RICA Subtest 1 Flashcards
Phonological awareness
Phonological awareness: knowledge that oral English is composed of smaller units.
Phonemic awareness
Phonemic awareness: a subcategory of phonological awareness; the ability to distinguish between separate sounds in spoken language.
Phonics
Phonics: knowledge of letter-sound correspondences.
Alphabetic principle
Alphabetic principle: states that speech sounds are represented by letters.
Phoneme
Phoneme: a speech sound in a language that signals a different meaning.
Graphemes
Graphemes: English letter(s) that represent phonemes.
Vowels
Vowels: 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 (I did not know that definition but as a singer I LOVE it!)
Consonants
Consonants: speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.
Phonological and phonemic awareness in reading
Phonological and phonemic awareness in reading: phonemic awareness is a precursor to learning to read. The better the first, the more successful the second.
How to teach phonological awareness
Word awareness: becoming aware that sentences are made up of words.
Syllable awareness: understanding how to break down a word into “beats” (try clapping it out).
Word blending: taking two single syllable words and putting them together to make a compound word (cow+boy=cowboy).
Syllable blending: putting together two syllables to make one word.
Onset and rime blending: putting together the onset and the rime of a word to create that word.
How to teach phonemic awareness
Sound isolation: giving a child a word and asking them what sounds are made at the beginning, middle, and end of that word.
Sound identity: providing a set of words that all share the same beginning, middle, or end but are otherwise different and then asking what sound is the same in which word.
Sound blending: say the sounds of a word with brief pauses between each sound and ask the student to put the sounds together to form the word.
Sound substitution: switching out one sound in a word for another sounds to create a new word.
Sound deletion: taking out a sound in a word to create a new word.
Sound segmentation: isolating and identifying the sounds of a spoken word.
The relationship between phonemic awareness and the development of phonics skills & knowledge
The relationship between phonemic awareness and the development of phonics skills & knowledge: phonemic awareness is a prerequisite to teaching phonics.
Meeting the needs of struggling readers
Focus on simpler skills like sound identity and isolation, and especially blending and segmentation.
Find out what skills the individual is struggling with and reteach those.
Explain a concept or task using a variety of solid examples, such as pictures or real objects.
Provide extra opportunity for practice.
Meeting the needs of English Learners
Positive transfer means a phoneme in English is also found in the EL’s native language. These will be easier for the EL to pick up on.
Non-transferable phonemes are ones that we teach in ENglish but do not exist in the EL’s native language. These are going to need more teaching and support.
Meeting the needs of advanced learners: increase instruction pace (less modeling and more time for practice) and build on/extend current skills.
How to assess phonological awareness
Entry level assessment: done before a sequence of lessons begins to determine where a student is at, what they know, and what will need teaching. Progress monitoring assessment: done during a lesson or in the middle of a unit to determine what individuals need more help, or if they class as a whole needs reteaching. Summative assessment: done at the end of instruction to determine if a student has not met, met, or exceeded a standard.
