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RICA domain 2: word analysis, question and answer with rated solution
(3) phonological awareness -the knowledge that oral English is composed of smaller units -a child who has phonological awareness can identify and manipul... [Show More] ate sounds in many different levels of language: 1. individual sounds (phonemic awareness) 2. sounds in larger units of language, such as words and syllables (3) phonemic awareness -a subcategory of phonological awareness involving the ability to distinguish the separate phonemes (sounds) in a spoken word -e.g. a phonemically aware child can identify "duck" and "luck" as rhyming words or say that "duck" has 3 sounds and they are /d/, /u/, and /k/ -developing phonemic awareness is an important goal for K-1 teachers (3) phonics -knowledge of letter-sound correspondences, e.g. knowing that in the word "phonics" the letters "ph" make the /f/ sound -often called graphophonic or graphophonemic relationships (3) the alphabetic principle -speech sounds are represented by letters -English is an alphabetic language because symbols represent sounds -the sounds are called phonemes -a child who has not acquired alphabetic principle would have little idea what purpose letters serve -instruction in phonemic awareness, phonics, and spelling all reinforce alphabetic principle (3) phoneme -a speech sound in a language that signals a difference in meaning -the smallest units of speech -e.g. /v/ and /b/ are English phonemes because there is a difference between "vote" and "boat" (3) the phonetic alphabet -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 -e.g. the phonemic symbol /a/ always represents the "long a" sound (3) graphemes -the English letter or letters that represent phonemes -e.g. the phonemic symbol /a/ can be represented by several graphemes, such as the "ay" in "say," the "ei" in "neighborhood," or the "ey" in "prey" -some graphemes are a single letter, e.g. the phoneme /b/ in "bat" is represented by the grapheme "b" -other graphemes consist of more than one letter, e.g. the phoneme /k/ in "duck" is represented by the grapheme "ck" (3) vowels -sounds made when the air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth -a, e, i, o, u -sometimes y, in words such as "sky" -sometimes w, in words such as "cow" -long vowels "say their own name," as in "bake" and "bite" -short vowels occur in words such as "cat" and "pet" -R-controlled -L-controlled (3) consonants speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips (3) onsets and rimes -occur in a single syllable -onset is the initial consonant sound or consonant blend -rime is the vowel sound and any consonants that follow -all syllables must have a rime -a syllable may or may not have an onset -e.g. napkin: onset in "nap" is "n," rime is "ap"; onset in "kin is "k," rime is "in" (3) phonograms -rimes that have the same spelling -words that share the same phonogram are word families -e.g. rime/phonogram: "at"; word family: "cat, bat, sat" (3) role of phonological and phonemic awareness in reading development -acquisition of phonemic awareness is highly predictive of success in learning to read -level of a child's phonemic awareness in kindergarten correlates strongly with his/her level of reading achievement (word recognition and comprehension) at the end of 1st grade -phonemic awareness is the foundation for understanding the sound-symbol relationships of English, which will be taught through phonics lessons (3) HOW TO TEACH PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC AWARENESS How to teach phonological awareness of larger units of language: -word awareness -syllable awareness -word blending -syllable blending -onset and rime blending How to teach phonemic awareness: -sound isolation -sound identity -sound blending -sound substitution -sound deletion -sound segmentation (3) word awareness -goal: to help children become aware that sentences are made up of words -requires children to detect and identify word boundaries (e.g. that the sentence "I like ice cream" has 4 words) -lessons should use 1-, 2-, and 3-word sentences (?), each word with one syllable (e.g. "Tom runs" - students read sentence as a whole, then each words separately, then another word is added: "Tom runs fast" OR more challenging task = teacher says a 2-, 3-, or 4- word sentence and asks students to identify how many words are in the sentence) (3) syllable awareness -more difficult than word awareness because syllables are meaningless by themselves -syllable awareness activity: students clap their hands as they say each syllable in a 2- or 3- syllable word -syllable awareness activities are easier if pronunciation of the syllables is distorted and they are uttered slowly and distinctly (3) word blending -child is challenged to take 2 single-syllable words and combine them to make a compound word -pictures can be used, e.g. show a picture of a cow and a picture of a boy, ask what you get when you put "cow" and "boy" together, show a picture of a cowboy (3) syllable blending -children are required to blend two syllables into a word -e.g. ask what word you get if you put "sis" and "ter" together ("sister") (3) onset and rime blending teacher says onset, such as /b/, and rime, such as /ank/; children have to put them together and say "bank" (3) points to remember about the direct teaching of phonemic awareness -instructional activities focusing on phonological awareness of larger units of language, such as words and syllables, should take place before instruction in phonemic awareness -it is better to focus on 1 or 2 phonemic awareness tasks at a time rather than working on several of them simultaneously it is a good idea to plan some phonemic awareness activities that involve the use of the letters of the alphabet (helps children see relationship between phonemic awareness and reading) -phonemic awareness instruction should be brief and not exceed 30 mins for any one lesson (3) sound isolation -children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word -it is best to start with beginning sounds, then go on to ending sounds, then to medial sounds (3) sound identity use sets of words that share the same beginning, middle, or ending sound but have no other shared sounds; ask children to identify the shared sound (3) sound blending teacher says the sounds of a word with only brief pauses in between each sound; children guess the word (e.g. say "/b/ /a/ /t/," children guess "bat") (3) sound substitution -teacher asks children to substitute one sound for another -e.g. one-word substitutions: "cat," substitute the /b/ sound for the /k/ sound, "bat" -e.g. alliterations with same consonant sounds: "be, bo, ba, bu, bi," substitute /k/ for /b/, "ke, ko, ka, ku, ki" (3) sound deletion -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 (e.g. "block," take away /b/ to get "lock" as opposed to "frog," take away the /f/ to get "rog") (3) sound segmentation -most difficult phonemic awareness task -children are challenged to isolate and identify the sounds in a spoken word -teacher should start with words with only 2 sounds, e.g. "bee, /b/ /e/") and then move on to 3-sound words -challenges children to segment words with minimal differences, e.g. "cap," "cat," and "cab" -if children are having difficulty, simplify the challenge by asking how many sounds are in a word the teacher pronounces (3) relationship between phonemic awareness and development of phonics knowledge and skills -development of phonemic awareness is a prerequisite to teaching phonics because children cannot be expected to learn which letters represent which sounds (phonics) until they are aware of the sounds in a word (phonemic awareness) -doesn't mean students participate in phonemic awareness activities and then move on to phonics lessons at a later time; although some phonemic awareness lessons will precede instruction in letter-sound correspondences, other phonemic awareness activities will take place at the same time as phonics lessons (3) MEETING THE NEEDS OF ALL LEARNERS: struggling readers and students with reading difficulties or disabilities -focus on key skills, especially blending and segmenting -reteach skills that are lacking ---slow the pace of the lesson ---change mode of delivery by more modeling or using clues ---make task simpler by providing additional scaffolding ----use different materials -use a variety of concrete examples to explain a concept or task -provide additional practice (3) MEETING THE NEEDS OF ALL LEARNERS: English learners and speakers of nonstandard English -explicitly teach nontransferrable phonemes (English phonemes that do not exist in an EL's first language) -explicitly teach sequences of phonemes in English that do not appear in the first language (3) MEETING THE NEEDS OF ALL LEARNERS: advanced learners -increase the pace of instruction ---spend less time on a lesson by providing less modeling and fewer chances to practice the skill ---devote fewer lessons to a phonemic awareness skill -build on and extend current skills (3) ASSESSMENT OF PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC AWARENESS -auditory discrimination tests: tests of phonological awareness, including phonemic awareness, in which teacher talks, student listens, and student says something (no print is involved) -Yopp-Singer Test of Phoneme Segmentation: teacher says 22 words, child must provide each sound of the word in order -Assess phonological awareness tasks: word awareness, syllable awareness, word blends, syllable blending, onset-rime blending -Assess phonemic awareness tasks: sound identity, sound isolation, sound blending, sound deletion, sound substitution, sound segmentation -should include entry-level assessment, progress-monitoring assessment (middle of lesson AND middle of unit), and summative assessment (4) letter recognition -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 -refers to names of letters, not sounds letters make (4) letter naming -the ability to say the name of a letter when the teacher points to it -refers to names of letters, not sounds letters make (4) letter formation -also called letter production -the ability to write the uppercase and lowercase letters legibly (4) CONCEPTS ABOUT PRINT: what are they -the relationship between spoken and written English and that print carries meaning -recognizing letter, word, and sentence representation -directionality of print/tracking of print -book-handling skills (4) the relationship between spoken and written English and that print carries meaning -children should be aware that printed words are "talk written down," e.g. spoken word "cat" and printed word "cat" are the same thing -printed words are used to transmit messages as in the stories in picture books, product names in advertisements, and menus in restaurants (although illustrations in picture book help tell a story, children should acquire the concept that printed words ARE the story) (4) recognizing letter, word, and sentence representation -knowledge of the differences between letters, words, and sentences -to fully acquire this concept, children must know how many letters in a word and know word boundaries (how many words are in a line of text) -children must know where sentences end and begin, which requires recognition of end punctuation (4) directionality of print/tracking print -knowledge that 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 -children understand that they must perform a return sweep at the end of each line of text (moving from the far right of one line to the far left of the next one) (4) book-handling skills knowledge of: -how to hold a book when reading -where the front cover of a book is -where the title page is -where the story starts -when and how to turn the pages -the location of the back cover of the book (4) CONCEPTS ABOUT PRINT: how to teach -reading aloud to students -the shared book experience -language experience approach (LEA) -environmental print -print-rich environment -explicit (direct) teaching of concepts about print (4) shared book experience -goals: to discover good books, to see that reading is fun, and to teach concepts about print -use big books (oversize picture books measuring at least 15x23 inches) - print is large and can be seen from several feet away; usually include predictable phrases or words components: -introduction (prereading): look at cover, point out features of the book, ask what they think book will be about or other predictive question -teacher reads story, students join in on predictable text; may pause to encourage predictions or comments -discussion before, during, or after reading: children ask questions or discuss favorite parts/characters -reread on subsequent days: with whole group, small groups, pairs, or individuals (4) language experience approach (LEA) -children share an experience and dictate an account of that experience to an adult, who records it verbatim -LEA should record a personal, memorable experience (e.g. a field trip to the zoo) that provides child with a great deal to dictate -adult and child read the dictated text together (4) environmental print printed messages that people encounter in ordinary, daily living, e.g. milk cartons, menus, t-shirts (4) print-rich environment plenty of examples of written language on display; children can "read the room" create by: -labeling classroom items and captioning bulletin board displays -morning message, an overview of the day's activities -classroom mailboxes/cubbies which can be used to hold messages for students to write to their classmates and the teacher to write to students (4) THE IMPORTANCE OF LETTER RECOGNITION IN READING DEVELOPMENT AND INSTRUCTIONAL STRATEGIES: how to teach letter recognition, letter naming, and letter formation -associating names and things with letters -singing the alphabet -abc books -practice writing both uppercase and lowercase letters and writing words -tactile and kinesthetic methods (4) phonetic spelling -when a child writes a word but doesn't know the accurate spelling -also called temporary spelling/invented spelling -result = some sounds may have no letter, other sounds in a word will be represented by the wrong letters -should be encouraged: 1) overemphasis on correctness will discourage some children from writing, 2) provides important assessment data on a child's knowledge of letter-sound correspondences -should always coexist with formal spelling instruction that leads to correctness -the older children are, the less their spelling should be phonetic and the more it should be accurate (4) MEETING THE NEEDS OF ALL LEARNERS: struggling readers and students with reading difficulties or disabilities -focus on key concepts and skills -reteach concepts, letters, and skills that are lacking -use a variety of concrete examples to explain a concept or task -provide extra practice -use visual, auditory, kinesthetic, and tactile techniques (4) MEETING THE NEEDS OF ALL LEARNERS: English learners and speakers of nonstandard English -capitalize on the transfer of relevant knowledge and skills from their primary language -recognize that not all languages are alphabetic and that key features of alphabets vary, including letters, directionality, and phonetic regularity (4) MEETING THE NEEDS OF ALL LEARNERS: advanced learners -increase the pace of instruction -build on and extend current knowledge and skills e.g. challenge idea: have students learn about other orthographies; learn the differences among the alphabets while understanding that their common purpose is to transmit messages (4) ASSESSMENT OF CONCEPTS ABOUT PRINT, LETTER RECOGNITION, AND THE ALPHABETIC PRINCIPLE -formal and informal assessments -entry-level, monitoring of progress, and summative assessments -analysis and interpretation of assessment results should be based on standards -analysis and interpretation must go further to determine why children are performing below expectations -teachers should use results to create standards-based individual profiles for each student -teachers should use results to create standards-based class profiles (4) formal and informal assessments of concepts about print formal: -tests provided by basal reading system the school district has adopted -Clay's Concepts About Print test: ---books have some pages with print upside down, reversed letters, and some lines of print in odd configurations ---teacher asks student to point to front of book, identify where to begin reading, recognize beginning and end of a word ---measures book orientation, directionality, beginning and ending of a story, word sequence, and recognition of punctuation and capital letters informal -use any picture book, paper and pencil -observation of student behavior -checklist -ask child to write something (checking for letters rather than squiggles), how many words are in a line, to track as you read, etc. (4) formal and informal assessment of letter recognition, letter naming, and letter formation -letter recognition: you name the letter, child points to it -letter naming: you point to a letter, child names it -letter formation: child can form a letter legibly when writing, in isolation but in esp. context (gather student writing samples) (4) formal and informal assessment of the alphabetic principle -observe children read aloud and write -if they try to sound out words, struggle with finding the right sound for a letter, then they have mastered the alphabetic principle -likewise, when children write and struggle with choosing the correct letter for a sound, they are demonstrating they understand the relationship between letters and sound in printed English (5) word identification the ability to read aloud, or decode, words correctly (5) word recognition making a connection between the word being pronounced and its meaning (5) sight words -children should be taught to identify some words as whole units without breaking the word down by phonics or morphology types of words that should be taught as sight words: -high-frequency words (as, the, of) -words with irregular spelling (dove, great) -words that children want to know, usually because they want to use them in their writing (dinosaur, Burger King) -words that are introduced in content-area lessons in social studies and science (insect, butterfly) (5) morphology -the study of word formation -children use morphological clues to identify words when they rely on root words, prefixes, and suffixes (5) context clues when children use the context of the sentence or paragraph to figure out an unknown word (5) THE ROLE OF PHONICS AND SIGHT WORDS IN WORD IDENTIFICATION: how word identification contributes to word recognition when children learn to identify in print words that exist in their oral vocabulary, they increase the number of words that they recognize; this is the process of associating the correct printed form to a known word (5) THE ROLE OF PHONICS AND SIGHT WORDS IN WORD IDENTIFICATION: how automaticity in word recognition leads to fluency and comprehension -goal is for all students to achieve automaticity in word identification and word recognition -child achieves automaticity when word identification is swift and accurate -automaticity is essential for fluent reading (reading at an appropriate pace with appropriate expression); a student who is stumbling over words will not achieve fluency -fluency is essential for reading comprehension; slow, struggling readers often lose track of the meaning of what they are reading (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: types of consonant sounds -continuous sounds -stop sounds (5) continuous sounds -it is possible to "hold" the sound and stretch it out -when in the initial position in a word: f, l, m, n, r, s, v, z (5) stop sounds -the sound must be uttered quickly with a "quick" puff of air -also called clipped consonant sounds -when in the initial position in a word: b, c, d, g, j, k, p, qu, t (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: common, regular letter combinations -consonant digraphs -consonant blends -vowel digraphs -diphthongs -r-controlled vowels -l-controlled vowels (5) consonant digraphs 2-letter combinations that make one sound; e.g. "ph" in "phone," "sh" in "share" *"ph" in digraph (5) consonant blends 2- or 3-letter combinations, said rapidly, and each letter in a blend makes a sound; e.g. "pl" in"play," "spr" in "spring" *"bl" in blend (5) vowel digraphs 2-vowel combinations that make a single sound; e.g. "oa" in "boat" makes the long o sound; "ea" in "teach" makes the long e sound (5) diphthongs -glided sounds made by such vowel combinations as "oi" in "oil" and "oy" in "boy" -when pronouncing a diphthong, the tongue starts in one position and rapidly moves to another (5) R-controlled vowels neither long nor short, e.g. the sound "a" makes in "car," "e" makes in "her," "i" makes in "girl," "u" makes in "hurt," and "o" makes in "for" (5) L-controlled vowels neither long nor short, e.g. the sound "a" makes in "chalk," "e" makes in "help," "i" makes in "milk," "o" makes in "cold," and "u" makes in "bull" (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: common, inflected morphological units taught as part of phonics instruction -morphological units include prefixes, suffixes, and words without prefixes and suffixes -inflected morphological units are suffixes that do not change the part of speech of the root word (e.g. "walk" and "walked" both verbs; "big" and "bigger" both adjectives") -frequently used inflected suffixes: -ed, -er, -est, -ing, -s -children should be taught how they change the meaning of the root words they are attached to (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: common word patterns of increasing difficulty -VC -CVC -CVCC -CCVC -CVVC -CVCe (5) VC -vowel is short -e.g. "am," "it," "up" -irregular exception: "to" (5) CVC -medial vowel is short -e.g. "man," "pet," "lip," "tot," "bum" (5) CVCC -vowel is short -e.g. "balk," "cost," "film" -it will confuse children to include words that end with a consonant digraph, where the final two consonants make only one sound, such as "bath" and "fish" (5) CCVC -most words start with a consonant blend -e.g. "brat," "clap," "skip" -vowel is short (5) CVVC -many but not all words in this pattern have vowel digraphs (two vowels, one sound; first vowel says its name) -e.g. "bait," "team," "goat" (5) CVCe -long vowel sound -e.g. "made," "like," "cone," "huge," -irregular exceptions: "love," "live" (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: common syllable patterns and syllabication as applied to decoding multisyllabic words 1. compound words, divide between the words: "in-side," "foot-ball" 2. single-syllable prefix, divide between the prefix and the root: "un-kind," "pre-test" 3. never divide a consonant digraph: "bush-el," "teach-er" 4. 2 consonants in the middle of a word that are not digraphs, divide between the consonants: "sis-ter," "but-ter" 5. single consonant in the middle of a word between 2 vowels, the vowel preceding the consonant is short, divide after the consonant: "cab-in," "lev-el" 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," "fe-ver" (5) why some words are phonetically irregular and never decodable -e.g. "of," "the," "was" -because of the etymology (word origins); they reflect the spelling of another language -because of pronunciation shifts in English over hundreds of years (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: how and when irregular words fit into the continuum of phonics instruction -many of them must be taught as sight words in K-2 -sight words taught as a whole "unit" so students do not need to decode them by applying knowledge of phonics -many irregular, high-frequency words are neither nouns, verbs, nor adjectives, but rather they are function words with no clear meaning: prepositions, pronouns, or conjunctions (5) THE SEQUENCE OF PHONICS AND SIGHT WORD INSTRUCTION: why some decodable words must be taught as sight words until their phonetic pattern has been taught -they are high frequency words children need to know early on -some sound-symbol relationship in the word will not be taught until much later (e.g. "park" - many young children will want to use it in writing, but the r-controlled "a" may not be taught until 2nd grade) (5) THE INTERRELATIONSHIPS BETWEEN PHONICS DEVELOPMENT AND STAGES OF SPELLING DEVELOPMENT: stages of spelling development -precommunicative -semiphonetic -phonetic -transitional -conventional (5) precommunicative -child shows no understanding of alphabetic principle (that letters represent sounds) -child "writes" by drawing pictures or making squiggles -if letters appear, they are randomly assigned -e.g. "my dad's new car" = "aaLLo Sbav" (5) semiphonetic -child attempts to use letters to represent sounds -child's knowledge of sound-symbol relationships is poorly developed -child often does not write at least one letter for each sound in a word (some sounds in words are not represented) -e.g. "banana" = "baa" -should be encouraged to write even though they make mistakes; teachers should simultaneously work to improve child's spelling and expect that correctness will increase as child gets older (5) phonetic -child knows that letters represent sounds and at least one letter represents each sound in a word -child many times does not choose the right letter or combination of letters to represent sounds -e.g. "I like to fly a kite" = "I lik two flii a kitt" -should be encouraged to write even though they make mistakes; teachers should simultaneously work to improve child's spelling and expect that correctness will increase as child gets older (5) transitional -child knows most of the orthographic patterns of English -all sounds have letters and for the most part, child chooses correct letter or combination of letters to represent sounds -mistakes frequently occur with sounds that have several spellings, such as the long a (e.g. "nayborhood") -transitional spelling easy to read -e.g. "The firefiters have to be able to climb up the sides of bildings" (5) conventional -child spells almost all words correctly -only mistakes occur when child tries to spell new words with irregular spelling -children at this level generally recognize that a word they have spelled "doesn't look right" (5) THE INTERRELATIONSHIPS BETWEEN PHONICS DEVELOPMENT AND STAGES OF SPELLING DEVELOPMENT: the relationships among phonics knowledge, spelling development, and decoding skills -effective phonics instruction makes