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RICA > Subtest 1 > Flashcards

Subtest 1 Flashcards

1
Q

Name the 4 ways to differentiate phonological/phonemic awareness for struggling readers:

A
  1. Focus on blending and segmenting
  2. Reteach skills (change pace, scaffold, simplify, change material)
  3. Use concrete examples
  4. Provide additional practice
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2
Q

How to differentiate phonological/phonemic awareness for English Learners

A

Focus on nontransferable aspects of the language (sound h and blends with ‘s’ don’t exist in Spanish)

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3
Q

2 ways to differentiate phonological/phonemic awareness for advanced learners

A
  1. Increase pace
  2. Extend/build on curriculum
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4
Q

5 ways to assess phonological awareness

A
  1. Yopp Singer segmentation test (give students 22 words and they have to segment the individual sounds in each word. dog = /d/ /o/ /g/)
  2. Formal assessment specific to phonological awareness (sound isolation, identity, blending, substitution, deletion)
  3. Entry level or “pretest”
  4. Formative assessment (during learning)
  5. Summative assessment (label students as met, did not meet, exceeds.)
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5
Q

How to analyze and interpret results of assessments:

A

Create individual and case profiles to determine if instruction was effective

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6
Q

Define: phonological awareness

A

the ability to recognize that words are made up of a variety of sound units

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7
Q

Define: phonemic awareness

A

a specific type of phonological awareness that focuses on recognizing phonemes (the smallest unit of language)

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8
Q

Define: phonics

A

the link between written and spoken language and is necessary to be a proficient reader

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9
Q

Define: Alphabetic Principle

A

a child’s connection of sounds and the letters. Knowing the sound that connects to each letter

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10
Q

Define: phoneme

A

A phoneme is the smallest unit of spoken sound in the English language. It can be represented by multiple letters, as in the /sh/ sound, or it can only represent part of one letter, as in the /k/ in the letter ‘x.’

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11
Q

Define: Grapheme

A

Phonemes are verbal, graphemes are visual - a written symbol that represents a spoken sound.

example: phoneme /s/ could be represented by s, se, ss, c, ce, sc.

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12
Q

Define: Onset and rime

A

The onset is the part of a single-syllable word before the vowel. The rime is the part of a word including the vowel and the letters that follows.

example: bed
onset: b
rime: ed

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13
Q

Define: Phonograms

A

phoneme and grapheme are the same, although the term grapheme is seen as the more technical term by some authorities on phonetics.

Both terms refer to a letter or group of letters that are represented by a single sound.

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14
Q

What is the role of phonological and phonemic awareness in reading development?

A

They are the foundation for understanding the sound-symbol relationships in English

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15
Q

5 strategies to teach phonological awareness:

A
  1. Word awareness - becoming aware that sentences are made of words
  2. Syllable awareness - clapping out syllables
  3. Word blending - combine 2 single-syllable words to make a compound word (cow + boy = cowboy)
  4. Syllable blending- blend 2 syllables into one word (sis + ter = sister)
  5. Onset/Rime blending (b…ank, bank. br…ead, bread.)
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16
Q

6 strategies to teach phonemic awareness: (recognizing phonemes/small units of language)

A
  1. Sound isolation (What sound is in the beginning, middle, and end of ___?)
  2. Sound identity (What sound is the same in Lake, Light, Low?)
  3. Sound blending (/c/ /a/ /t/…cat)
  4. Sound substitution (if i change the /b/ in bat to /k/…what word does it make? …cat)
  5. Sound deletion (remove the initial /k/ sound in “clock” to make “lock”)
  6. Sound segmentation (ask students to make all of the sounds in the word duck to make /d/ /u/ /c/ /k/)
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17
Q

Define: Concepts About Print

A

Understanding the relationship between spoken & written language and that print carries meaning

Letter/word/sentence representation

Directionality of text, being able to follow with finger while reading/being read to

Book handling skills

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18
Q

4 strategies to teach concepts about print:

