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RICA Exam > Domains > Flashcards

Domains Flashcards

1
Q

Determine Reading Level

Assess students reading performance as they read from benchmark book.

A

Running record

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2
Q

Determines Reading Level

Identifies cueing system used by the reader.
Focuses on what the student is doing right to build on existing strategies and improve the reader as a whole.

A

Miscue Analysis

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3
Q

Phoenmic Awareness

Segments words into individual sounds and phonemes.

SH | EE | P

A

Elkonin boxes

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4
Q

Determines Reading Level

Determines what level of instruction to begin at. Usually uses materials read/to be read in class. Informal diagnostic reading test.

4 levels: 
Independent 
Instructional 
Frustration
Hearing capacity
A

IRI: Informal Reading Assessment

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5
Q

Phonemic Awareness in lower elementary

pl + ate

A

Blending

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6
Q

Phonemic Awareness in lower elementary
Rhyming, poems, songs, books, etc
Teaches phonemic awareness

A

Rhyming

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7
Q

Phonics

Teaches words from WHOLE to SMALLEST.

A

Implicit

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8
Q

Phonics

Teaches words from SMALLEST to WHOLE

Is statistically more successful. Form of decoding

letters + sounds + blending + syllables + words

A

Explicit

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9
Q

Concepts About Print

A 
Needs to be modeled and reviewed
Lower elementary 
EL learners
Read alouds
Small group book work
Shared reading!
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10
Q

Reading Comprehension

lower elementary
reading - sort beginning, middle, and end of story

A

Sequencing

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11
Q

Reading Comprehension

lower elementary
Story Retelling

A

Always ask open ended questions

Make predictions

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12
Q

Reading Comprehension

lower & upper
Graphic organizers

A

Visualization
Construct meaning
Asses understanding & observe thinking process

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13
Q

Reading Comprehension AND Fluency

lower & upper
Move beyond word-by-word reading.
Divides text into chunks at clauses, phrases, and sentences.

A

Chunking

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14
Q

Reading Comprehension

upper elementary
Students are the teacher in small group reading sessions.
Teacher MODELS and then guides with 4 strategies:
-Summarizing
-Question Generating
-Clarifying
-Predicting

A

Reciprocal Teaching

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15
Q

Sight Words

Teacher reads aloud, modeling correct prosody, rate, accuracy. (e.g., students don’t learn from bad readers and need it MODELED for them)
Students participate in reading process

A

Shared Reading

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16
Q

Sight Words

Uses child’s own words to learn to read.
Turn experiences into learning opportunity.

A

LEA: Learning Experience Approach

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17
Q

Content Area Instruction

lower elementary

Activates prior knowledge (APR) to prepare for new content.
Predicts and informs what will be learned

A

KWL Chart: Know, Want to Know, Learned

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18
Q

Content Area Instruction

upper elementary

Survey, Question, Read, Recite, Review
More advanced KWL
encourages concepts about print, overview, prediction, etc

A 
SQ3R
Survey
Question
Read
Recite
Review
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19
Q

Literacy Response

lower elementary

Model prosody, rate, fluency, etc through shared reading.
Ask open ended questions
Discuss and lead
Make predictions together
Model/thinking aloud = thinking processes

A

Read Alouds

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20
Q

Literacy Response

lower elementary

Oral conversational skills
Exchange ideas and perspectives
Student-led
Authentic, lively talk about text

A

Grand conversations

21
Q

Literacy Response

upper and lower

Both a reading and speaking activity
Practice questioning, evaluating, summarizing, and clarifying information while modeling for others how to think in these ways.

