RICA Flashcards
1
Q
characterized by the strategic selection of what skills should be taught, given a child’s level of reading development. More time is devoted to some categories of skills, and less time to others.
A
Balanced instructional program in reading
2
Q
one that is structured so all grade-level standards are covered, rather than overemphasizing one area of reading development
A
Comprehensive reading program
3
Q
when the teacher works on helping students achieve all the grade-level standards. All of the following are part of reading instruction: word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and writing applications; written and oral English-language conventions; listening and speaking strategies; and speaking applications. This should include many opportunities for students to read and write.
A
Comprehensive instructional program
4
Q
something that a reader does automatically (with automaticity). The ability to decode; for example, knowing that the c in cake is hard, and makes the /k/ sound, whereas the c in city is soft, and makes the /s/ sound.
A
Skill
5
Q
something a reader consciously chooses to implement. Ex: a reader may want to get an overview of a chapter in a social studies textbook, so he or she previews the chapter by reading the first paragraph, all the subtitles, and the chapter summary.
A
Strategy
6
Q
the process of helping a child catch up and learn what his or her classmates have already mastered.
A
Remediation
7
Q
remedial programs that focus on our youngest readers who are having difficulty.
A
Early intervention programs
8
Q
organized for each month
A
Long-term planning
9
Q
covers a briefer time span, such as a week or two
A
Short-term planning
10
Q
the temporary support provided to a student to help the student master a new or complex task. They are usually explanations or corrective feedback provided by the teacher, but they may also be provided by texts, charts, diagrams, or illustrations. They are temporary; eventually the child is expected to successfully complete the task without help. Two levels: 1) initial lessons 2) small-group or individualized lessons for students having difficulty
A
Scaffold
11
Q
feature, at each grade level, the following components: a teacher’s manual, a student text (called a basal or a reader), student workbooks and/or reproducible worksheets, supplemental books, CDs with additional resources, and a package of assessment tools. The program must have resources to help English Learners, Struggling Readers, and Advanced Learners. They must have support materials for Struggling Readers that provide 30 additional minutes of instruction, and lesson plans for this additional instruction must be included in the teacher’s edition and student materials.
A
Basal reading programs
12
Q
experience a small level of difficulty in achieving standards. Differentiated instruction for these students does not involve separate resources. Usually, a small amount of extra help using the basal reading program will allow students to acquire the knowledge and skills they need
A
Benchmark groups
13
Q
consist of students who are one or two years behind their peers. Simply reteaching from the basal reader will not work for these students. Teachers need to plan special lessons and use additional resources. Specially trained tutors may help.
A
Strategic groups
14
Q
need considerable help. They are often more than two years behind. Many will be in special education programs. Lessons for children in this group will have the highest level of differentiation, using special resources. Almost all lessons will have a slower pace. Lessons will be designed so that complex skills and complicated knowledge will be broken down into more manageable “chunks.”
A
Intensive group
15
Q
the teacher provides students with what they need to acquire the knowledge and skills they are expected to learn. This involves direct, explicit instruction by the teacher. The teacher will usually model what the students are expected to do. They may also show a video, invite a guest to talk, or invite an expert student to model something
A
Presentation
16
Q
the child chooses what he or she will read
A
Self-selected
17
Q
the child reads the book with no externally imposed deadline
A
Self-paced
18
Q
a student selects a book and turns to a page in the middle of the book. The page must have at least 50 words on it. The child reads that page, putting one finger up each time he or she comes to a word they cannot pronounce. If the child has five fingers up before coming to the end of the page, it is time to wave goodbye to the book and select something easier.
A
Five fingers test
19
Q
a survey of student reading behavior; given orally to younger children; older students can write their answers on the inventory itself. Two types of questions 1) those that try to determine to what extent the child values reading as a recreational activity 2) those that try to determine the child’s reading preferences. Example questions: Who is your favorite author? Which of the following types of books do you like to read? How much time do you spend reading books at home?
A
Reading interest inventory
20
Q
implemented prior to instruction to determine which students possess prerequisite skills and knowledge. They are also used to determine which students have mastered the skills that are going to be taught.