children better spellers -orthographic patterns = the frequently occurring letter combinations of English spelling (e.g. the rime "-ight," the suffix "-tion") -phonics instruction helps children learn these patterns -reverse is true: spelling instruction that focuses on common orthographic patterns will help children decode words (e.g. a child who knows how to pronounce the "-ight" rime will be able to both orally decode words with that rime when reading aloud and encode the word when writing) (5) THE INTERRELATIONSHIPS BETWEEN PHONICS DEVELOPMENT AND STAGES OF SPELLING DEVELOPMENT: the relationship between spelling development and vocabulary development -spelling instruction usually focuses on both how to spell a word and what the word means -effective spelling instruction will sometimes select words that share a common prefix or root; as children learn to spell the words, they will also learn their meanings (e.g. root "micro": "microwave," "microscope," "microphone") (5) THE INTERRELATIONSHIPS BETWEEN PHONICS DEVELOPMENT AND STAGES OF SPELLING DEVELOPMENT: writing activities provide opportunities for applying phonics knowledge -teachers will see which sound-symbol relationships students have mastered when they write -phonics knowledge can be revealed both when students decode printed text while they read aloud and when they encode printed text while they write (6) THE FUNDAMENTALS OF TEACHING PHONICS -instruction should be systematic -instruction should be direct and explicit direct, explicit approaches: -whole-to-part lessons -part-to-whole lessons other approaches (NOT direct and explicit): -analogy phonics -embedded phonics -practice, practice, practice (6) whole-to-part lessons -also called analytic phonics -start with sentences, then look at words, and end up with the sound-symbol relationship that is the focus of the lesson e.g. lesson on "sh" digraph would have a set of sentences such as: -My mom went to the bank and came home with a lot of cash. -We went to the market and bought some fish and potatoes. -I helped her mash the potatoes. -After dinner, my brother Fred broke a dish. -look at words "cash," "fish," "mash," "dish," notice what they have in common, focus on "sh" sound-symbol relationship (6) part-to-whole lessons -also called synthetic phonics -begin with the sound and then children blend the sounds to build words e.g. start with "sh" digraph, practice saying aloud -show letter combinations that can be added to the sound to make words (e.g. "ca," "fi," "ma," "di,") -blend sounds to make words (6) analogy phonics -students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes -e.g. children learning "brick" are first showed 2 simpler words with "-ick" rime, "kick," and "trick"; teacher then introduces "br" blend and children combine it with the familiar "-ick" (6) embedded phonics -teaching phonics incidentally as something that is not the central focus of the lesson -e.g. reading aloud a picture book, then working on a rime that appears in the title of the story by having students generate rhyming words (6) practice, practice, practice -after students have been taught sound-symbol relationships and have practiced associating sounds to a letter or group of letters in isolation, they should have opportunities to read the sounds in the context of words, phrases, sentences, and paragraphs -e.g. teacher models correct oral reading, students read texts subvocally (reading aloud, moving the lips and tongue, but making no sound), then students read texts aloud normally (6) SYSTEMATIC, EXPLICIT INSTRUCTION IN PHONICS AT THE BEGINNING STAGE -teach sounding out and blending of regular VC and CVC words -teach whole-word reading of single-syllable, regular words and some high-frequency, irregular sight words -use decodable text for practice -teach students to use phonics knowledge to spell VC and CVC words (6) how to teach sounding out and blending of regular VC and CVC words -start by teaching children to sound out the separate sounds in VC and CVC words -display letter that represents the sound and have children voice the sound -after each sound in a word has been displayed and voiced, the children then "blend" the 2 or 3 sounds together (teacher should model) -follows part-to-whole approach (6) how to use decodable text -stories written in decodable text have highly controlled vocabulary -words are selected because they have the phonics elements and the sight words children have been previously taught -most preprimer (early K), primer (late K), and 1st grade basal readers consist of stories written in decodable texts -reading from decodable texts reinforces the sound-symbol relationships children have learned (6) spelling VC and CVC words -close relationship between phonics and spelling instruction -once children have learned to read VC and CBC words, words fitting into this pattern should be part of their spelling lists -phonics challenges students to decode words orally; spelling challenges students to use their phonics knowledge to encode words in writing -children should sound out the word as they spell it, saying each sound to themselves as they write the appropriate letters (6) SYSTEMATIC, EXPLICIT INSTRUCTION IN PHONICS AT MORE ADVANCED STAGES -teach the regular CVCC, CCVC, and CVVC words -teach regular CVCe words -teach words with less common elements (e.g. consonant digraphs) -continue the use of decodable text (which use words fitting more complex patterns, such as CVCC, CCVC, CVVC, CVCe, and irregular sight words) -teach words formed by adding a common inflected ending -teach students to use phonics knowledge to spell more complex orthographic patterns (6) SYSTEMATIC, EXPLICIT INSTRUCTION IN SIGHT WORDS -explicit (direct) teaching of sight words: best to follow a whole-to-part approach -high-frequency words -factors that affect the sequence of instruction for specific sight words -explicit strategies for helping students master the spelling of high-frequency sight words (6) factors that affect the sequences of instruction for specific sight words -high-frequency words that appear most frequently in students' basal readers deserve priority; teach those words before students read the text -high-frequency words that are visually similar should be taught together (e.g. the, they, this, there, then, them, these, than) (6) explicit strategies for helping students master the spelling of high-frequency sight words visual: use of color -esp. effective with words with vowel digraphs, such as "said" -students would practice writing the word, writing the "a" in red and the "i" in green, for example auditory -students practice writing the word, each time pronouncing each letter in the word tactile -can be effective because many high-frequency words contain few letters (of, to, in, is) -children would write the words on a textured surface, such as their desktops, with their bare fingers (6) MEETING THE NEEDS OF ALL LEARNERS: struggling readers and students with reading disabilities -focus on key phonics skills and high-frequency sight words -reteach phonics skills and sight words that are lacking ---use different materials ---teach at a slower pace ---vary the mode of delivery (more/fewer visual, auditory, kinesthetic, or tactile experiences) -use a variety of concrete examples to explain a concept or task (e.g. letter tiles) -provide additional practice (6) MEETING THE NEEDS OF ALL LEARNERS: English learners and speakers of nonstandard English -capitalize on transfer of relevant knowledge and skills from the primary language (cognates: two words that look alike and mean the same thing in two languages) -explicitly teach sounds that do not transfer -explicitly teach the meanings of sight words, if needed -analyze patterns of error [Show Less]
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RICA subtest 2, question and answer, latest updated
An example of a reading comprehension statement written in academic language is: I am going to visualize what is happening in the selection. Before... [Show More] reading the story, Look Out Kindergarten, Here I Come, the teacher brought in realia (pencils, scissors, crayons, glue, paper) to support her students with vocabulary that will be encountered in the story and discussed the characteristics. This vocabulary lesson will allow students to: develop background knowledge to support comprehension of new information. A vocabulary strategy that supports early vocabulary development for students is: classifying and categorizing words. The "Matthew Effect", which relates to vocabulary, can be explained as: a term used by a psychologist that describes how readers acquire large vocabularies by reading extensively, which widens the gap of knowledge between them and the students who read less. During independent reading of an expository text about dinosaurs, the students in a second-grade class had difficulty with the vocabulary words "prehistoric ooze". Which of the following is the best strategy to support students' understanding of the complex vocabulary? Before reading, introduce the meaning of target vocabulary and explain words one at a time using student-friendly explanations. According to research, most students learn vocabulary indirectly. An example of indirect vocabulary learning is: students learn word meanings from listening to adults read to them and engage in conversations about new words encountered in the texts. In order to determine the vocabulary for direct instruction prior to reading a text, the teacher needs to consider: the tier levels of academic vocabulary encountered in the text. It is important for a teacher to explicitly teach tier three vocabulary to elementary students for all of the following reasons except: to promote word consciousness and an enthusiasm for words. Prior to teaching a lesson on mammals, a third-grade teacher displayed the following graphic organizer on the board: This graphic organizer will support the student in developing: word learning strategies. A fifth-grade teacher designs the following vocabulary lesson for her students: Introduce spelling and pronunciation of target words. Read a familiar sentence that includes the target word. Ask students to identify any context clues that can support them in determining the meaning of the target word. Ask students to predict meaning and synonyms for target word. Confirm accurate meaning, using a student-friendly definition. This lesson is an example of: direct instruction of vocabulary The graphic organizer above is an example of a: semantic map. Use the illustration below to answer the question that follows. The graphic organizer above will support students in developing vocabulary knowledge relating to: word roots. A fourth-grade teacher writes the following sentence on the board during a vocabulary lesson: "The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type of fossil found during an expedition in the desert." In order to find the meaning of "paleontologist" using a word-learning strategy, the teacher is teaching a directed lesson on: apposition. A third-grade teacher implements a long-term vocabulary activity for her students called Word Wizard. The students will be provided with weekly vocabulary words. If they encounter any of the words outside of direct instruction, the students have to fill out an index card identifying the word, how it was used (conversation, television, magazine, etc.) and explain its meaning. The teacher will place these cards in the Word Wizard's bucket. The student with the most words in the bucket at the end of the week receives a prize. The implementation of this vocabulary strategy promotes: word consciousness. In a second-grade class with a student population of 80% English Language Learners, the teacher implements a communication guide to support her students during academic discussions. An example is shown below: Communication Starters: The antonym for ________is ... The synonym for _______ is ... I used context clues to determine... The use of this oral support will provide students with the opportunity to: practice verbal communication of syntax and grammar. An effective strategy for a teacher to use during an oral language activity for discussing topic-related information is: think-pair-share. A teacher follows up with a small group of students after an explicit vocabulary lesson in order to re-teach new concepts. The lesson was delivered as: Teacher: A new word we learned today is apprehensive. What is our vocabulary word? Students: Apprehensive. Teacher: Apprehensive means that you are not sure of something, or fearful of doing something. (Teacher shows a facial expression of being apprehensive.) Teacher: Jerry was apprehensive about jumping from the highest diving board at the swimming pool. Teacher: Would you be apprehensive of petting a lion or a kitten? Student: I would be apprehensive in petting a lion. The teacher is supporting her struggling readers in understanding the new vocabulary by: re-teaching vocabulary using concrete examples. An eighth-grade student completed a reading comprehension assessment that was designed as: Directions: Fill in the blanks with the appropriate word to complete the sentences. A knight ordered his servant to hurry up with his food and drink. The servant __1____ scurried to the kitchen and filled his plate with food. The servant hurried because he did not want to be _____2___ to his master. 1. A) happily B) solemnly C) obediently2. A) playful B) disrespectful C) hurtful The format of the reading comprehension assessment can be described as: opin sentences. A second-grade student encounters a vocabulary assessment that displays the question format: The princess promised to leave the ball before the clock struck midnight. In which sentence is the word ball used in the same way as in the sentence above: 1) The boy brought a bat and ball for his baseball game.2) My mother hurt the ball of her foot.3) The couples enjoyed dancing at the ball last week. This assessment is asking students to identify vocabulary words with: multiple meanings. The most common text structure for narrative stories is: story grammar. An effective assessment for ensuring that students are progressing in text-based discussions is: anecdotal notes. A middle school teacher provides her students with the following graphic organizer to complete after reading the text: Life Science Topic: Subtopic Subtopic Subtopic _______ ________ ________ _______ ________ ________ _______ ________ ________ Conclusion: This graphic organizer will support students with: summarizing expository texts [Show Less]