A
  1. Read aloud to students
  2. Shared book experience
  3. Environmental Print / Print-rich environment
  4. Direct teaching
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19
Q

Importance of letter recognition in reading development:

A

Letters are the building blocks of printed language and phonics requires students to know their letters

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20
Q

5 strategies to teach letter recognition, naming, & formation:

A
  1. Associating names/things with letters (A for apple, B for ball…)
  2. Singing Alphabet
  3. ABC books
  4. Practice writing both upper and lowercase letters
  5. Kinesthetic methods
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21
Q

Role of alphabetic principle in reading development:

A

Sounding out words requires the knowledge that sounds are represented by letters (phonics alone will not teach letter-sound correspondence, students must write)

22
Q

5 ways to differentiate instruction of Concepts About Print and Letter Recognition to struggling readers:

A
  1. Focus on key concepts (directionality, tracking, difference between letters and words)
  2. Reteach concepts
  3. Concrete examples
  4. Extra practice
  5. Teach to various learning styles
23
Q

2 ways to differentiate instruction of Concepts About Print and Letter Recognition to English Learners

A
  1. Focus on transferable knowledge from first language to english (find traits in common between languages and utilize them)
  2. recognize the differences between language - not all languages are alphabetical and may have different letters, symbols, sounds, etc.
24
Q

2 ways to differentiate instruction of Concepts About Print and Letter Recognition to Advanced Learners:

A
  1. Increase pace
  2. Build on/extend current knowledge - explore other languages to have students find similarities/differences
25
Q

Define the role of phonics and sight words in word identification

A

knowledge of phonics and sight words is related to read fluently, comprehend, and recognize words swiftly

26
Q

Define word identification

A

ability to correctly decode (say written word aloud) a word & correctly pronouncing a word

27
Q

Define word recognition

A

ability to make a connection between a word and its meaning

28
Q

4 Word Identification strategies

A
  1. Phonics - helps learn correct association between sounds and symbols of language
  2. Sight words: taught to identify words as whole units rather than breaking them down further. there are 4 types
  3. Morphological Clues: use of root words, prefixes, and suffixes to find a word’s meaning
  4. Context Clues: find meaning using the known words around it
29
Q

4 types of sight words

A
  1. High frequency
  2. Irregular spelling
  3. Words children want to know
  4. Words that are related to the content in science/social studies
30
Q

How does word identification contribute to word recognition?

A

Children may know the meaning of a word that they can’t pronounce in printed form (chocolate ice cream). They can use identification to recognize and vice versa.

31
Q

2 types of consonant sounds:

A
  1. Continuous sounds (ssssss, mmmm, etc.)
  2. Stop sounds or clipped consonants (b, g, d, k, etc.)
32
Q

Common, Regular Letter Combinations: Consonant Digraphs

A

two consonants that combine to make one sound. Most of the time that sound is different from the sound that each letter makes individually.

ex: ch, ck, ph, sh, th, and wh

33
Q

Common, Regular Letter Combinations: Consonant blends

A

two or three consonants that make a new sound when they are blended together. For example, the consonant blend /bl/ makes the sound you hear in the word “black.”

ex: br, spr, cl

34
Q

Common, Regular Letter Combinations: Vowels

A

a, e, i, o, u, sometimes w and y

35
Q

Common, Regular Letter Combinations: Vowel Digraphs

A

two vowels that combine to make one sound.

ex: oo, ai, ay, ea, ee, oa

36
Q

Common, Regular Letter Combinations: Diphthongs

A

a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another

(bait, bite, bough, coat, boy)

37
Q

Common, Regular Letter Combinations: R-controlled vowels

A

a syllable in which the r “controls” the vowel sound (girl, hurt, for)

38
Q

Common, Regular Letter Combinations: L-controlled vowels

A

a syllable in which the L “controls” the vowel sound is (help, bulk, bull)

39
Q

6 rules for dividing words into syllables:

