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RICA > Universal Access > Flashcards

Universal Access Flashcards

1
Q

If a student is struggling with phonological awareness?

A

Focus on primary skills of:

  • oral blending
  • oral segmenting
  • pre-teach & re-teach
  • provide additional practice such as hands on methods for phoneme counting (ex. Elkonin Box)
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2
Q

If a student has special needs in regards to phonological awareness instruction…

A
  • focus on mastery of key skills to support reading foundation of segmenting & oral blending.
  • have modalities available to assist in mastering content standards.
  • pre-teach & re-teach
  • provide additional practice using various methods such as visuals, tactile, auditory & kinesthetic.
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3
Q

If an ELL student is struggling with phonological awareness…

A
  • pre-teach phonemes, letters & sounds, that may not be in their primary language.
  • use correct sequence of phoneme instruction to prevent confusion.
  • differentiate instruction for letters that are similar in sound. /b/ & /v/ sound the same to some students.
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4
Q

Advanced Learners in phonological awareness…

A
  • do not give more work.
  • increase the pace of phonemic awareness instruction.
  • blend phonemic awareness and phonics together
  • incorporate simple text and phonic writing.
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5
Q

If a student is struggling with concepts about print..

A
  • pre-teach concepts & display labels of book parts, letters, words and sentences in order to drive instruction.
  • teach isolated concepts in chunks
  • follow up with small group instruction on concepts the same day using hand-on approach
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6
Q

When instructing a student with special needs on concepts about print…

A
  • pre-teach the concepts and display labels of book parts, letters, words and sentences during instruction.
  • teach isolated concepts in chunks
  • provide additional practice using larger print, repeat concepts, use kinesthetic and tactile methods.
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7
Q

When instructing an ELL student on concepts about print..

A
  • pre-teach concepts that are not part of the primary language and display examples during instruction.
  • teach isolated concepts: 1 day - letter, 1 day - word, 1 day-sentence (three separate days), 1 day - title, 1 day - front cover etc.
  • transfer knowledge from primary language to English using a T chart to display.
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8
Q

When instructing a Advanced Learner on concepts about print…

A
  • increase the pace
  • expand activities to reading the letters, words and sentences.
  • begin phonics and phonetic spelling to describe environmental & book print.
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9
Q

When instructing a struggling student on letter recognition and the alphabetic principle…

A

-teach a small set of letters and sounds until mastery occurs.
-use a variety of materials: letter tiles, letter cards, songs, magnetic letters and interactive activities.
-pre-teach & re-teach in small groups
provide repetitive practice and instructions

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10
Q

When instructing students with special needs on letter recognition and the alphabetic principle…

A
  • teach a small set of letters and sounds until mastery occurs
  • use a variety of materials: letter tiles, letter cards, songs, magnetic letters and interactive activities
  • pre-teach and re-teach in small groups to isolate unknown skills
  • repetitive practice & instruction using various modalities
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11
Q

When instructing ELL students on letter recognition and the alphabetic principle…

A
  • transfer concepts in primary language to the English language.
  • use a variety of materials: letter tiles, letter cards, songs, magnetic tiles and interactive activities
  • pre-teach and re-teach letters & sounds that are not in the primary language
  • repetitive practice and instruction
  • Use T chart
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12
Q

When instructing Advanced Learners on letter recognition and the alphabetic principle…

A
  • -assess for mastery of concepts
  • begin stages of phonics instruction
  • -small group instruction for reading decodable books
  • begin writing activities
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13
Q

When a student is struggling with phonics and sight word recognition…

A
  • Provide differentiated instruction focusing on phonics skills that are not mastered. MAY NEED TO GO BELOW THEIR GRADE LEVEL TO MAKE SURE THEY ARE MASTERING THEIR PHONICS SKILLS IN ORDER TO KEEP GOING.
  • Use letter tiles, letter cards and interactive activities to support phonics instruction (concentration, bingo, spelling sight words with cards)
  • pre-teach and re-teach in small grups to isolate the unknown skills
  • repetitive practice and multiple exposures for phonics and sight words
  • highlight high frequency words for sight word instruction
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14
Q

When instructing students with special needs in phonics and sight word recognition…

A
  • differentiate instruction by focusing on key phonics skills not mastered.
  • use a variety of materials to support phonics instruction that uses auditory, visual, kinesthetic and tactile techniques.
  • pre-teach and re-teach in small groups to isolate unknown skills and use systematic instruction
  • repetitive practice and multiple exposures for sight words
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15
Q

When instructing ELL students in phonics and sight word recognition..

A
  • transfer concepts in primary language to English language.
  • Explicitly pre-teach sounds that are not in the primary language and are difficult to transfer to English language.
  • explicitly teach the meaning of sight words
  • provide differentiated instruction on the areas of need.
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16
Q

When instructing Advanced Learners in phonics and sight word recognition…

A
  • increase the pace of phonics instruction,
  • increase the level of reading, incorporating multisyllabic words.
  • promote transitional and conventional spelling in independent writing above grade level.
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17
Q

When instructing struggling students in structural, syllabic and orthographic analysis…

A
  • differentiate building on skills already mastered, use material at their independent reading level vs their instructional level
  • pre-teach and re-teach skills
  • use familiar examples that students can relate to in order to introduce new concepts
  • provide additional practice
18
Q

When instructing students with special needs in structural, syllabic and orthographic analysis…

A
  • differentiate instruction building on mastered skills using various modalities.
  • hands-on activities to support learning
  • use visual and familiar examples to explain new concepts
  • provide additional oral & written practice
19
Q

When instructing ELLs in structural, syllabic and orthographic analysis…

A

-explicitly pre-teach rules for spelling and grammar
-transfer known info from primary language to English (T-chart)
-differentiate instruction
-visual examples to support rules
ex pic of a baby and pic of babies

20
Q

When instructing Advanced Learners in structural, syllabic and orthographic analysis..

