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RICA > Domain 3 > Flashcards

Domain 3 Flashcards

1
Q

3 Indicators of fluent reading

[Competency 8]

A

Accuracy
Rate
Prosody

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2
Q

Accuracy

[Competency 8]

A

Pronounce words correctly (involves phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge)

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3
Q

Rate

[Competency 8]

A

Ability to quickly decode words and to speedily read phrases and sentences

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4
Q

Prosody

[Competency 8]

A

-Reading with “expression”
(Emphasis of certain words, variation in pitch, and pausing)
-Understanding sentence structure, punctuation, purpose

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5
Q

Automaticity

[Competency 8]

A

Swift and accurate reading

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6
Q

Role of Fluency (in all stages)

[Competency 8]

A
  • accurate and swift letter naming
  • fluency with single-syllable words & high-frequency sight words
  • multisyllabic words
  • achieve automaticity of words with irregular spellings and content-area words
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7
Q

Automaticity theory

[Competency 8]

A

Requires readers to decode words and understand the meaning of the text

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8
Q

Factors that disrupt fluency

[Competency 8]

A
  • weak word analysis skills
  • lack of familiarity with content vocabulary
  • lack of background knowledge
  • lack of familiarity with more complex syntactic structures
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9
Q

Weak word analysis skills

[Competency 8]

A

Child encounters several unrecognizable words & spends too much time trying to figure out how to pronounce these words; “forget” what they are reading and diminishes comprehension

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10
Q

Role of Decodable Text in Fluent Reading

[Competency 8]

A
  • Young readers: builds fluency while they are acquiring basic phonics skills and high-frequency sight words
  • Mastery of high frequency sight words expands their knowledge of content-related sight words, master advance letter-sound correspondences, and develop solid structural analysis and syllabic analysis
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11
Q

Effective Independent Silent Reading

[Competency 8]

A
  • Books at appropriate reading levels

- Hold students accountable for comprehension

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12
Q

Limits of Independent Silent Reading

[Competency 8]

A

-does not guarantee fluent reading (might be practicing inaccurate, slow, and no expressive reading)

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13
Q 
Instructional Strategies for Improving 
Fluency Components (accuracy, rate, and prosody)

[Competency 9]

A
  • Monitored Oral Reading with the Teacher

- Repeated Readings

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14
Q

Monitored Oral Reading with Teacher

[Competency 9]

A
  • teacher models fluent, efficient reading
  • student practices reading aloud the same text after teacher
  • teacher feedback: respond to student’s reading (select phrase or sentence student struggled with and have child reread correctly)
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15
Q

Repeated Readings

[Competency 9]

A
  • Student retreads alone
  • Timed readings
  • Tape-assisted readings
  • Paired reading with a partner
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16
Q

Specific Strategies for Building Accuracy

[Competency 9]

A

-Building automatic word recognition through activities that provide systematic, explicit instruction in phonemic awareness, phonics, and sight words

17
Q

Strategies for Building Reading Rate

[Competency 9]

A
  • Students who read too slowly: Whisper Reading Interventions
  • Students who automatically decode: independent silent reading while having students work with a partner
18
Q

Whisper Reading

[Competency 9]

A

Group of children read aloud to themselves quietly while teachers monitors each individual student performance and provides feedback by focusing on specific words students are having difficult with and by reading aloud with the child

19
Q

Independent Silent Reading in Pairs

[Competency 9]

A

Students individually read the same text silently with a partner. At the end of the text, students quiz one another on the materials.
-Student pairs should be at the same decoding skill level.

20
Q

Specific Strategy for Building Prosody

[Competency 9]

A
  • Phrase-cued reading

- GOAL: students move beyond word-by-word reading and recognize phrases in sentences

21
Q

Phrase-cued reading

[Competency 9]

A
  • Teacher creates small group of children with shared need
  • Teacher selects a text and marks the text using slash marks in between each phrase/comma (/)or sentence (//). Single slash mark (/) is used to replace commas. EXAMPLE: He spied the drawn shade / on the east window / with its shade cord and ring / like a trapeze / and it gave him an idea //
  • Each child has a copy of the text and understands the markings.
  • Teacher rereads the text aloud and models appropriate markings.
  • Students reread the text aloud with the teacher.
  • Students reread with a partner.
22
Q