A
Entry-level assessment
21
Q
take place during an instructional unit. These assessments tell the teacher which students are making adequate progress toward achieving the target standard.
A
Monitoring of progress assessments
22
Q
determine which students have achieved the target standard. They measure student achievement of a single standard or given quarterly, midyear, or at the end of the year, measure achievement of many standards.
A
Summative assessments
23
Q
if the results yield consistent scores across administrations
A
Reliability
24
Q
if a test measures what it claims to measure
A
Validity
25
norm-referenced scores; a student with a score of 78 has a higher raw score than 78% of the sampling group (the higher the better)
Percentile Scores
26
norm-referenced; a student’s raw score is converted to a school grade level. A score of 6.3 means their performance corresponds to what a sixth grader in the third month of school would on average, achieve
Grade equivalent scores
27
norm referenced (short for standard nine). Raw scores are converted to a nine-point scale
Stanine scores
28
a battery, or collection, of assessments administered individually to students; one adult gives the assessments to one student. The selection of assessments for this depends on the student’s reading level
Informal reading inventory (IRI)
29
1. Word Recognition Lists
2. Graded Reading Passages
3. Reading Interest Survey
4. Assessments Measuring Concepts About Print
5. Phonemic Awareness Assessments
6. Phonics Assessments
7. Assessments of Reading Fluency
8. Structural Analysis Assessments
9. Vocabulary Assessments
Types of assessments included in an IRI
30
sometimes called graded word lists. They are lists of words, usually 10 in each list. There is a list for every reading level. There are two lists for kindergarteners, the preprimer and primer. There is a list of words for every grade level from first grade to eighth grade. Some include these for high school grades too.
Word recognition lists
31
the most important part of the IRI; they are provided for every reading level from pre primer for kindergarteners to eighth grade. An IRI usually includes two or more passages for each grade
Graded reading passages
32
examining a record of a student’s oral reading to identify and classify errors
Miscue analysis
33
an error related to the sound-symbol relationships for English, such as feather for father.
Graphophonemic errors
34
a meaning-related error, such as reading dad for father.
Semantic error
35
reading into for through; both are prepositions. These are errors that make sense in that the error is the same part of speech as the correct word. A child who repeatedly makes these errors needs to pay more attention to phonics
Syntactic errors
36
the way words are placed in order in sentences
Syntax
37
books and stories at this level can be read and understood by the child without assistance by the teacher; the highest grade-level passage which the student reads aloud 95% or more of words correctly and answers 90% or more of the comprehension questions correctly
Independent reading level
38
material at this level can be read and understood by the student with help from the teacher. The basal reader, science, and history textbooks should all be at this level. This is the highest passage for which the student reads aloud 90% or more of the words correctly and answers at least 60% of the comprehension questions correctly.
Instructional reading level
39
cannot be read and understood by the child, even with help. The child can listen to the teacher read material at this level and understand it. When given a passage at this level, the child cannot correctly read aloud at least 90% of the words or correctly answer at least 60% of the comprehension questions
Frustration reading level
40
the knowledge that oral English is composed of smaller units. Children who possess this skill can identify and manipulate sounds in many different levels of language 1) individual sounds and 2) sounds in larger units of language, such as words and syllables
Phonological awareness
41
a subcategory of phonological awareness; the ability to distinguish the separate phonemes (sounds) in a spoken word. Ex: when a child can identify duck and luck as rhyming words or say that duck has three sounds and they are /d/ /u/ /k/; an important skill in kindergarten and first grade. It is the foundation for understanding the sound-symbol relationships of English, which will be taught through phonics lessons.
