Rica

Question 1

Stages of Reading development

Answer 1

foundations of reading
decoding and fluency
vocabulary development
comprehension development

Question 2

Decoding and fluency

Answer 2

letter-sound correspondence
onset-rime instruction
phonics generalizations
simple polysyllabic words
fluency activities (speed)

Question 3

Vocabulary development

Answer 3

regular sight words
irregular sight words
advanced polysyllabic words
structural analysis
contextual analysis

Question 4

Comprehension development

Answer 4

Fluency (intonation)
Literal comprehension
inferential comprehension
Narrative text schema
expository schema
evaluative comprehension

Question 5

Foundations of reading

Answer 5

Concepts of print

phonemic awareness

Question 6

Concepts of print

Answer 6

Book-sentence-word-letter concepts (including letter names)

Activities: big book reading, morning messages

Trace and Say: teach student to say their actions when writing a letter (multi-sensory and metacognitive-think through the shape of the letter)

Language experience activities: child draws a picture and teacher writes down their sentence/story (gradual release into writing)

Question 7

Phonemic awareness

Answer 7

identifying sounds: /kat/-> /k/
blending sounds: /k/ /a/ /t/-> /kat/
segmenting sounds: /kat/->/k/ /a/ /t/

Activities: Elkonin boxes (segmenting)(multisensory and metacognitive)

Question 8

What are the two exit criteria in kindergarten

Answer 8

letter naming

segmenting

Question 9

Letter-sound correspondence

Answer 9

begins with alphabetic principle (1 letter stands for 1 sound)

move beyond to see that there are many sounds that correspond to a letter

Question 10

onset-rime instruction

Answer 10

word family->blends->digraph

onsets and rimes are for syllables, not words:
repeat: r (onset) e (rime); p (onset) eat (rime)

activities: making words- index cards with letters and word families

Question 11

digraph

Answer 11

2 letters that produce 1 sound

Question 12

short vowel patterns

Answer 12

CVC

CCVC-CCVCC drop-block

hard/soft c cut-city

Question 13

long vowel patterns

Answer 13

CVCe

VV-digraphs each, paint, head

hard/soft G game, gym

Question 14

diphthong patterns

Answer 14

def: vowel blends

R-control: car, bird, fur

short vowel II: drop->dropping (double consonants makes the vowels short)

Question 15

phonics activities

Answer 15

making word: index cards focused on phonics rules

word sorts

Question 16

Syllabication

Answer 16

consonants obstruct airways- when syllable ends in vowel, the chin goes down, vice versa

open- mama; mouth stays open when forming syllables

closed- batman; mouth closes to finish syllables

Question 17

fluency

Answer 17

instruction is conducted while a child is learning onsets , sight words, etc.

speed
intonation
accuracy

fluency is decoding+sight words

always preteach the decoding and sight words necessary for the fluency activities (reading sentences)

Question 18

speed

Answer 18

child must decode quickly enough to have enough short term memory available to comprehend what he/she reads

short term memory is taxed when they make mistakes or struggle with decoding

activity: repeated reading

Question 19

intonation

Answer 19

child must read expressively to comprehend text and dialogue in stories

activity- choral reading (teacher models and students repeat)

Question 20

accuracy

Answer 20

faithfully read 1:1 what is on the page

don’t add or delete things

activity: tracking

Question 21

sight words

Answer 21

regular- words that occur frequently but don’t follow phonics rules (two, was, saw, there, here)

irregular- difference between through and though

taught through repetition and memorization

activities: sort (words they know and don’t know and then teach the don’t know more)

Question 22

s/v

Answer 22

subject verb agreement

Question 23

advanced polysyllabic words

Answer 23

word analysis

inflectional suffixes: plurals, possessives, comparatives, superlatives, verb tenses

derivational affixes: always prefixes and sometimes suffixes, changes meaning and grammar

activity: structural analysis (etymology)- denationalization

Question 24

morphemes

Answer 24

free- can stand by themselves; America, Riley

bound- can’t stand by themselves, but carry meaning for other words

activity- etymology: trace history and origin of a root word; semantic map

Question 25

contextual analysis

Answer 25

homophones
homographs
multiple meaning words

Question 26

homophones

Answer 26

words that sound the same but are spelled different and mean different things; context tells us which word to use

activities: syntactic cloze- I went ______ the store.
semantic cloze- I ________ my research. (cite, sight, site)

Question 27

homographs

Answer 27

words with the same letters but different pronunciations; context tells us how to pronounce and where to put stress

activity- picture dictionary: make a dictionary with pictures and how to use the word in a sentence

Question 28

multiple meaning words

Answer 28

same name words

can have a denotative and a connotative meaning based on context

activity- semantic/word map

Question 29

what words require contextual analysis?

Answer 29

homophones
homographs
multiple meaning words

Question 30

what are the two most important strategies for any type of comprehension?

Answer 30

graphic organizers

think-alouds

Question 31

literal comprehension

Answer 31

understanding facts
who, what, when, where
without this, they cannot move forwards

Question 32

inferential comprehension

Answer 32

reading between the lines
how, why, what next
Strategy: higher order thinking questions

Question 33

narrative text schema

Answer 33

plot, setting, symbol, metaphor, etc

activity: story map- list stories in order of events

Question 34

expository schema

Answer 34

content area texts

activity: venn diagram, outline, web

Question 35

evaluative comprehension

Answer 35

where you judge a text
separate fact from fiction
activity: t-chart to sort facts and opinions

Question 36

cueing systems

Answer 36

meaning, syntactic, visual

Question 37

how do you analyze miscues?

Answer 37

(word substitutions)

Did they substitute a word that means the same?

Did they substitute a word that is the same part of speech?

Did they substitute a word that looks the same?

Question 38

stages of spelling development

Answer 38

prephonetic
phonetic: B, Br, Brd
transitional (using wrong patterns): Braed
communicative: Bread