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RICA Subtest 2, question and answer, graded A+
Word Consciousness Awareness of words and their meanings as well as interest in their usage. Conversational vocabulary (Tier 1) Informal language:... [Show More] most basic, everyday speech that is familiar to students Academic Vocabulary (Tier 2) Formal language: high frequency words that are found in many different subject discipline (Ex. examine, identify, authority) Content Specific Vocabulary (Tier 3) Subject specific vocabulary: found in science, math, social studies (ex. hypothesis, photosynthesis) Systematic Explicit Instruction High structure and sequenced instruction Needs to be very interactive Matthew Effect "Rich get richer and the poor get poorer" The gap between strong and weak readers will only widen when no one is catching any literacy difficulties and students are not receiving proper instruction 3 types of vocabulary practice deliberate, spaced, and retrieval - goes well with "I do, we do, you do", modeling and instruction Wide reading Reading a wide variety of genres, styles, and purposes Will expose students to more reading and will help them learn more vocabulary Cognates Words that look similar and have the same meaning in two languages. (good to connect with for ELs) Semantics Meanings of words, phrases, and sentences Morphology The structure and form of words (affixes and roots) Listening Vocabulary words you understand when listening to others speak. Speaking Vocabulary words you use when you talk. smaller than listening vocabulary Writing Vocabulary words you use when you write. sight vocabulary words that a child can immediately recognize and pronounce correctly while reading Meaning Vocabulary words you understand when reading silently. background knowledge Reader's knowledge about the topic - Students will have a harder time comprehending what they have read if they lack essential background knowledge The Role of vocabulary in Fluency knowing the meaning of words will help in achievement of swift and accurate word recognition Role of vocabulary and reading comprehension Students vocabulary is key indicator and predictor of Students understanding of what they are reading (Comprehension = being able to explain words and their meanings) Role of Academic Language and Comprehension If there is a lack of proficiency with academic language that can prevent proper comprehension Role of Background Knowledge and Comprehension to comprehend a text readers need to have developed: - meaning vocabulary - academic language knowledge - background knowledge Important words/Vocabulary to teach: For fluency: The more frequent a word appears the more important it is to teach For Utility: Is knowing the word essential for comprehension? if yes, it should be taught Level of Knowledge: The less a student knows about the word, the more important it is to teach it (especially unknown words) Non technical words Students need to know Identify, define, illustrate, summarize, classify Morpheme in a language, the smallest unit that carries meaning; may be a word or any affix bound morpheme A morpheme that must be "bound" with another morpheme to form a word and cannot occur alone (Ex: un-, -est, -es, -ed, pre-) free morpheme a morpheme that can stand alone as a word (ex. test, walk) Research Based Instruction Strategies: - Provide Students with vocabulary definitions that are kid friendly and easy to understand - After S learns vocabulary have them read it in a sentence, paragraph, then write using the target word(s) - Students need to speak, read, and write words they are learning GIVE AS MUCH EXPOSURE AND PRACTICE AS POSSIBLE 4 components of vocabulary instruction 1. Direct instruction of specific words 2. Teaching students independent word learning strategies 3. Developing word consciousness 4. Encouraging wide reading Contextual Redefinition (Direct teaching of specific words) use of context surrounding the target word and cooperate learning Semantic/word Maps (Direct teaching of specific words) Place the target word in center and have supporting information in outside bubbles to help activate prior knowledge Semantic Feature Analysis (Direct teaching of specific words) A graphic organizer using a grid to compare a series of words or other items on a number of characteristics. (looks at meaning, context) Morphemic Analysis (Independent word learning strategies) Students looking at parts of words and using affixes and roots to determine the words meaning Contextual Analysis (Independent word learning strategies) Students using context clues to figure our the meaning of unknown words Definition Context Clue When the author puts the meaning of the word in parenthesis or states the definition in the following sentence. Synonym Context Clue When the author gives the reader another word that means the same or nearly the same as the unknown word. Antonym Context Clue When the author gives a word that means the opposite of the unknown word. "Example Context Clue" When the author gives examples that clearly help the reader understand the meaning of the unknown word. Using the dictionary(Independent word learning strategies) Simply looking up words in the dictionary Students need to know: - Guide words - Alphabetical order Homophone Words identical in pronunciation, but of different origin and meaning. (Ex. Sundae, Sunday) homogrpah (rarer) 2 words with the same spelling but different pronunciation (Ex. Cool wind, wind the clock) Idiom A common, often used expression that doesn't make sense if you take it literally. (Ex. It's raining cats and dogs) etymology The history and development of words Importance/ how to use wide reading - Students are exposed to and can learn thousands of words by simply reading independently - More reading = more vocabulary and words - Has Student focus and read new and different topics and material Vocabulary for listening and speaking - teacher read-aloud with different genres (even more exposure to reading and vocabulary) Vocabulary for reading and writing - reading that includes target vocabulary words - Students USING the words to write, applying vocabulary to writing activity Sentence Structure (key concepts) - Students need to learn subject and predicate, independent and dependent clauses - know what a fragment and run-on sentence is AND avoid them Syntax The arrangement of words and phrases to create well-formed sentences in a language. (Ex. Sentence order: Article, adjective, noun = The yellow house) Instruction Strategies and Activities for Class (Vocabulary particularly for ELs) - Teach word morphology (Highlight common roots/affixes) - Pre-teach vocabulary (gives ELs context) - Provide sentence frames for written and oral responses - Add pictures, videos, and real life things to lessons - teach meanings of common affixes - draw and provide pictures of meanings of words - Create word webs and diagrams - Explain idioms and confusing figurative language Instruction Strategies and Activities for Class (Vocabulary particularly for ELs) CONT. - Teach cognates (relate information to students prior knowledge of first lang.) - provide concrete examples To Assess Vocabulary: Vocabulary assessment is best in context - target word is underlined or italicized in a phrase or a sentence (student is asked to define) - Chose a synonym and ask the student to identify the synonym of the target word - Analogies: Ex. head is to body, as _____ is to mountain (answer should be peak) CLOZE Procedure A technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. Assessment for language and sentence structure How does vocabulary connect to comprehension Adequate vocabulary understanding is important to comprehension ELs and vocabulary They will need extra support with vocabulary, academic language, and building background knowledge Frayer Model for Vocabulary A graphic organizer that helps break down a word Vocabulary journals A good tool to have students collect words.... they either write down their knowledge or inquiry about target words or words they come across in reading Comprehension The readers understanding of what is being read Levels of Comprehension Skills: Literal, Inferential, and evaluative Literal Comprehension Skills Skills are those that measure the ability of a reader to understand surface level text Can be found in the text (Ex. Recall order of events or cause and effect) Inferential Comprehension Skills skills that measure the ability of a reader to interpret what they have read - reading between the lines and applying background knowledge to the text Evaluative Comprehension Skills Skills that measure the ability for the reader to make judgement and opinions based off what they have read - Cannot be found in the text Simple Sentence (Sentence Structure) has 1 independent clause (1 subject and 1 verb) Complex sentence (Sentence Structure) Contains only 1 independent clause and at least 1 dependent clause. connected by sub-coordinators (because, since, after, although, when) Compound sentence (Sentence Structure) Contains at least 2 independent clauses (no dependent) connected by coordinators/conjunctions (for, and, nor, but, yet, so) compound-complex sentence (Sentence Structure) 2 or more independent clauses and 1 dependent clause How Word analysis and Fluency affect comprehension automaticity theory: Student needs to be able to decode and understand the meaning of the text to eventually be able to comprehend How vocabulary affects comprehension If there is no understanding of the words in the text, then there will be no greater understanding of the meaning of the text/overall comprehension How academic language affects comprehension This is more prevalent for older grades Students will need to understand academic language for subject material comprehension How background knowledge affects comprehension A lack of background knowledge of a topic is a key predictor of poor comprehension (ex. A student may not understand a text about farming if they have never heard of it or done it themselves) Examples of literal comprehension: "In the text" - identify explicitly stated main idea - identify details and sequencing of events - Identify clearly stated cause and effect - Identify components of story grammar: plot events, Characters, setting, conflict and resolution (ONLY if clearly/explicitly stated) Examples of Inferential comprehension "In your head" - Inferring main ideas - making comparisons - cause and effect relationships (not explicitly stated in text) - Drawing conclusions and making predictions with text evidence - Inferring themes (if not stated explicitly in the text) Examples of Evaluative Comprehension "In your head" - Recognize instances of bias - Recognize unsupported assumptions/faulty reasoning in text - Distinguish facts and opinions - Judge text content, characters (Ex. "Did the characters do the right thing?) - Analyze the themes (Ex.Does the theme make sense?) Important information to know in a paragraph: -Identifying the topic and the topic sentence - expressing the main ideas (knowing a topic sentence will increase the chance of knowing the purpose or meaning of the paragraph) Comprehension lessons should be: - done in a small group - have discussion and be engaging - in smalls groups with students all at the same reading level KWL charts (to activate background knowledge) K- what do you KNOW? W- What do you WANT TO KNOW? L- What did you LEARN? Picture Walk (pre-reading strategy) -teacher guides students through a discussion of pictures in a book before reading Strategic Reading (during reading strategy) -Visualizing -Paraphrasing -Clarifying -Predicting -Generating questions -Summarizing -Adjusting reading rate Visualizing (Strategic reading) "seeing" the action of the story in your head Paraphrasing (Strategic reading) stating in your own words something that happened in the story Clarifying (Strategic