Phonemic awareness
42
knowledge of letter-sound correspondences; knowing, for example that the ph in the word phone makes the
/f/ sound
Phonics
43
states that speech sounds are represented by letters
Alphabetic principle
44
speech sound in a language that signals a difference in meaning; the smallest units of speech. 2 ways to represent them: phonetic alphabet and graphemes
Phoneme
45
created by linguists so that each phoneme is always represented by the same symbol. There is one-to-one correspondence between the phoneme and the symbol. Ex: /e/ represents the long a sound
Phonetic alphabets
46
The English letter or letters that represent phonemes. Some are a single letter like /b in bat represented by “b.” Others are two letters like the ck in duck
Graphemes
47
speech sounds made when air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth. Ex: a, e, i, o, u
Vowels
48
speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips
Consonants
49
the initial consonant sound or consonant blend
Onset
50
vowel sound and any consonants that follow
Rime
51
rimes that have the same spelling
Phonograms
52
words that share the same phonogram
Word families
53
helps children become aware that sentences are made up of words. It requires children to detect and identify word boundaries. Lessons should be one, two, and three-word sentences, each word with one syllable
Word awareness
54
more difficult for most children; being aware of how a word can be broken up into smaller parts
Syllable awareness
55
take two single syllable words and combine them to make a compound word. Ex: combine cow and boy to make cowboy
Word blending
56
blending two syllables into a word. Ex: combining sis and ter to make sister
Syllable blending
57
/b/ and -ank. The children would put these two together to make the word bank
Onset and rime blending
58
the children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word. The teacher could have a list of words that all have long vowel sounds in the medial position: cake, day, late, leap, feel, vote, coal, bite, like. The teacher would state the medial sound when first teaching the lesson, then eventually ask students which sound is the medial sound of a given word. Best to start with beginning sounds, then go to ending, then go to medial sounds.
Sound isolation
59
the teacher needs sets of words that all share the same beginning, middle, or ending sound, but have no other shared sounds. For example, the teacher might say lake, light, and low. “What sound is the same in each of these words?”
Sound identity
60
the teacher says the sounds with only brief pauses in between each sound. The children then guess the word. Ex: “What word am I thinking of composed of the sounds /b/ /a/ /t/?”
Sound blending
61
the teacher asks children to substitute one sound for another. Ex: cat, cat, cat now substitute the /k/ sound for /b/ what word do you now have?
Sound substitution
62
works best with consonant blends. To avoid using nonsense words, identify words beginning with blends that will generate a new word if one sound is deleted. Ex: in block take away the ‘b’ to get lock
Sound deletion
63
children are challenged to isolate and identify the sounds in a spoken word. To teach this directly, the teacher should start with words with only two sounds. Ex: Bee (pause) /b/ /e/
Sound segmentation
64
the teacher says 22 words. The child must provide each sound of the word in order. Ex: dog (the student would sound out /d/ /o/ /g/)
Yopp-Singer Test of Phoneme Segmentation
65
basic principles about how letters, words, and sentences are represented in written language. They vary from language to language. Specifics: 1) an awareness of the relationship between spoken and written language and an understanding that print carries meaning 2) letter, word, and sentence representation 3) the directionality of print and the ability to track print in connect text, and 4) book-handling skills
Concepts about print
66
the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter. The clue is auditory, and the child’s action is physical
Letter recognition
67
the ability to say the name of a letter when the teacher points to it
Letter naming
68
also called letter production; the ability to write the uppercase and lowercase letters legibly
Letter formation
69
in English speech sounds are represented by letters. Simply put, letters represent sounds
Alphabetic principle
70
English is read left to right and top to bottom. Tracking is the physical, observable evidence that this concept has been learned, as the child is able to point to the next word that should be read.
The directionality of print and the ability to track print
71
This is intended to develop and support a child’s reading and writing abilities. Children share an experience and then dictate an account of that experience to an adult, who records it verbatim.
Language experience approach
72
printed messages that people encounter in ordinary, daily living.
Environmental print
73
temporary spelling or invented spelling; when a child writes a word, but doesn’t know the accurate spelling.
Phonetic spelling
74
the ability to read aloud, or decode, words correctly
Word identification
75
making a connection between the word being pronounced and its meaning
Word recognition
76
helps children learn the correct association between the sounds and the symbols of a language. These skills allow children to sound out the pronunciation of a word
Phonics instruction
77
words that children should be taught to identify as whole units without breaking the word down by phonics.