A
  • increase pacing
  • use higher level info and texts for concepts
  • extend activities
21
Q

If a student is struggling with fluency…

A
  • use texts at THEIR independent reading level
  • use repeated reading
  • review phonics instruction targeted to sound spelling instruction
  • review sight word instruction (targeted)
  • paired readings (choral, whisper, echo)
22
Q

Special needs students and fluency…

A
  • use texts that are accessible to students for reading instruction (large print, books on tape etc)
  • review phonics instruction (targeted)
  • review sight word instruction (targeted_
  • paired reading; choral and echo with teacher support
23
Q

ELL and fluency..

A
  • pre-teach using visuals
  • model prosody, such as phrasing, syntax and punctuation
  • review phonics instruction (targeted)
  • review sight word instruction (targeted)
  • paired reading (choral, whisper, and echo)
24
Q

Advanced Learners and fluency..

A
  • use advanced text for fluency
  • silent reading
  • literature based activities
25
Q

Students struggling in vocab development

A
  • pre-teach vocab using visual representations
  • reteach the vocab by acting out meanings and context
  • explain meanings using a familiar example and graphic organizers
  • provide multiple exposures
26
Q

Special needs students and vocab development

A

pre-teach vocab using visual representations or other modalities

  • re-teach vocab by acting out meaning and contexts
  • explain meanings using a familiar example and graphic organizers and appropriate modalities.
  • provide multiple exposures
27
Q

ELL and vocab development

A
  • transfer knowledge of primary language using cognates, translation of academic language and explicit grammar skills
  • use visual aids such as illustration, charts and word organizers
  • develop morphology & cognate awareness
28
Q

Advanced learners and vocab development

A
  • use advanced reading material to build on vocab development
  • extend activities using poetry, word origins, histories and roots to build on word consciousness
  • incorporate independent dictionary/thesaurus skills to develop personal dictionaries for tier 2 vocab in writing
29
Q

Struggling students and comprehension of expository/informational texts

A
  • pre-teach and re-teach content area vocab using visual aids
  • provide students with study guides or graphic organizers to scaffold key information
  • conduct lessons using read alouds and choral reading to enhance understanding in texts.
  • use hands on activities to support comprehension structures
30
Q

Special needs students and comprehension of expository/informational texts

A
  • pre-teach and re-teach content area vocabulary using visual aids
  • provide students with instruction using a variety of modalities to scaffold key information
  • conduct lessons using read alouds and choral reading to enhance understanding of texts
31
Q

ELL students and comprehension of expository/informational texts

A
  • pre-teach vocab with visual representations
  • model how to access key information from expository texts and transferring it to graphic organizers and study guides
  • provide students with linguistic patterns for oral discussions
32
Q

Advanced Learners and comprehension of expository/informational texts

A
  • increase the pace of instruction by assigning independent research projects
  • use multiple sources to locate information about topics
  • use advanced materials and vocab
33
Q

Struggling students and comprehension of narrative and literary texts

A
  • change the level of reading
  • use text at their independent level
  • focus on elements of story grammar and develop story maps
  • conduct activities using read alouds and oral presentations
34
Q

Special needs students and comprehension of narrative and literary texts

A
  • texts with appropriate modalities for instruction of grade appropriate concepts (audio, large print, etc)
  • focus on elements of story grammar and developing story maps, using appropriate modalities.
  • conduct activities using read alouds and oral presentations
35
Q

ELL and comprehension of narrative and literary texts

A
  • pre-teach vocab that relates to themes in the text
  • build knowledge of cultural and background information
  • use graphic organizers to develop story elements
  • use read alouds to model concepts
36
Q

Advanced Learners and comprehension of narrative and literary texts

A
  • higher level-advanced and various genres of texts
  • promote independent literature activities
  • promote literary criticisms and understanding how to use information from texts to support ideas and responses.
37
Q

Struggling students and reading comprehension

A
  • differentiate instruction with modifications of reading levels and instruction of limited strategies
  • provide explicit visuals and charted explanations of strategies and skills being addressed. Conduct instruction through oral presentation.
  • review word analysis and fluency instruction
38
Q

Students with special needs and reading comprehension

A
  • differentiate instruction with modifications of reading levels and instruction of limited strategies
  • provide explicit visual and charted explanations of strategies and skills being addressed conduct instruction through oral presentation.
  • use various modalities to support understanding of comprehension strategies
39
Q

ELL and reading comprehension

A
  • provide visuals and charted explanations of strategies and skills being addressed. conduct instruction through oral presentation
  • review word analysis
  • review fluency instruction
  • pre-teach vocab used during instruction
40
Q

Advanced Learners and reading comprehension

A
  • enhance the complexity of instruction
  • require more written and independent assignments
  • assign projects that require knowledge of comprehension strategies and skills (ie. analysis of texts)

RICA (8 decks)

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