RICA Flashcards
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.
Balanced instructional program in reading
one that is structured so all grade-level standards are covered, rather than overemphasizing one area of reading development
Comprehensive reading program
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.
Comprehensive instructional program
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.
Skill
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.
Strategy
the process of helping a child catch up and learn what his or her classmates have already mastered.
Remediation
remedial programs that focus on our youngest readers who are having difficulty.
Early intervention programs
organized for each month
Long-term planning
covers a briefer time span, such as a week or two
Short-term planning
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
Scaffold
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.
Basal reading programs
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
Benchmark groups
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.
Strategic groups
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.”
Intensive group
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
Presentation
the child chooses what he or she will read
Self-selected
the child reads the book with no externally imposed deadline
Self-paced
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.
Five fingers test
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?
Reading interest inventory
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.
Entry-level assessment
take place during an instructional unit. These assessments tell the teacher which students are making adequate progress toward achieving the target standard.
Monitoring of progress assessments
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.
Summative assessments
if the results yield consistent scores across administrations
Reliability
if a test measures what it claims to measure
Validity
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
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
norm referenced (short for standard nine). Raw scores are converted to a nine-point scale
Stanine scores
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)
- Word Recognition Lists
- Graded Reading Passages
- Reading Interest Survey
- Assessments Measuring Concepts About Print
- Phonemic Awareness Assessments
- Phonics Assessments
- Assessments of Reading Fluency
- Structural Analysis Assessments
- Vocabulary Assessments
Types of assessments included in an IRI
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
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
examining a record of a student’s oral reading to identify and classify errors
Miscue analysis
an error related to the sound-symbol relationships for English, such as feather for father.
Graphophonemic errors
a meaning-related error, such as reading dad for father.
Semantic error
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
the way words are placed in order in sentences
Syntax
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
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
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
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
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
knowledge of letter-sound correspondences; knowing, for example that the ph in the word phone makes the
/f/ sound
Phonics
states that speech sounds are represented by letters
Alphabetic principle
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
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
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
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
speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips
Consonants
the initial consonant sound or consonant blend
Onset
vowel sound and any consonants that follow
Rime
rimes that have the same spelling
Phonograms
words that share the same phonogram
Word families
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
more difficult for most children; being aware of how a word can be broken up into smaller parts
Syllable awareness
take two single syllable words and combine them to make a compound word. Ex: combine cow and boy to make cowboy
Word blending
blending two syllables into a word. Ex: combining sis and ter to make sister
Syllable blending
/b/ and -ank. The children would put these two together to make the word bank
Onset and rime blending
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
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
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
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
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
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
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
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
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
the ability to say the name of a letter when the teacher points to it
Letter naming
also called letter production; the ability to write the uppercase and lowercase letters legibly
Letter formation
in English speech sounds are represented by letters. Simply put, letters represent sounds
Alphabetic principle
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
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
printed messages that people encounter in ordinary, daily living.
Environmental print