Sight words
78
appear most frequently in the printed texts children read. Ex: as, the, of
High-frequency words
79
like dove and great
Irregular spelling
80
the study of word formation
Morphology
81
the process of using prefixes, suffixes, and root words
Structural analysis
82
the process of recognizing words by analyzing the syllables in a word
Syllabic analysis
83
children can figure out an unknown word if they know the meanings of the words surrounding the unknown word
Context clues
84
when a student’s word identification is swift and accurate; this is essential for fluent reading
Automaticity
85
the simplest linguistic units; speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips
Consonant sounds
86
more complex linguistic units
Irregular words
87
sounds that can be held and stretched out. Ex: f, l, m, n, r, s, v, and z
Continuous sounds
88
the sound must be uttered quickly with a quick puff or air. Ex: b, c, d, g, j, k, p, qu, and t
Stop sounds
89
two-letter combinations that make up one sound. Ex: ph and sh
Consonant Digraphs
90
two or three-letter combinations, said rapidly and each letter makes a sound. Ex: pl, sr, and bl
Consonant Blends
91
sounds made when the air leaving your lungs is vibrated in the voice box, and there is a clear passage from the voice box to your mouth. Ex: a, e, I, o, u, and sometimes y or w
Vowels
92
two-vowel combinations that make a single sound. Ex: oa in boat and ea in teach
Vowel Digraphs
93
glided sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing, the tongue starts in one position and rapidly moves to another
Dipthongs
94
neither long nor short, as in the sounds a makes in car, e makes in her, i makes in girl, u makes in hurt, and o makes in for
R-controlled vowels
95
neither long nor short, as in the sound a makes in chalk, e makes in help, i makes in milk, o makes in cold, and u makes in bull
L-controlled vowels
96
v stands for vowel and c stands for consonant. In this pattern, the vowel is short as in am, it, and up. Exceptions include or (it has an irregular spelling and is an exception because the o does not make the short o sound.
VC
97
the medial, in the middle, vowel is short as in man, pet, lip, tot, and bum
CVC
98
words in this pattern include balk, cost, and film. The vowel is short. It confuses children to include words that end with a consonant digraph, where the final sound two consonants make only one sound, such as bath and fish
CVCC
99
most of these words start with a consonant blend, such as brat, clap, or skip. The vowel is short.
CCVC
100
many, but not all of the words in this pattern have vowel digraphs (two vowels that make one sound) such as bait, team, and goat.
CVVC
101
the vowel in this pattern makes a long sound as in made, like, cone, and huge. There are exceptions such as love and live
CVCE
102
words that do not follow the decoding generalizations that usually work. Ex: the words of, the and was
Phonetically irregular words
103
not nouns, verbs, nor adjectives. They have no clear meaning: prepositions, pronouns, or conjunctions; Ex: of, the, was
Function words
104
shows no understanding that letters represent sounds. Rather than writing letters, the child in this stage draws pictures or makes squiggles. Or, if letters appear, they are randomly assigned. There is no understanding of the alphabetic principle. Ex: a child may write aaLLO Sbav to represent My dad’s new car
Precommunicative
105
children in this stage attempt to use letters to represent sounds. The knowledge of sound-symbol relationships, however, is poorly developed. At this level, children often do not write at least one letter for each sound in a word; that is, some sounds in words are not represented. Ex: banana might be spelled baa
Semiphonetic
106
spellers know that letters represent sounds and at least one letter represents each sound in a word. The problem is that often young people do not choose the right letter or combinations of letters to represent sounds. All phonemes have a grapheme. Ex: I lik two flii a kitt is I like to fly a kite.
Phonetic
107
children know most of the orthographic patterns of English. All sounds have letters, and for the most part the child chooses the correct letter or combination of letters to represent sounds. Mistakes occur with sounds that have several spellings, such as the long a. this is why the child writes nayborhood. This form of spelling is easy to read. Ex: the firefiters have to be able to climb up the sides of bildings
Transitional
108
the child spells almost all words correctly. The only mistakes at this level occur when the child tries to spell new words with irregular spelling. Children at this level generally recognize a word they have spelled doesn’t look right.