reading) Stopping when you are confused and doing something to help you understand Predicting (Strategic reading) making an educated guess to what will happen next Generating questions (Strategic reading) stating questions that will be answered in subsequent sections of the text Summarizing (Strategic reading) reducing what has been read to a few sentences that contain the main events and themes of the story Adjusting reading rate (Strategic reading) Changing the pace of reading according to text difficulty post reading strategies Discussions are key - Summarize and retell the key events, main ideas, and themes of the story - Sharing personal perspectives: "Did you have a favorite part of the story? Favorite character? Why? - Text-to-self, text-to-text, and text-to-world connections - creating visuals or graphics about what they read Good strategy for teaching reading strategies.... Gradual Release of Responsibility!!! I do, we do, you do! For strugglers and comprehension lessons on word analysis, fluency, vocabulary, academic language, background knowledge - provide grade level text orally For ELs and comprehension Transfer prior knowledge complete through assessment to determine reading strategies, those lacking should be taught Assessment for reading levels Informal reading inventory (IRI) Reading levels show: % of words Student read aloud correctly % of comprehension question Students answer correctly Assessment for Comprehension Use QARs (Questions answer relationships) Ex of QARs - Right there - Think and Search - Author and You - On my own Right there questions For literal comprehension: answers are easily found in the text Think and Search Questions For literal comprehension: Answer is in text but are scattered or in two different parts Author and your questions For Inferential or Evaluative Comprehension: answer is not in text and the reader uses what they know and what the author has written to answer questions On my Own Questions For Inferential or Evaluative Comprehension: not in the story, using more personal perspective to answer questions Retells for Comprehension Assessment Retelling stories is good for younger readers 2 types of retelling: - Unaided: No guidance or prompting from Teacher - Aided: Student needs Teacher to ask open ended questions to answer T needs a checklist of items that the student should mention (Look for key elements of the story: characters, setting, plot events) Oral think alouds for assessment A tool to assess which Student monitors their own reading, rereads what they dont understand Writing for comprehension assessment Ex. Write a summary of what you just read Narrative/Literacy Text Written accounts of actual or fictional events A type of writing that involves the elements of plot (Ex. short stories, novels) Elements of Plot Exposition, rising action, climax, falling action, and resolution Folktales A fairy-tale type story coming from spoken tradition (passed down generations) - provides reader with moral at the end Modern Fantasy stories that play with the laws of nature and have known authors. animal fantasy, with beats that can talk, stories with toys and dolls that act like people, and stories with tiny humans. Ex. Charlottes WEb High Fantasy Fantasy stories that take place in another world. Examples: Chronicles of Narnia, Harry Potter, City of Ember science fiction A type of fantasy that uses science and technology. (Robots, time machines, etc.). Contemporary Realistic Fiction takes place in the present day in the real world. historical fiction A type of realistic fiction that takes place in a particular time period in the past. Often the setting is real, but the characters are made up from the author's imagination. biography story of a person's life written by another person Lyric A type of poetry that explores the poet's personal interpretation of and feelings about the world. Ballad A poem or song narrating a story in short stanzas Couplet Two consecutive lines of poetry that rhyme Epic A long narrative poem telling of a hero's deeds Sonnet a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line. To look at characteristics of a genre look at: - Characters -Plot - Setting - Mood - Theme [Show Less]
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RICA EXAM Key Terms, question and answer with rated solution
affix a syllable added to the beginning (prefix) or end (suffix) of a word to change the word's meaning (e.g., il- in illiterate and al- in national). ... [Show More] alphabetic principle The assumption underlying alphabetical language systems that each sound has corresponding graphic representation (or letter). antonyms words with opposite meanings (e.g., good-bad). applying the 5th stage of the reading process, in which readers go beyond the text to use what they have learned in another literacy experience, often by making aproject or reading another book. background knowledge a student's knowledge or previous experiences about a topic. aesthetic reading reading for pleasure basal readers reading textbooks that are leveled according to grade. basal reading program a collection of student textbooks, workbooks, teacher's manuals, and other materials and resources for reading instruction used in kindergarten through sixth grade. big books enlarged versions of picture books that teachers read with children, usually in the primary grades. blend to combine the sounds represented by letters to pronounce a word. bound morpheme a morphene that is not a word and cannot stand along (e.g., -s, tri-). closed syllable a syllable ending in a consonant sound (e.g. make, duck). They create a long vowel sound in the next syllable. cluster a spiderlike diagram used to collect and organize ideas after reading or before wiriting; also called a map or a web. comprehension the process of constructing meaning using both the author's text and th ereader's background knowledge for a specific purpose. There are three levels: literal, inferential and evaluative. concepts about print (CAP) basic understandings about the way print works, including the direction of print (return sweeping), spacing, punctuation, letters and words, print carries meaning, book orientation. Implicit teaching: reading aloud, shared book experience, big books, LEA, environmental print, print-rich environment. Explicit: letter recognition, associating names and things with letters, singing the alphabet, ABC books, upper and lower case letter writing, tactile and kinesthetic methods. consonant a speech sound characterized by friction or stoppage of the airflow as it passes through the vocal tract; usually any letter except a,e,i,o, and u. consonant digraph to adjacent consonants that represent a sound not represented by either consonant alone (e.g., th-this, ch-chin, sh-wash, ph-telephone). content-area reading reading in social studies, science, and other areas of the curriculum. context clue information from the words or sentences surrounding a word that helps to clarify the word's meaning. cueing systems the phonological, semantic, syntactic, and pragmatic information that students rely on as they read. decoding using word-identification strategies to pronounce and attach meaning to an unfamiliar word. (Taking a series of symbols--like the Matrix--and breaking it down into meaning). dipthong a sound produced when the tongue glides from one sound to another; it is represented by two vowels (e.g., oy-boy, ou-house, ow-how). drafting the second stage of the writing process, in which writers pour out ideas in a rough draft. echo reading the teacher or other reader reads a sentence and a group of students reread or "echo" what was read. A great tool for helping to develop fluency. editing the fourthe stage of the writing process, in which writers proofread to identify and correct spelling, capitalization, punctuation, and grammatical errors. efferent reading reading for information Elkonin boxes a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. emergent literacy children's early reading and writing development before conventional reading and writing. environmental print signs, labels, and other print found in the community etymology the origin and history of words; the etymological information is enclosed in brackets in dictionaries explicit instruction systematic instruction of concepts, strategies, and skills that builds from simple to complex. exploring the fourth stage of the reading process, in which readers reread the text, study vocabulary words, and then learn strategies and skills expository text nonfiction fluency reading smoothly, quickly and with expression (prosody) free morpheme a morpheme that can stand alone as a word (e.g. book, cycle). frustration level the level of reading material that is too difficult for a student to read successfully. < 95% on a Running Record genre a category of literature such as folklore, science fiction, biography, traditional, modern / high fantasy, contemporary realistic fiction, informational books or historical fiction goldilocks principle a strategy for choosing "just right books." grand conversation a small-group or whole-class discussion about literature grapheme a written representation of a sound using one or more letters. graphic organizers diagrams that provide organized visual representations of information from texts graphophonemic referring to sound-symbol relationships guided reading students work in small groups to read as independently as possible a text selected and introduced by the teacher. (Fountas & Pinnell) high-frequency words a common English word, usually a word among the 100-300 most common words homographic homophones words that sound alike and are spelled alike but have different meanings (e.g. baseball bat and the animal bat). homonyms words that sound alike but are spelled differently (e.g. see-sea, there-their-they're), also called homophones. hyperbole a stylistic device involving obvious exaggerations imagery the use of words and figurative language to creat an impression independent reading level the level of reading material that a student can read independently with high comprehension and an accuracy level of 95-100% inferential comprehension using background knowledge and determining relationships between objects and events in a text to draw conclusions not explicitly stated in the text inflectional endings suffixes that express plurality or possession when added to a noun (e.g. girls, girl's), tense when added to a verb (e.g. walked, walking), or comparison when added to an adjective (e.g. happier, happiest). informal reading inventory (IRI) an individually administered reading test composed of word recognition lists, graded reading passages, reading interest survey, CAP, phonemic awareness test, phonics tests, structural analysis tests, content reading CLOZE test, vocabulary tests and spelling tests. They are used separately or together to determine students' independent, instructional, and frustration levels and listening capacity levels instructional reading level the level of reading material that a student can read with the teacher support and instruction with 95-97% accuracy interactive writing a writing activity in which students and the teacher write a text together, with the students taking turns to do most of the writing invented spelling students' attempts to spell words that reflect their developing knowledge about the spelling system. K-W-L an activity to activate background knowledge and set purposes for reading an informational text and to bring closure after reading. What we Know, What I Wonder, and What I Learned. Also good to do in the beginning of a thematic unit, genre study or content-area literacy. Language Experience Approach (LEA) A student's oral composition is written by the teacher and used as a text for reading instruction; it is usually used with beginning readers leveling books a method of estimating the difficulty level of a text lexile scores a method of extimating the difficulty level of a text listening capacity level the highest level of graded passage that can be comprehended well when read aloud to the student. literacy the ability to read and write literal comprehension the understanding of what is explicitly stated in a text literature circle an instructional approach in which students meet in small groups to read and respond to a book literature focus unit an approach to reading instruction in which the whole class reads and responds to a piece of literature. long vowels the vowel sounds that are also names of the alphabet letters. lowercase letters the letters that are smaller and usually different from uppercase letters. They are also harder to read and are evident in emerging writers' writing last. metacognition students' thinking about their own thought and learning process metaphor a comparison expressed directly, without using like or as. minilesson explicit instruction about literacy procedures, concepts, strategies, and skills that are taught to individual students, small groups, or the whole class, depending on students' needs. miscue analysis a strategy for categorizing and analyzing a student's oral reading errors. (In the QRI) mood the tone of a story or poem morpheme the smallest meaningful part of a word; sometimes it is a word (e.g., cup, hope), and sometimes it is not a whole word (e.g., -ly, bi-) narrative a story onset the part of a syllable (or the one-syllable word) that comes before the vowel (e.g., str in string) open syllable a syllable ending in a vowel sound (e.g., sea). They also produce long vowel sounds (e.g., frozen) orthography the spelling system personification figurative language in which objects and animals are represented as having human qualities phoneme a sound; it is represented in print with slashes (e.g., /s/ and /th/). phoneme-grapheme correspondence the relationship between a sound and the letter that represents it phonemic awareness the ability to manipulate the sounds in words orally phonics predictable relationships between phonemes and graphemes phonics instruction teaching the relationship between letters and sounds and how to use them to read and spell words phonological awareness the ability to identify and manipulate phonemes, onsets and rimes, and syllables; it includes phonemic awareness phonology the sound system of language polysyllable more than one syllable in a word pragmatics the social use system of language prediction a strategy in which students predics what will happen in a story and then read to verify their guesses prefix a syllable added to the beginning of a word to change the word's meaning (e.g., re-in reread). prereading the first stage of the reading process, in which readers activate background knowledge, set purposes, and make plans for reading prewriting the first stage of the writing process, in which writers gather and organize ideas for writing proofreading reading a composition to identify and correct spelling and other mechanical errors publishing the fifth stage of the writing process, in which writers make the final copy of their writing and share it with an audience quickwrite an activity in which students explore a topic through writing readability formula a method of estimating the difficulty level of a text reading the second stage of the reading process, in which readers read the text for the first time using independent reading, or guided reading, or by listening to it read aloud Reading Workshop an approach in which students read self-selected texts independently responding the third stage of the reading process, in which readers respond to the text, often through grand conversations and by writing in reading logs revising the third stage of the writing process, in which writers clarify meaning in the writing rhyming words with the same rime sound (e.g., white, bright) rime the part of a syllable (or one-syllable word) that begins with the vowel (e.g. ing in string) scaffolding the support a teacher provides to students as they read and write segment to pronounce a word slowly, saying each sound distinctly semantics the meaning system of language shared reading the teacher reads a book aloud with a group of children as they follow along in the text, often using a Big Book short vowels the vowel sounds in cat, bed, big, hop and cut. simile a comparison expressed using like or as skill an automatic processing behavior that students use in reading and writing, such as sounding out words, recognizing antonyms, and capitalizing proper nouns. strategy a problem-solving behavior that students use in reading and writing, such as predicting, monitoring, visualizing, and summarizing suffix a syllable added to the end of a word to change the word's meaning (e.g., -y in hairy, -ful in careful). sustained silent reading (SSR) independent reading practice in which everyone in the class or in the school stops what they are doing and spends time (20-30) minutes reading a self-selected book. syllable an uninterrupted segment of speech that includes a vowel sound synonyms words that mean nearly the same thing syntax the structural system of language or grammar trade book a published book that is not a textbook; the type of books in bookstores and libraries uppercase letters the letters that are larger. They usually appear first in childrens' emergent writing. vowel a voiced speech sound made without friction or stoppage of the airflow as it passes through the vocal tract vowel digraph two or more adjacent vowels in a syllable that represent a single sound (e.g., bread, eight, pain, saw) word families groups of words that rhyme word identification strategies that students use to decode words, such as phonic analysis, analogies, syllabic analysis, and morephemic analysis word sort a word-study activity in which students group words into categories [Show Less]
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What are the 3 primary purposes of reading assessment? 1. Entry Level Assessments - they are implemented prior to instruction to determine which students ... [Show More] have already mastered the skills that are going to be taught and which posess the prerequisite skills and knowledge. 2. Monitoring of Progress Assessments - during the instructional unit, tell which students are making adequate progress toward the standard. 3. Summative Assessments - determines which students have achieved the target standard, some measure student achievement of a single standard, where as others, often given quarterly, midyear and at the end of the year, measure many standards. What are some alternative assessments for students with an IEP or Section 504 plan? 1. Give Students More Time 2. Divide the Assessment into smaller units (spread over 2 days). 3. Change the mode of delivery (ask the student to tell, rather than write). 4. Provide Practice Assessments. 5. Provide A Simpler Version of the Assessment (if the student does not read at the 5th gtade level, give them something that is at a simpler level and note that the standard was not met). Quality Indicators That Apply to Standardized Assessments 1. Reliability B. Validity C. How to Interpret the Results of Standardized Tests What Assessments Are Used to Determine Students' Reading Levels? 1. Informal Reading Inventories (IRI) 2. Word Recognition Lists 3. Graded Reading Passages What is an Informal Reading Inventory? An IRI us a collection of assessments administered individually to students. For an IRI, one adult gives the assessments to one student. The selection of the IRI depends on the students reading level. What are some types of assessments that are included in an Informal Reading Inventory (IRI)? 1. Word Recognition Lists 2. Graded Reading Passages 3. Reading Interest Survey 4. Assessments Measuring Concepts about Print 5. Phonemic Awareness Assessments 6. Phonics Assessments 7. Assessments of Reading Fluency 8. Structural Analysis Assessments 9. Vocabulary Assessments 10. Spelling Tests What is the purpose of a word recognition list? They serve 3 purposes: 1. to provide a rough guess of the child's reading level so that whoever is administering the tests knows where to start on the graded reading passages. 2. to provide information on the child's "sight" vocabulary, the words the child can correctly identify 3. provide information about the student's ability to use sound-symbol relationships (phonics) to decode words. The child's errors will provide a partial picture of what letters and letter combinations the child knows and which ones he or she needs to learn. Which Assessment is the most important part of the IRI? The graded reading passages. What is a miscue analysis? Examining a record of a student's oral reading to identify and classify errors. ( a student reads aloud a passage and the teacher keeps a detailed record of the student's performance). What are Graphophonemic Errors? These errors are related to the sound-symbol relationships for English, such as reading feather or father. The words sounds alike, but feather wouldn't make sense in a sentence where the correct word is father. A child who repeatedly makes graphophonemic errors is either a) reading word by word and depending too much on phonics to decode each word b) reading a passage that is too difficult, or they are not using the meaning of the sentences and paragraphs to decode words (contextual clues). What are Semantic Errors? Semantic Errors are meaning-related errors, such as reading dad for father. The student has relied too much on the semantic cueing system - and hasn't used graphophonemic clues. A child who repeatedly makes semantic errors understands what the are reading but needs to be taught to use phonics skills to be sure that every word read makes sense from a graphophonemic sense. What are common strategies for struggling readers and students with learning disabilities? 1. re-teach what is not mastered. Use visual, kinesthetic, and tactile activities. 2. Teach things in manageable units. 3. Provide concrete examples What are common strategies meeting the needs for EL and Speakers of Non-standard English? 1. Take advantage of transfer of relevant skills and knowledge from the first language a) English/Spanish cognates: active/activo, artist/artista, color/color 2. Teach vocabulary with concrete items, pictures, charts and diagrams 3. Modeling What are common strategies for meeting the needs of Advanced Learners? 1. Increase the pace and complexity of instruction 2. Extend the depth (same topic) and breadth (additional topics) of instruction 3. Build on and extending current skills What are the English-Language Arts Content Standards for California Public Schools K-12? These standards state what every child should know and be able to do at each grade level. All textbooks purchased with money from the state of CA are aligned with these standards. The STAR test measures students achievement of the standards. * All of your instructional decisions, including materials you choose, how to group students, the activities you plan, and the pace of your teaching, should enable every student to achieve each of the standards for your grade level. What is the California Reading/Language Arts Framework for CA Public Schools, K-12? The framework provides guidelines on what should be taught at grade level and how to assess and teach that content. What is the difference between a skill and a strategy? A skill is something that a reader does automatically (or with automaticity) The ability to decode is a skill. 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. A strategy is something a reader consciously chooses to implement. For example, a reader may want to get an overview of a chapter, so she previews the chapter by reading the first paragraph, all the subtitles and chapter summary. What is systematic instruction? systematic instruction is when the teacher knows what skills to teach (defined by content standards) and assessment drives the instruction. Those students who are not acquiring a skill or strategy are grouped together for additional lessons. What is explicit instruction? Explicit instruction involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. These lessons are best taught to students who share a common need. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practice. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modeling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is the goal of systematic and explicit instruction? to prevent reading difficulties in the early grades. prevention rather than remediation. What are reading interest inventories? Reading interest inventories are surveys of student reading behavior. they should be given orally to younger children; older students can write their answers on the inventory itself. These inventories include 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. questions might include: Who is your favorite author? What is Independent Reading Level? Books and stories at this level can be read and understood by the child without assistance by the teacher. The student must read aloud 95% words correctly and 90% or more comprehension questions correctly. What is Instructional Reading Level? Material at this level can be read and understood by the student with help from the teacher. Can read 90% or more of words correctly and answer 60% of the comprehension correctly. What is Frustration Reading Level? Books at this level cannot be read and understood by the child, even with help. The child can listen to the teacher or someone else read material and understand it. For a passage at this level, the child correctly read aloud less than 90% of the words or did not answer 60% of comprehension questions correctly. What is Phonological Awareness? The knowledge that oral English is composed of smaller units. A child who has phonological awareness can manipulate and identify sounds in many different "levels" of language: 1. individual sounds (phonemic awareness) 2. sounds in larger units of language, such as words and syllables What is Phonemic Awareness? It is a subcategory of Phonological Awareness. it involves the ability to distinguish the separate phonemes (sounds) in a spoken word. For example a child can identify that duck and luck are rhyming words or that duck has 3 sounds (d/u/k). What are phonics? Phonics is knowledge of letter-sound correspondences;knowing for example, that in the word phonics, the letters ph make the f sound. What is the alphabetic principle? speech sounds are represented by letters. English is an alphabetic language because symbols represents sounds. sounds are called phonemes. What is a phoneme? a speech sound in a language that signals difference in meaning. they are the smallest units of speech What is the phonetic alphabet and Graphemes? 