A

Investigative Questioning

22
Q

Literacy Response

upper and lower

EL friendly
Small groups
Reader-response-centered with grand conversation
Hones oral language and conversational skills/investigative questioning
Guided by student questioning (flexible and never the same)

A

Literature Circles

23
Q

Literacy Response

upper elementary

Journal entries written from character’s perspective
Hits POV standards and character development
Investigative questioning & predictive thought processing
Assessment of student understanding

A

Simulated Journals

24
Q

Fluency

EL friendly
Learn vocabulary prior to reading
Identify the words, define the meaning, THEN place them in text

A

Pre-teach Vocabulary

25
Q

Fluency

Increases reading fluency and comprehension
Works to combat word-by-word reading through familiarity
Gain confidence through practice
Very effective

A

Repeated Reading

26
Q

Vocabulary

lower elementary
Alphabetization, by prefix/etc
Visually represent words by category and makeup
Spelling - cutting out words and putting them in orders based on beginning, prefix, suffix, etc.

A

Word Sorts

27
Q

Vocabulary

lower and upper

Use of graphic organizers
Visually arrange
Can be used for word formation as well as sentence structuring and paragraph structuring to better lay out, visualize, and compose appropriate responses

A

Semantic Mapping (graphic organizers)

28
Q

Vocabulary

upper elementary

EL friendly
Small group work
Read a text selection and then each student chooses words they can’t define to discuss and work together to find a meaning to

A

Vocabulary Self-Selection (VSS)

29
Q

WR: 97-100%, C: 90-100%

A

Independent Level

30
Q

WR: 92-96%, C: 70-85%

A

Instructional Level

31
Q

WR: 92% and below, C: 70% and below

A

Frustration Level

32
Q

Spelling Stage:
Students produce scribbles. No scribbles look like words. Undecipherable. At the end of this stage, some markings begin to resemble letters. Begin to recognize left to right sequence in letters. Ages 1-7

A

Precommunicative

33
Q

Spelling Stage:
Students understand letters represent sounds. Students find matches between spoken word and letters. Find matches between letters and sounds. Ages 4-9

A

Semiphonetic

34
Q

Spelling Stage:
Can sight-read 200-400 words. Show good accuracy with words influenced by R such as “far” and “bird.” Recognize common Latin suffixes such as “inspection.” Ages 6-12

A

Phonetic

35
Q

Spelling Stage:
Students use short and long vowel patterns and can use consonant doubling as found in “shopping” and “cattle.” Can use the double and e drop as found in “stopping” and “amazing.” Ages 8-18

A

Transitional

36
Q

Can be used for ELL and lower elementary readers
Uses street signs, logos, labels, candy wrappers, etc.
Domain 2: developing phonological and linguistic processes

A

environmental print

37
Q

Planning/Organizing Reading Instruction is Domain #___

A

1

38
Q

Developing Phonological and Linguistic Process is Domain #___

A

2

39
Q

Developing Reading Comprehension and Promoting Independent Reading is Domain #___

A

3

40
Q

Supporting Reading Through Oral and Written Language is Domain #___

A

4

41
Q

Student writes a story and answers questions from the class based on story

A

Author’s Chair

42
Q

In this lesson, students develop scripts, perform in groups, and practice using their voice to depict characters from texts.

A

Reader’s Theater

43
Q

Daily entries in journal based on stories being read in the class. Can be used for shared reading, as well as SSR.

A

Learning Logs

44
Q

Short prompts given to students based on enjoyable subjects that students are familiar and often enthusiastic about. Can be used to assess student writing level, as well as to hone writing skills and assess progress.

A

Quick writes

45
Q

Modeled, shared reading when the teacher guides the reading of the text, but periodically pauses for students to fill in words. Good for all learners, including beneficial for EL learners.

A

Drop-in reading/cloze reading

46
Q

Reading Stage:

Gains control of oral language, relies heavily on pictures in text, pretends to read, recognizes rhyme

A

Emergent Readers

47
Q

Reading Stage:
Grows aware of sound/symbol relationships, focuses on printed symbols, attempts to break code of print, uses decoding to figure out words

A

Decoding Readers

48
Q

Reading Stage:

Develops fluency in reading, recognizes patterns in words, checks for meaning and sense, knows a stock of sight words

A

Confirmation & Fluency Readers

RICA Exam (3 decks)

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