Conventional
109
synonymous with spelling. Ex: the rime -ight , the suffix -tion
Orthography
110
students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes. Ex: children learning brick are first showed to simpler words with the -ick rime, kick and tick. The teacher then introduced the br blend and children combine it with the familiar -ick
Analogy phonics
111
teaching phonics incidentally as something that is not the central focus of a lesson. Ex: after reading a picture book, the teacher might take a few minutes to work with students on the -ake rime that appears by having the students generate words that rhyme with make
Embedded phonics
112
children are challenged to place cards with words on them in appropriate categories
Word sorts
113
two words that look alike and mean the same thing in two languages
Cognates
114
the most important phonics test because it asks students to read part of a story or an informational article (test in context)
Decode in isolation
115
also called morphemic analysis, is the process of decoding a multisyllabic word with an affix (prefix/suffix) added to a base word
Structural analysis
116
the process of decoding a multisyllabic word by examining the word’s syllables. Students recognize the word by putting together their knowledge of the word’s syllables
Syllabic analysis
117
what a person knows about how to spell words (a synonym for spelling)
Orthographic knowledge
118
most elemental unit of meaning in a language
Morpheme
119
a prefix or suffix that cannot occur alone; they must be attached to a root word. Ex: un-, -est
Bound morpheme
120
can be uttered alone with meaning. Ex: test
Free morpheme
121
pronounced with a single, uninterrupted sounding of the voice. A single vowel can be this (a in a-bout), but a single consonant cannot compose this. They all must have at least one vowel.
Syllable
122
ends with a vowel (be and go)
Open syllable
123
ends in a consonant (kick-ball and nor-mal)
Closed syllable
124
assessment of prefixes, suffixes, and roots in isolation presents the child with a list of words to be read aloud. The teacher carefully records errors
Structural Analysis
125
test of this follows the same combination of tests in isolation and tests in context. For example, after being taught that usually the vowel in an initial open syllable is long, the child would be asked to read robot, ocean, pilot, title, baby, basic, tuna, unit, female, and evil.
Syllabic Analysis
126
teachers should never rely solely on spelling tests to make judgments about the orthographic knowledge children have acquired. The real test is whether or not children will spell words correctly when they write.
Spelling
127
fluent readers pronounce words correctly when reading orally. This involves the application of their phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge.
Accuracy
128
fluent readers read a text at an appropriate speed, neither too fast nor too slow. Two components: 1) ability to quickly decode words and 2) quickly read phrases and sentences
Rate
129
to read with appropriate expression, and includes emphasis of certain words, variation in pitch, and pausing. It reflects the reader’s understanding of the structure of sentences, punctuation, and to a large extent, the author’s purpose
Prosody
130
the most elemental unit of meaning in a language. There are two types: some words and all affixes. Ex: walked has two (walk and ed) unkindly has three (un, kind, and ly)
Morpheme
131
prefixes and suffixes that cannot occur alone; they must be attached to a root word. Ex: un-, -est
Bound morphemes
132
can be uttered along with meaning. Ex: test
Free morpheme
133
two words with the same sound that are spelled differently
Homophones
134
two words with the same spelling but two different pronunciations
Homographs
135
a phrase with the following characteristic: it is impossible to determine the phrase’s meaning even if the meaning of each individual word is known. Ex: it’s raining cats and dogs
Idiom
136
the history and development of words
Etymology
137
students should learn about subjects and predicates, independent clauses, dependent clauses, and how to avoid writing sentence fragments and run-on sentences
Sentence structure
138
the order of words in sentences. Ex: in English the common pattern is article, adjective noun (the yellow house)
Syntax
139
the teacher selects a passage of about 300 words and deletes every tenth word. Students must then try to figure out the missing words.