1. The phonetic alphabet was created by linguists so that each phoneme is always represented by the same symbol. For example the phonemic symbol /e/ always represents the "long a" sound. The graphemes that represent this sound are ay (in say) or ei (in neighborhood). 2. Graphemes are the English letter or letters that represent phonemes. Some Graphemes are a single letter, for example the phoneme /b/ in bat is represented by the grapheme b. Vowels 1. Long 2. Short 3. R-controlled Vowels - air flow is open when saying these 1. Long Vowels - say their own name. i.e. bake or bite 2. Short Vowels - occur in words such as cat,bit,but 3. R-controlled vowels- are in neither long or short Consonants Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips. Onsets & Rimes Think syllable! The onset is the initial consonant sound, the rime is the vowel sound and any consonants that follow. Example: Syllable: Cats. Onset: C. Rime: ats. Example: Syllable: In. Onset: - Rime: in. Syllables must have a rime, but may not always have an onset. The onset and Rime for napkin: Onset: N Rime: ap, Onset: K, Rime: in What is a digraph? A digraph is 2 letters that spell a single sound, or phoneme. The important thing to remember is that a digraph is made of two letters, and although the letters spell a sound, the digraph is the two letters, not the sound. In consonant digraphs, consonants join together to form a kind of consonant team, which makes a special sound. For instance, p and h combine to form ph, which makes the /f/ sound as in phonemic.ch, which makes the /ch/ sound as in watch, chick, chimpanzee, and champion Digraphs that spell consonant sounds include: sh, ch, th, wh, ck, ph, ng,ck,ff, gh, gn,kn. Digraphs that spell vowel sounds: ai, ay, ee, ea, ie, ei, oo, ou. ow, oe, oo, ue, ey, ay, oy, oi, au, aw. What is a diphthong? A diphthong is one vowel sound formed by the combination of two vowel sounds. example: cow, oil, boy, out. When teaching reading, the two vowel sounds most commonly identified as diphthongs are /oy/ and /ow/. The most common spellings for the vowel sound /oy/ are oy (toy) and oi (void), and the two most common spellings for /ow/ are ow (cow) and ou (cloud). The fact that these two diphthongs are usually spelled with digraphs may explain the confusion between the terms. What is the difference between a digraph and a diphthong? digraphs are letters and diphthongs are sounds. What is a blend? When two or more consonants appear together and you hear each sound that each consonant would normally make, the consonant team is called a consonant blend. For instance, the word blend has two consonant blends: bl, for which you hear the sounds for both b and l, and nd, for which you hear the sounds for both n and d. How to teach Phonemic Awareness: a. Phoneme isolation 1. 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 vowels in the medial position: cake, day, late, leap, feel vote, bite. How to teach Phonemic Awareness: b. Phoneme identity The teacher will need sets of words that all share the same beginning, middle, or ending sound, but have no other shared sounds. For example: lake, light and low. These words share only one sound, the beginning /l/. How to teach Phonemic Awareness: c. Phoneme blending The teacher says /b/ + /i/ + /g/ = ? *** How to teach Phonemic Awareness: d. Phoneme segmentation This is the most difficult of the phonemic awareness. You need to isolate and identify the sounds in a spoken word. "How many sounds in goat"? "What are they? *** How to Assess Phonemic Awareness a. Yopp-Singer Phonemic Segmentation b. Teacher developed tests of sound isolation, identity, blending, segmentation What are the 4 Concepts About Print? 1. The relationships between spoken and written english and that print carries meaning. 2. Sentence, word and letter representation 3. Directionality of Englsh and tracking print 4. Book handling skills How to Teach Concepts about Print 1. The Shared Book Experience - teachers use big books. includes introduction (prereading) ask predictive questions. read story with dramatic punch and point to text (tracking of print).Have discussion, reread on subsequent days with the whole group 2. Direct explicit teaching - your objective is the concept - many resources can be used. How to assess concepts about print 1. concepts about print test - clay 2. Informal test by teacher using a picture book, paper, and crayon What is letter recognition? The teacher says the letter, the child points at it What is letter naming? The teacher points, the child says the name of the letter What is letter formation? The ability to write the letters. (production) isolation - the teacher calls out the name of the letter and the child writes it. context - - teacher gathers samples of the student writing to judge the ability of each student to produce each letter. How to Assess Letter Recognition? 1. Recognition - teacher names, child points 2. Naming - Teacher points, child names 3. Production: Isolation & Context ( writing sample) How to teach Letter Recognition? 1. Direct instruction and practice on forming letters; often used with the names of the children and their favorite things (like toys) 2. Tactile & kinesthetic Phonics & Sight Words: What is Word Identification & Word Recognition? 1. Word identification - is the ability to read aloud or decode words correctly (how to pronounce a word). It does not mean knowing the words meaning. Phonics and sight words now - structural analysis, syllabic analysis and context later. 2. Word Recognition - making a connection between the word being pronounced and its meaning. What are 3 types of sight words? 1. High frequency 2. Irregular spelling 3. Content-area words (from social studies and science; larvae, pupa, 3-5th grade). What is automaticity? The goal for all students is to achieve automaticity in word identificaton and word recognition. A child achieves this when their word identification is swift and accurate. What is fluency? Fluent reading is reading at an appropriate pace with appropriate expression. Fluent reading is essential for reading comprehension. This is because slow, struggling readers often lose track of the meaning of what they are reading. What are the 5 stages of Spelling Development? 1. Pre-communicative (qqmmmm, llllll) - no understanding that letters represent sounds. 2. Semi-phonetic (bana = banana) - children attempt to use lketters to represent sounds. 3. Phonetic ( i liek to fly a kiet) - know that letters represent sounds and at least 1 letter represents each sound in a word. 4. Transitional (The firefiters have to be able to climb up the sides of the bildings) - all sounds have letters. 5. Conventional - the child spells almost all words correctly. The only mistakes at this level occur when a child tries to spell new words with irregular spellings. what is a compound word? A compound word is when 2 words are joined to form a new word: inside, football, cheerleader,ballgown. How to teach Phonics: Direct & Explicit: 1. Whole to Part Phonics Method - also called analytic phonics. 2. Part to Whole Method - also called synthetic phonics What is the Whole to Part Phonics Lesson/Method? Start with sentences, then look at words and "end-up" with the sound-symbol relationship that is the focus of the lesson. A lesson that teaches the sh digraph at the end of words: 1. teacher presents a set of sentences having a word with the common element. teacher underlines the target word: cash, fish,mash, dish. 2. students read the sentence aloud with the teacher, then students read aloud underlined words (cash, fish, mash, dish) 3. Teacher says "there is something about the underlined words that is the same, what is it? the sh 4. Focus on sound symbol relationship. writes the letters sh on the board and as you point to them, the children make the right sound. 5. children reread the target words one more time. What is the Part to Whole Phonics Lesson/Method? Begin with the sound and then children blend the sounds to build words. 1. write the symbols on the board (sh) and tell what sound it makes. 2. children say the target sound each time the teacher points to it. 3. Teacher shows letter combinations that can be added to the sound to make words. write ca, fi, ma, di on cards and place them in front of sh. 4. Children blend the words together How to Assess Phonics? 1. Decode in isolation a. nonsense words 2. Decode in context (Running Record) How to teach sight words? Direct, explicit: Whole To Part: 1. select words to be learned (who, want, there, your). 2. Teacher writes each word in a sentence, preferablly in a story format, with the target words underlined; "who has my ball?, " i want it back", "There it is", "your coat is on top of it". 3. teacher reads sentences, pointing to each word as it is read 4. Children read story aloud with teacher 5. teacher reads each target word on the board, points to one word at a time, pronounces it, asks the children to spell it and then say it. 6. As a follow up the children can add the words to their word banks, or write on flash cards. How to Assess Sight Words? 1. Isolation - flash cards (note: high frequency words must be known without hesitation) 2. Context - Running Record Teaching phonics are good for__________words single syllable words Syllabic and structural analysis are needed for ________words multi-syllabic words What is structural analysis? (also called morphemic analysis) is the process of decoding a multisyllabic word with an affix (prefix, sufiix) added to the base word. What is Syllabic analysis? the process of decoding a multisyllabic word by examining the word's syllables. Students recognize the word by putting together their knowledge of each of the word's syllables. What is Orthographic knowledge? What a person knows about how to spell words. What is a morpheme? the most elemental unti of meaning in a language. In English there are only two types of morphemes: some words and all affixes. Remember, not all syllables are morphemes, and some words have more than one morpheme. i.e, elephant has one morpheme. Walked (walk +ed) and chairs (chair + s) have two. What are affixes? Either prefixes (before the root word: non,un, pre) or suffixes (after the root word: ment, er,ly) How to teach Structural Analysis and Syllabic Analysis? A. Teach prefixes, suffixes, roots, B. Whole to part: 1. Display five sentences, each with a target prefix, suffix or root word. For example the prefx un: unafraid,undated, uncaged 2. Read the sentence, underline un words 3. Focus on the target word, arrive at meaning 4. Focus on the prefix, suffix, or root How to teach Spelling? Use Multisensory Techniques: 1. Visual - children look at the word, write 3 or 4 times 2. Visual with color - ex. children learning the oa digraph, have them write 3 times, use blue for o and read for a. 3. Auditory - say the letter aloud as he/she writes it. 4. Kinesthetic - write words in air w/ large exaggerated stroke. 5. Tactile - tactile approaches are highly motivational and work best with younger students. Involves touch. have students use finger on screen. 6. Mental Imagery - child closes eyes, pretend they see someone writing each letter on the board. Teacher says each letter slowly. How to Assess Structural Analysis and Syllabic Analysis? Structural Analysis: 1. Isolation - present list of words (prefixes,suffixes,roots), child reads aloud, teacher records errors. 2. Context - challenge a student to read aloud a selection that has many words with the target words (prefixes/suffixes or roots) Syllabic Analysis: 1.isolation - read words with target rule for dividing into syllables 2. Context - read specifically written paragraphs with targeted words. A teacher selects a variety of supplementary texts that use a controlled vocabulary (i.e., nearly all the words are high-frequency sight words or easily decodable words). The teacher then has the students read these texts aloud quietly to themselves over a period of days as the teacher monitors their reading. Q: identify what aspect of fluency (i.e., accuracy, reading rate, or prosody) this instructional strategy primarily develops; and explain how this instructional strategy promotes development of the aspect you identified. 1. The aspect of fluency that this instructional strategy primarily develops is the student's reading rate. 2. The selected text helps support development of reading rate because they use controlled vocabulary (i.e., primarily easily decodable words and high-frequency sight words). 3. Research shows that reading texts with a high readability is more effective in enhancing reading rate because the teacher selects "a variety" of these texts and has the students read them "over a period of days". *This provides the students with repeated practice reading the same words in a variety of contexts, which helps build their automatic recognition of the words. Automaticity in word recognition is essential for developing reading rate, which enhances fluency. How to Assess Spelling? 