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rica subtest 1 > Domain 2 & 3: word analysis and fluency > Flashcards

Domain 2 & 3: word analysis and fluency Flashcards

1
Q

phonological awareness

A

The understanding that oral English is made up of smaller units

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2
Q

phonemic awareness

A

The ability to distinguish individual sounds in a word

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3
Q

phonics

A

The knowledge of letter-to-sound correspondence

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4
Q

How to teach phonemic awareness

A

a. sound isolation
b. sound blending
c. sound segmentation

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5
Q

How to teach sound isolation for phonemic awareness

A

Teacher says the sounds of a word with brief pauses between each sound and asks student, which word is it /b/, /a/, /t/

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6
Q

How to teach sound blending for phonemic awareness

A

Teacher says the sounds of a word with brief pauses between each sound and asks student, which word is it /b/, /a/, /t/

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7
Q

How to teach sound segmentation for phonemic awareness

A

Teacher says a word and asks the student to segment, or break up the word through its sounds
-student says bat, student says /b/, /a/, /t/

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8
Q

How to assess phonological awareness

A

start with sound segmentation. If sound segmentation is difficult, move backward to sound blending. If thats difficult move back to sound isolation

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9
Q

Yopp-singer test

A

Formal test that tests phonemic segmentation. 22 words read aloud, students states sounds in each

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10
Q

How to differentiate phonemic awareness instruction for struggling readers

A

focus on key skills using sound blending and sound segmentation

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11
Q

How to differentiate phonemic awareness instruction for English Learners

A

Teach phonemes that do not exist in ELs first language

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12
Q

How to differentiate phonemic awareness instruction for advanced learners?

A

increase pace of instruction and build on current skills

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13
Q

what are the 4 concepts about print?

A

a. print carries meaning
b. letter, word, and sentence representation
c. directionality- ability to track print
d. book-handling skills

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14
Q

How to teach concept about print

A

shared book experience

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15
Q

shared book experience

A
  1. Teacher uses Big Book and starts introducing the cover, authors name, title, title page, and other aspects of the book
  2. Teacher reads story will full dramatic punch. Teacher pauses for predictions
  3. Teacher and students have a discussion about the book, sharing their favorite parts
  4. Story is reread at a later time, where students can reenact parts of the story
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16
Q

how to asses concept about print

A

a. Teacher picks a picture book and has a pencil and paper for student
b. Teacher asks student questions like, “can you show me where I should start reading?”
c. Teacher ask students to point to the words as the teacher reads them to assess directionality
d. To asses word boundaries, the teacher covers up all lines, except one, and asks students, “how many words are on the line?”

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17
Q

how to differentiate concepts about print instruction for struggling readers?

A

use tactile and kinesthetic methods, such as using letter tiles to help tell the difference between letter and a word

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18
Q

how to differentiate concepts about print instruction for English learners?

A

use knowledge from students L1 to transfer skills to english instruction

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19
Q

how to differentiate concepts about print instruction for advanced learners?

A

Increase the pace of instruction and/or build on and extend current knowledge and skills

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20
Q

letter recognition

A

The ability for a student to identify uppercase and lowercase letters when a teacher says the name of the letter

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21
Q

letter naming

A

The ability for a student to say the name of a letter when the teacher points

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22
Q

letter formation

A

also called letter production, the ability for a student to writhe uppercase and lowercase letters legibly

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23
Q

alphabetic principle

A

The understanding that in English, letters represent sounds

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24
Q

What is the importance of letter recognition in reading development?

A

Letters are the building block of printed language, and students must be able to identify letters in order to succeed in later reading instruction, such as phonics

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25
Q

How to teach Letter Recognition?

A
  1. Direct instruction, tactile & kinesthetic

2. kids using modeling clay

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26
Q

How to Assess Letter Recognition

A
  1. Teacher has a list of all 26 letters

2. Teacher orally asks students to “point to big f” and student points

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27
Q

How to differentiate instruction for letter recognition for struggling readers?

A

Use tactile and kinesthetic methods, such as having the child write letters with bare finger on desktop or in sand

28
Q

How to differentiate instruction for letter recognition for English Learners?

A

Use knowledge from students L1 to transfer skills to english instruction

29
Q

Describe phonics

A

The instruction to teach children the correct sound-symbol correspondence in English language

30
Q

The importance of phonics for reading development?

A

knowledge of phonics aids students with more smooth and accurate word identification, which increases reading fluency that helps reading comprehension

31
Q

Which words are taught as sight words?