Cloze assessment
140
measure the ability of a reader to understand the surface meaning of a text. The questions in this category have clearly verifiable answers in the text
Literal comprehension
141
measure the ability of a reader to interpret what she or he has read. The answers to these questions are not in the text – the reader must speculate based on the surface meaning of the text
Inferential comprehension
142
measure the ability of the reader to make judgments about what he or she has read
Evaluative comprehension
143
has one subject and one verb (also called independent clauses)
Simple sentence
144
has two independent clauses, that is, two sets of subjects and verbs (Fred kicked the football, and Sally played on the swings.
Compound sentence
145
words that join independent clauses (for, and, nor, but, yet, and so)
Coordinators
146
has one independent clause and one or more dependent clauses
Complex sentence
147
not a complete thought – it lacks a subject
Dependent clause
148
links the independent and dependent clause in a complex sentence (because, since, after, although, and when).
Subordinators
149
links the independent and dependent clause in a complex sentence (that, who, and which)
Relative pronouns
150
common structure in science textbooks; it shows that some phenomenon results from some other phenomenon. It also occurs in social studies textbooks when the author explains why a historical event occurred.
Cause and effect
151
stories – written accounts of actual or fictional events.
Ex: Short stories and novels
Narrative texts
152
those that provide information about a topic.
Ex: A social studies textbook, an information book on lions, and a set of instructions for assembling a barbeque
Expository texts
153
category, or type, of literature
Genre
154
have their origins in oral storytelling and have survived through generations (also called traditional literature)
Folktales
155
includes those stories that play with the laws of nature and have known authors. They include animal fantasy, with beasts that can talk, such as Charlotte’s Web; stories with toys and dolls that act like people, and stories with tiny humans
Modern fantasy
156
has a struggle between good and evil set in a fantastic word
High fantasy
157
the story features some futuristic technology
Science fiction
158
takes place in the present day in the real world. These stories can be humorous or quite serious
Contemporary realistic fiction
159
includes realistic stories that are set in the past
Historical fiction
160
information books that tell the story of a real person’s life
Biography
161
form of poetry that tells a story and is usually set to music. The stanzas often have four lines
Ballad
162
a poem that expresses personal feelings (sonnet is an example)
Lyric
163
a pair of lines in a poem that usually rhyme and have the same meter (internal structure, e.g., same number of syllables)
Couplet
164
a long poem telling a story, usually about heroic deeds
Epic
165
a form of lyric poetry with 14 lines. They have a strict rhyme scheme and a strict internal structure (meter)
Sonnet
166
provides a visual representation of certain elements of the story. Making this helps students think about the structure of a story and how the elements relate to each other
Story map
167
a type of story map shaped like a six-pointed star, with the points labelled What? When? Where? Why? How? And Who?
Star diagram
168
the use of words in a nonliteral way that gives the meaning beyond their everyday definition and provides an extra dimension to the word’s meaning.
Figurative language
169
an exaggerated comparison. Ex: scared to death
Hyperbole
170
an implied comparison. Ex: the road was a river of moonlight
Metaphor
171
giving human traits to nonhuman beings or inanimate objects. Ex: the moon laughed at Henry
Personification
172
one of the simplest figurative devices, a stated comparison between unlike things using the words like or as. Ex: he was as big as a house
Simile
173
a person, object, situation, or action that operates on two levels of meaning, the literal and the symbolic. Ex: in The Polar Express, the bell signifies the true meaning of Christmas
Symbol
174
when the author appeals to the reader’s senses – sound, smell, taste, sight, and touch. Ex: an author who wishes to make a birthday cake seem real might use words like strawberry-scented, white, fluffy, soft, and sugary
Imagery
175
in literature, this occurs when there is incongruity between what a character says or does and reality
Irony
176
when someone says something that is not consistent with reality. Ex: when a character says “Beautiful weather we are having”
Verbal irony
177
occurs when the reader or audience knows something, and the character does not
Dramatic irony
178
a literary device in which the author drops hints about what might happen later
Foreshadowing
179
a fast reading of a text, usually for purposes of preview or review. The reader is looking for key words, subtitles, and important sentences. This type of reading develops only with practice.
Skimming
180
a rapid reading to find specific information. The reader must swiftly sweep over the page, looking for a path to the correct details. This type of reading is learned with practice.
Scanning
