannot read on a page in middle of book: five fingers up=wave goodbye!)
2-determine their personal interests (use interest inventories to determine to what extent they value recreational reading and what their preferences are).

20
Q

Some ways to promote at-home reading are:

[Competency 1]

A
  • send books home with student, with a form that parents sign verifying that their child read the book
  • let students borrow books for class/school library
  • provide a list of books that can be checked out of the public library
  • offer support to parents of English learners (communicate with parents in their native language and allow EL students to read at home in their native language. Goal is to form a reading habit).
21
Q

Methods for monitoring student independent reading:

[Competency 1]

A
  • student-maintained reading logs
  • book reports
  • formal & informal oral presentations
  • individual conferences (students come with literature journal, reading log and text; teacher takes notes)
22
Q

Monitoring student independent reading helps teachers to:

[Competency 1]

A
  • determine whether or not student read book with some level of understanding
  • determine student’s reading interests
  • learn more about student’s ability to read, write & speak
23
Q

Some support systems to promote the skillful teaching of reading are:

[Competency 1]

A
  • reading/literacy coaches
  • grade-level meetings
  • professional development
24
Q

Assessment is:

[Competency 2]

A

The process of gathering, interpreting and using data.

25
Q

The 3 primary purposes of reading assessment are:

[Competency 2]

A

1-entry-level assessments
2-monitoring of progress assessments
3-summative assessments

26
Q

Some ways to differentiate assessments for students with IEPs or Section 504 Plans are:

A
  • give students more time
  • divide the assessment into smaller units (spread out over more days)
  • change the mode of delivery (oral rather than written)
  • provide practice assessments
  • provide a simpler version of the assessment
27
Q

Entry-level assessments are implemented prior to instruction. They determine:

[Competency 2]

A
  • which students possess pre-requisite skills & knowledge
  • which students already have mastered the skills that are going to be taught
  • which students will need more help
28
Q

Monitoring of progress assessments take place during an instructional unit. They determine:

[Competency 2]

A
  • which students are making adequate progress toward achieving the targeted standard
  • can be formal test-like assessments or observations of student behavior during instruction (analyze at individual and classroom levels: accelerate or re-plan instruction if too easy or too hard for a large number of students).
29
Q

Summative assessments determine:

[Competency 2]

A
  • which students have achieved the targeted standard (s)
  • summative assessments should measure whether knowledge and skills can be transferred (provide an unfamiliar text or words to work with during assessment).
30
Q

Some ways to assess comprehension of expository texts are:

[Competency 2]

A
  • using text structures to fill in blanks of skeleton provided by teacher (ex. graphic organizers)
  • using multilevel questions (ex. QAR system)
  • teacher observations/anecdotal records
  • determine readability of text
  • entry-level, progress-monitoring & summative assessments
31
Q

Readability is a measure of the difficulty of a text. Readability formulas determine if a student can read a text. The formulas calculate:

[Competency 2]

A
  • word length and the number of syllables in the passage

- number of words in a sentence

32
Q

Two well-known readability formulas are:

[Competency 2]

A

1-Fry Graph Readability Formula

2-Raygor Readability Estimate

33
Q

How to analyze, interpret & use results of assessments:

[Competency 2]

A
  • create standards-based individual profiles for each student
  • create a class profile as well based on results (move on if most of class gets it and plan remedial lessons for those who still need help, either individually or small group).

RICA (5 decks)

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