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RICA > Word Analysis > Flashcards

Word Analysis Flashcards

1
Q

Phonological awareness

A

students are able to identify, manipulate and isolate sounds that are in spoken word.

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2
Q

Phonemic awareness

A

students are able to break apart and blend sounds together.

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3
Q

Instruction in phonological awareness

A

Rhyming & songs

Onset-rime

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4
Q

Instruction in phonemic awareness

A

Counting phonemes
Comparing word lengths
Sound manipulation (adding & deleting)

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5
Q

Elkonin Boxes

A

l c l a l t l - count and identify phonemes

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6
Q

Relationship of phonemic (hearing-sound) awareness and phonics (written word)

A

identify words orally -> identify written words

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7
Q

Universal access & phonological awareness for struggling students

A
  • Focus on mastery of key skills to support reading foundation, such as segmenting and oral blending.
  • Pre-teach and re-teach skills, during differentiated instruction.
  • Provide additional practice using hands-on methods for phoneme counting and segmenting
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8
Q

Universal access & phonological awareness for students with special needs

A
  • Focus on mastery of key skills to support reading foundation, such as segmenting and oral blending.
  • Pre-teach and re-teach skills, during differentiated instruction.
  • Provide additional practice using various methods, such as visuals, tactile auditory and kinesthetic.
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9
Q

Universal access & phonological awareness for English Language Learners

A
  • Pre-teach phonemes that are not in primary language.
  • Use correct sequence of phoneme instruction in order to prevent confusion of sounds.
  • Differentiate instruction for letters that are similar in sound.
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10
Q

Universal access & phonological awareness for advanced learners

A
  • Increase the pace of phonemic awareness instruction
  • Blend phonemic awareness and phonics lessons
  • Incorporate the reading of simple texts & phonetic writing
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11
Q

Assessment for phonological awareness

A

ORAL:

  • Phonemic awareness (add/delete sounds)
  • Yopp-singer (identify sounds)
  • Rhyming assessment
  • Observation notes
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12
Q

Print awareness (concepts about print)

A

-Relationship of spoken & written language, students will understand that oral language can be written then read.
-Recognizing letter, word and sentence representation
(Can use language experience approach)

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13
Q

Concepts about print: Books

A
  • Recognizing the directionality of print
  • Tracking print in connected text L->R
  • Book-handling skills (ex: title)
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14
Q

Letter identification

A

students are able to identify capital & lowercase letters in isolation and with in context of reading material

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15
Q

Letter formation

A

students are able to form written capital & lowercase letters using various formats (paper/pencil, clay, sand, etc.)

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16
Q

Letter recognition instruction

A
  • Sing alphabet
  • Introduce letters in isolation
  • Identify letters within context
  • Hands-on activities with letter identification, matching upper & lower case, sequencing.
17
Q

Visual & auditory similar letter

A
  • p & q
  • d & b
  • w & m
  • m & n
18
Q

Writing practice of letters and words

A
  • Practice writing capital & lowercase letters
  • Use kinesthetic methods by making air letters
  • Use tactile methods by writing letters in sand, using clay, yarn etc.
  • Writing center
19
Q

Alphabetic principle- interrelationships among letters & sounds

A

grapheme (written representation of a sound) -> phoneme (a sound for a written letter)

20
Q

Phonemic awareness

A
  • Letter sound correspondence
  • Adding & deleting sounds
  • Substituting sounds
21
Q

Beginning decoding (understanding simple spelling patterns)

A
  • Two & three letter words

- Blending letter sounds

22
Q

Beginning decoding instruction

A
  • Introduce sound & spelling
  • Conduct sound by sound decoding for CV or CVC words
  • Blend sounds to determine the word
23
Q

Beginning decoding activities

A
  • Letter cards

- Elkonin boxes

24
Q

Pre-phonetic writing

A

initial + final sounds

25
Q

Semi-phonetic writing

A

final + medial sounds

26
Q

Phonetic writing

A

understanding spelling patterns

27
Q

Universal access for concepts about print for struggling readers

A
  • Pre-teach concepts & display labels of book parts, letters, words, sentences during instruction
  • Teach isolated concepts. Do not blend skills.
  • Follow up with small group instruction on concepts the same day, using hands on approach.
28
Q

Universal access for concepts about print for students with special needs

A
  • Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction.
  • Teach isolated concepts. Do not blend skills.
  • Provide additional additional practice using larger print, repeat concepts, kinesthetic & tactile methods
29
Q

Universal access for concepts about print for English Language Learners

A
  • Pre-teach concepts that are not part of primary language, and display examples during instruction.
  • Teach, isolated concepts. Do not blend skills.
  • Transfer knowledge from primary language to English, using a T-chart to display.
30
Q

Universal access for concepts about print for advanced learners

A
  • Increase the pace of instruction
  • Expand activities to reading the letters, words and sentences
  • Begin phonics & phonetic spelling to describe environmental & book print
31
Q

Universal access for letter recognition & alphabetic principle for struggling students

A
  • Teach a small set of letters & sounds until mastery occurs
  • Use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities.
  • Pre-teach & re-teach in small groups to isolate unknown skills
  • Repetitive practice & instruction
32
Q

Universal access for letter recognition & alphabetic principle for students with special needs

A
  • teach a small set of letters and sounds until mastery occurs
  • use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities
  • pre-teach & re-teach in small groups to isolate unkown skills
  • repetitive practice & instruction using various modalities
33
Q

Universal access for letter recognition & alphabetic principle for English Language Learners

A
  • Transfer concepts in primary language to the English language
  • Use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities
  • Pre-teach letters & sounds that are not in primary language
  • Repetitive practice & instruction
34
Q

Universal access for letter recognition & alphabetic principle for Advanced Learners

A
  • Assess for mastery of concepts
  • Begin stages of phonics instruction
  • Small group instruction for reading.
  • Decodable books
  • Begin writing activities
35
Q

Assessments for concepts about print

A
  • Observation notes
  • Monitoring checklist
  • Concepts of print survey
36
Q

Assessments for letter recognition

A
  • letter names (uppercase)
  • letter names (lowercase)
  • letter identification in texts
  • letter sequencing
  • letter matching
37
Q

Assessments for alphabetic principle

A
  • identify individual sounds
  • identify consonant & vowel sounds
  • nonsense word identification
  • word recognition
  • identify manipulation of initial, medial and final sounds

RICA (2 decks)

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