Fluency Strategies for Struggling Readers and Students with Learning Disabilities

[Competency 9]

A
  • using texts written at students’ independent reading levels
  • focusing on improving accuracy through additional word identification instruction
  • focusing on recognition of key sight words
  • focusing on improving rate through additional practice depending on the student’s automaticity
23
Q

Using Texts Written at Students’ Independent Reading Levels
For Struggling Students

[Competency 9]

A

Struggling readers are often asked to read material that is too difficult for them
-Give appropriate texts and have monitored oral reading lessons and repeated reading activities.

24
Q

Focusing on Improving Accuracy through Additional Word Identification Instruction for Struggling Students

[Competency 9]

A

Struggling students need extra lessons to improve phonics skills, knowledge of sight words, structural analysis skills, syllabic analysis skills, and orthographic knowledge.
-Assess students to determine which specific skills each individual student is lacking.

25
Q

Focusing on Recognition of Key Sight Words

[Competency 9]

A
  • Identify sight words that the child cannot swiftly identify.
  • Youngest readers most important sight words are high-frequency words that must be swiftly and accurately decoded by second grade.
  • Older readers: key sight words are usually content area words (social studies and science)
26
Q

Focusing on Improving Rate through Additional Practice for Struggling Students

[Competency 9]

A
  • Poorly developed word identification skills require additional oral reading practice.
  • Fairly well-developed word identification skills: silent readings that hold child accountable for comprehension.
27
Q

English Learners and Speakers of Nonstandard English Strategies to learn tonal patterns and rhythms of English

[Competency 9]

A
  • Additional teacher modeling and phrase-cued readings

- Echo reading (imitative reading)

28
Q

Echo Reading for English Learners

[Competency 9]

A
  • Teacher reads a passage aloud, then the student reads it aloud with the teacher.
  • Focus on meanings of punctuation marks.
29
Q

Advanced Learners Interventions

[Competency 9]

A
  1. Increasing the pace or complexity of instruction
  2. Building on extending current knowledge and skills
    - GOAL: blend the two interventions to build on advanced learners current skills and become fluent with more complex texts.
30
Q

Components of Assessing Fluency

[Competency 9]

A
  • Can ONLY be assessed through oral reading.

- accuracy, rate, and prosody

31
Q

Assessing Accuracy

[Competency 9]

A

-Target is 95% word accuracy of word passage (note each error)

32
Q

Assessing Fluency Rate

[Competency 9]

A
  • “Timed readings”
  • Calculate the words correct per minute (wcpm)
  • One-minute reading sample (contains 200 to 300 words)
  • Student reads aloud. Words omitted, substituted, and inserted are all errors.
  • Teacher subtracts the total number of errors from the total number of words read to find the wcpm.
33
Q

Assessing Prosody

[Competency 9]

A
  • Does the student use the appropriate pitch? (Voice rises and falls at the appropriate times in a sentence)
  • Does the student have the appropriate response to punctuation? (Pauses for commas, stops at the end of a sentence, uses correct inflection for questions, and displays emotion while reading sentences with exclamation marks)
  • Does the student have appropriate characterization? (When reading a story with dialogue, the child reader becomes an actor and sounds like the character should sound)
34
Q

Three Purposes of Fluency Assessments

[Competency 9]

A
  1. Entry-level
  2. Progress-Monitoring
  3. Summative
35
Q

Analysis and Interpretation of Fluency Assessment Results Should be Standards-Based

[Competency 9]

A

Is the student’s level of performance…

  • below expectation for the standard?
  • at the expectation for the standard?
  • above the expectation for the standard?
36
Q

Fluency Standard for Kindergarten

[Competency 9]

A

The ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words

37
Q

Fluency Standard for First Grade

[Competency 9]

A

Read aloud with fluency in a manner that sounds like natural speech

38
Q

Fluency Standard for Second Grade

[Competency 9]

A

Read aloud fluently and accurately and with appropriate intonation and expression

39
Q

Fluency Standard for Third-Sixth Grade

[Competency 9]

A

Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression

RICA (5 decks)

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