A

High-Frequency, Irregular Spelling

32
Q

How to teach phonics

A

with whole-to-part instruction

33
Q

whole-to-part instruction

A

a technique fostering early literacy development using a reading or whole text, and then breaking it down into parts (sentence, words, letters, and sounds).

i.e. knowing a song or chant, then diving into it when they know the entire song, and distinguishing the whole part.

34
Q

How to teach whole-to-part instruction

A

a. Teacher writes sentences on board, each having a common element underlined
b. Teacher and student reads each sentence aloud
c. Teacher read aloud the underlined word
d. Teacher circle the target word, snd student makes the sound of the target word
e. Teacher and student repeat with next sentences

35
Q

How to differentiate instruction for phonics instruction for struggling readers?

A

How to differentiate instruction for phonics instruction for struggling readers?

36
Q

How to differentiate instruction for phonics instruction for English learners?

A

Use transferrable knowledge from L1, and explicitly teach sounds and meaning that do not transfer

37
Q

How to differentiate instruction for phonics instruction for advanced learners?

A

Increase the pace and/or complexity of instruction, and build on existing knowledge and skills

38
Q

syllabic analysis

A

students decode a word using their knowledge of a root word in combination with the words affix (prefix and suffix)

39
Q

structural analysis

A

students decode a word using their knowledge of syllables in a word

40
Q

How to teach structural analysis

A

a. use whole-to-part method to teach root words and affixes
b. teacher write sentences on board with target words underlined
c. Teacher and students read sentences, and student circles root word or affix

41
Q

how to asses structural analysis in isolation?

A

Teacher gives traditional spelling test

42
Q

how to assess structural analysis in context?

A

Teacher use student writing passage and notes patterns of error

43
Q

How to differentiate instruction for structural analysis for struggling readers and english learners?

A

Teach key skills and how to spell and pronounce common affixes and root words

44
Q

How to differentiate instruction for structural analysis for advanced learners?

A

Increase pace of instruction and build on existing skills

45
Q

orthography

A

the ability to spell words correctly

46
Q

How to teach orthography?

A

a. use multisensory instruction

b. students write target words multiple times using different colors

47
Q

How to assess orthography in isolation?

A

Teacher gives traditional spelling test

48
Q

How to assess orthography in context?

A

Teacher uses writing passages and notes patterns of error

49
Q

How to differentiate instruction of orthography for struggling readers?

A

focus on most important spelling skills and patterns that students see often–. use tactile approaches

50
Q

How to differentiate instruction of orthography for english learners?

A

explicitly teach learners English roots and affixes

51
Q

How to differentiate instruction of orthography for advanced learners?

A

increase the pace of instruction and build onto existing skills

52
Q

what are the 3 key aspects of reading fluency?

A

accuracy, rate and prosody

53
Q

automaticity theory

A

is the ability of a student to decode words and understand the meaning of a text that has been read

54
Q

fluency instruction

A

the ability to read with accuracy, proper rate and prosody

55
Q

How to teach fluency

A

Monitored Oral Reading

a. teacher models
b. students practice
c. teacher gives feedback

56
Q

monitored oral reading

A
57
Q

how to assess fluency

A

Use an oral reading fluency test, count the words read per minute

58
Q

how to differentiate fluency instruction for struggling readers

A

a. use texts at students’ independent reading level
b. improve accuracy through word identification instruction
c. focus on sight word recognition
d. improve rate through additional reading practice

59
Q

how to differentiate fluency instruction for English Learners

A

teach tonal patterns and rhythms of English using echo reading

60
Q

how to differentiate fluency for advanced learners

A

a. increase the pace of instruction

b. use more advanced texts

61
Q

How to teach accuracy

A
  1. build automatic word identification skills

2. use phonemic awareness, phonics, and sight word recognition

62
Q

how to assess accuracy?

A
  1. use running records and identify patterns in students miscues
  2. use an oral reading fluency test to count the words read per minute
63
Q

how to teach rate during fluency

A
  1. use whisper reading
    - students read aloud in a whisper voice
    - teacher walks around, listens, and gives feedback
64
Q

how to assess rate

A

use timed reading

65
Q

how to teach prosody in reading fluency

A

use phrase-cued reading

66
Q

how to assess prosody

A

the teacher listens to the student read aloud while listening for miscue patterns in prosody

67
Q

what is the main cause for reading fluency

A

weak work analysis

rica subtest 1 (3 decks)

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