A
  1. compound words divide between the whole words within
  2. divide between the prefix and root for single syllable prefixes: un-kind
  3. Never divide a consonant digraph: bush-el
  4. Divide between the consonants for words with 2 consonants in the middle that aren’t digraphs: sis-ter
  5. Single consonant in the middle of a word between two vowels, the vowel
    preceding the consonant is shot, divide after the consonant: cab-in
  6. Single consonant in the middle of a word between two vowels, the vowel
    preceding the consonant is long, divide before the consonant: be-long
40
Q

Common word pattern (increasingly difficult)

A

VC – vowel is short, irregular exceptions

CVC – medial vowel is short

CVCC – vowel is short, avoid using ending digraph consonants

CCVC – begins with a consonant blend, short vowel

CVCe – long vowel, irregular exceptions

41
Q

Common, inflected Morphological Units taught as part of phonics instruction

A

▪ Morphological units – prefixes, suffixes, words without
▪ -er
▪ -est
▪ walk / -ed

42
Q

Words that are phonetically irregular and never decodable

A

Of, the, was – irregular and not decodable because of etymology (word origin) and they reflect the spelling of another language

43
Q

Describe the stages of spelling development

A
  1. Precommunicative – draw pictures or make squiggles, if letters appear
    they are randomly assigned
  2. Semiphonetic – attempt to use letters to represent sounds, knowledge of
    sound-symbol relationship is poorly developed, children do not write at least one letter for each sound; baa for banana
  3. Phonetic – know that letters represent sounds and at least one letter represents each sound in a word, somewhat difficult to read; I lik two flii a kitt
  4. Transitional – knows most of the orthographic patterns of English, understand all sounds have letters and for the most part choose correct letter combinations, mistakes occur with sounds that have several spellings (long a – ay, ei, ai)
  5. Conventional – child spells almost all words correctly, only mistakes occur with new words with irregular spelling
44
Q

Phonics instruction should be: ___, ___, and ___.

A

systematic, direct, and explicit

45
Q

Describe four categories of phonics lessons that should be taught to beginning readers

A
  1. How to teach sounding out and blending of Regular VC and CVC words
  2. Single-Syllable, Regular Words and some High Frequency, Irregular Sight words
  3. How to use decodable text
  4. Spelling VC and CVC words
46
Q

Describe six categories of phonics lessons that should be taught at more advanced stages

A
  1. CVCC, CCVC and CVVC words containing commons, regular letter
    combinations
  2. Regular CVCe words
  3. Words containing phonics elements that are less common
  4. Continuing the use of decodable texts
  5. Words formed by adding a. common inflected ending
  6. Phonics knowledge to spell more complex orthographic patterns
47
Q

Describe how to teach sight words in a direct and explicit manner, using whole-to-part lessons

A

o Explicit direct teaching of sight words
o High-frequency Words
o Factors that affect the sequence of instruction for specific sight words
o Explicit strategies for helping students master spelling of high-frequency sight words

48
Q

Differentiate instruction in phonics and sight words for Struggling Readers

A

▪ Focus on key phonics skills and high-frequency sight words
▪ Reteach phonics skills and sight words that are lacking
▪ Use a variety of concrete examples to explain a concept or task
▪ Provide additional practice

49
Q

Differentiate instruction in phonics and sight words for English Learners

A

▪ Capitalize on transfer of relevant knowledge and skills from the primary
language
▪ Explicitly teach sounds that do not transfer
▪ Explicitly teach the meaning of sight words, if needed
▪ Analyze patterns of error

50
Q

Differentiate instruction in phonics and sight words for Advanced Learners

A

▪ Increase the pace or complexity of instruction
▪ Build on and extend current knowledge and skills

51
Q

How to assess phonics: general principles

A

▪ Decode in Isolation
▪ Decode in context
▪ How to assess sight words

52
Q

Describe assessment devices to assess student acquisition of phonics skills and knowledge
of sight words

A

o Entry-levelassessments
o Progress monitoring
o Summative assessment
o How to analyze, interpret, and use results

RICA (2 decks)

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