1. Traditional Tests: Encode in isolation (teacher reads aloud, child writes). 2. Writing Samples: in Context. look for patterns, which letter-sound correspondences are routinely missed? Are there affixes and roots that are repeatedly misspelled? Tests in context are the "real thing" - they measure whether skills and knowledge are remembered and applied correctly. What is fluency? 1. read at an appropriate rate 2. read accurately 3. read with expression (prosody) What factors Disrupt Fluency? 1. weak word analysis skills - stopping frequently to decode 2. lack of familiarity with content vocabulary 3. lack of background knowledge Instructional Strategies that Improve All Components of Fluency: Accuracy, Rate and Prosody a. Monitored oral reading with the teacher - fluency can be improved when the teacher works one-on-one with a student or a small group. 1. Teacher Model - teacher models appropriate rate, accuracy, expression. 2. Student Practice - after listening to the teacher read the text, the student reads the same text aloud. 3. Teacher Feedback - pick a sentence the student struggled with, model right way. b. Repeated readings - repeated readings of the same text improve fluency. 1. Student alone - reads something alone read previously by teacher. 2. Tape-assisted reading - student follows along with taped reader, pointing to each word in the text as it is read. 3. Paired with partner - take turns reading, if one is more fluent that partner should go first to model. How to Assess Fluency? Through Oral reading: 1. Accuracy - Running Record 2. Rate - Words correct per minute (wcpm) there are criteria for each grade level. These are called "timed readings" 3. Prosody - (expression) appropriate pitch, response to punctuation, characterization. Role in Reading Development and Factors that Affect Development: What are the 5 different vocabularies a person has? 1. Listening Vocab 2. Speaking Vocab 3. Writing Vocab 4. Sight (Reading) Vocab 5. Meaning (Reading) Vocab What is Listening Vocabulary? your listening vocabulary consists of the words you understand when listening to other people speak. What is Speaking Vocabulary? Your speaking vocab consists of the words you use when you talk. It is always smaller than your listening vocab. What is Writing Vocabulary? Writing vocab consists of the words you use when you write. What is Sight (Reading) Vocabulary? Your sight vocabulary consists of the words you can recognize and correctly pronounce. What is Meaning (Reading) Vocabulary? Your meaning vocab consists of words you understand when reading silently. The focus of this chapter and the next is on helping children expand their knowledge of word meanings What is Academic language? 1. The language used in textbooks and tests 2. Technical (or specific) academic language. For example History: Popular sovereignty, monarchy, tyranny 3. Non-technical academic language - runs across all disciplines such as: theory,analysis,synthesis What is background knowledge? refers to what you know about a specific topic. students will not comprehend what they are reading if they lack essential background knowledge on the topic. background knowledge is the foundation upon which greater knowledge can be built. In order to comprehend a text, a reader must have adequately developed what 3 things? 1. meaning vocabulary 2. academic language knowledge 3. background knowledge 4 effective strategies to teach the meaning of words? 1. Contextual Redefinition - make use of the context surrounding the target word. 2. Semantic Maps - (word maps or semantic webs) diagrams used in prereading instruction teach meaning of words & activate prior knowledge 3. Semantic Feature Analysis - good for a set of words that share atleast 1 characteristic (a chart). 4. Word Sorts - compare and contrast words What is Contextual Redefinition? It is an effective strategy to teach the meaning of words. It makes use of the context surrounding the target word. 1. Worksheet - each target word appears 4 times 2. Step 1: Write a definition on your own 3. Step 2: In groups talk and write a 2nd definition 4. Step 3: Now students see the word in context of the sentence, write a 3rd definition 5. Students share, agree on a definition. How to teach Meaning of words: Morphemic (structural) analysis? Morphemic analysis requires students to look at the parts of words to determine meaning. a. Prefixes, Suffixes, Roots b. Whole to Part 1. Display 5 sentences, each with target word 2. read the sentence 3. focus on the target word 4. focus on the prefix,suffix or root. What is a Homophone? Homophones are 2 words with the same sound. (Sunday and sundae, mail and male). What is a Homograph? Homographs are rare in English, they are two words with the same spelling but 2 different pronunciations (cool wind, wind the clock) or (bass fish, or bass voice) (bow tie or bow to the king). How do you assess vocabulary? 1. Use standardized tests - look at problems. 2. Display word in sentence, 3-4 choices of definitions 3. Ask students to choose a synonym 4. Analogies (i.e. head is to body as _______ is to mountain) answer is peak. What is an idiom? Idioms are phrases with the following characteristic: it is impossible to determine the phrase's meaning even if the meaning of each individual word is known. Examples are: "Its raining cats and dogs" or " Don't look a gift horse in the mouth". What is a pun? Puns involve the humorous use of a word, by playing with a word that has more than one meaning or substituting one word that sounds like another. Example: A boiled egg in the morning is hard to beat. Sea captains don't like crew cuts. I used to work in a blanket factory, but it folded What is Etymology? Etymology is the history and development of words. Most college level dictionaries will provide etymology of words. how words became words. i.e. Limousine comes from a region in France, Limousin, where shepherds wore a hooded cape. The first limousines were built in the early 1900's and had the driver sit underneath a covering that looked like the hood word in Limousin. What are the 3 Comprehension Skills? 1. Literal Comprehension 2. Inferential Comprehension 3. Evaluative Comprehension What is Literal Comprehension? 1. the answer is "in the book" 2. identifying explicitly stated main ideas 3. identifying details and sequences of events 4. identifying cause-and-effect relationship What is Literal Comprehension? 1. the answer is "in your head" 2. Answer must be inferred, not stated in the text 3. Making comparisons 4. make predictions What is Evaluative Comprehension? 1. answer is "in your head" - the ability of the reader to make judgments about what he or she has read. 2. answers are NOT in the text. 3. answer is a judgement, not stated in the text 4. Recognizing bias 5. Judging a character's actions (Wise? Unwise?) 6. Analyzing themes - does the author's theme make sense? [Show Less]
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Spanish Culture Costa Rica, question and answer
What are Costaricans called? Ticos What is the capital of Costa Rica? San José What is the official money of Costa Rica? El colón ... [Show More] What is some typical food of Costa Rica? casado, gallo pinto, sopa negra What can you do in "El resorte de Tabacón en Arenal, Alajuela? observe volcanic activity, play in the hot springs, walk through tropical gardens What is the best known craft of Costa Rica? El carreta (wood wagon) What were "los carretas" used for? transporting coffee What are "los carretas" now used for? decorating Where can you walk among thousands of butterflies? La Paz Waterfall Gardens (El Jardín de Cataratas La Paz) What is the most famous species of butterfly in Costa Rica? The blue morpho What is also included in "El Jardín de Cataratas La Paz? hummingbirds (colibríes), butterflies (mariposas), a garden of green orchids (un jardín de orquídeas) Who is the famous artist in Costa Rica? Adrián Gomez What are frequent themes of this artist's paintings? Children and swings (niños y columpios) What is a phrase popular is Costa Rica? Pura vida What does the phrase express? optimism, peace, happiness What can you do in "El Parque Buru Ri Ri?" montar a caballo (ride a horse) or deslizarse (slide) en el cable fantástico [Show Less]
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Costa Rica Chebat, question and answer with verified content
Capital of Costa Rica San José Money of Costa Rica Colón costarricense Carmen Lyra Writer Chavela Vargas Singer Óscar ar... [Show More] ias Sánchez ex presidente de Costa Rica Claudia Poll Olympic Swimmer Laura Chinchilla President of Costa Rica Percent national parks in Costa Rica occupies 12% Literacy level 96& Costa Rica got rid of the death penalty and Army In addition to San Jose, __ is a major city of Costa Rica. Alajuela National parks were established to protect the _____ of the country Biodiversity Costa Rica made ____ free for all costaricans Education Name of a volcano that means hill of the quake and thunder Volcán Irazú There is a research center here for the protection of sea turtles Limón The Manuel Antonio National Park is in the province of Puntarenas Active volcano in Costa Rica El volcán Arenal Ancient capital of Costa Rica Cartago Country that borders Costa Rica to the south Panama Country that borders Costa Rica to the north Nicaragua Oceans that border Costa Rica Océano pacífico y el Caribe Waterfalls Cataratas England Inglattera XIX 19th Century [Show Less]
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RICA subtest 3 latest updated,100% correct
The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to:The purpose of implementing informal ass... [Show More] essments after teaching a new concept during whole-group instruction is to: maintain accurate records for planning flexible groups that meet identified needs for students. After conducting classroom visits, the principal has requested that the learning objectives are identified by teachers in daily lesson plans. It is important for teachers to identify learning objectives because: it helps the planning of instruction to be aligned with state standards. Which area of instruction is not required to provide students with a balanced comprehensive reading program, according to the California (RLA) Framework? Foreign language A second-grade student assessed below grade level for fluency but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of: pacing during fluency instruction An indicator that the teacher needs to decrease the pacing of instruction for her students in reading comprehension is: data from a monitoring assessment. In order to organize flexible, differentiated reading interventions after analysis of assessment data, according to the California (RLA) Framework a teacher will group students into intervention tiers, labeled as: benchmark, strategic, intensive. A teacher has completed a whole group lesson on a grammar topic. She has assigned the students five sample questions to complete while she walks around the room and provides feedback and corrections to their work. This instructional component is an example of: structured and guided practice. An important factor a teacher needs to incorporate into the presentation phase of their instructional delivery is: explicit modeling of the strategies necessary to master the concepts. After conducting an interest survey for reading, a fourth-grade teacher has assessed that many of her students are not reading independently at home. In order to motivate her students to participate in independent reading, she should: evaluate the survey to find out the types of books her students are interested in and conduct a daily read aloud. A third-grade teacher uses the results of a CLOZE reading passage in order to provide support to her students with independent reading. This assessment plays an effective role because: it determines the appropriate independent reading level for the students. A school runs a daily independent reading program to help promote enjoyment of literature. A student who is a struggling reader has brought in a popular new novel which is at his frustration level. The best way for the teacher to respond would be to: give the student a book of a similar genre or style which is at his independent reading level. A kindergarten teacher assesses her student with a mid-year assessment and he is still unable to recognize all upper and lowercase letters, isolate sounds in CVC words, or produce rhyming words for targeted words. She has provided small group instruction, individual instruction, and has held a conference with the parents to provide additional support in the home. What is the next step the teacher should take to ensure the student can obtain progress in these areas? Meet with a school-based team, consisting of administrators, support personnel, select teachers, and reading coach to determine various strategies that can be used to support the student with mastering grade appropriate skills In order for administrators and/or reading coaches to determine the focus for professional development, they need to: summarize and analyze data. The purpose of an entry-level assessment is to determine: long term planning for the organization of small groups, as well as to determine the selection of appropriate instructional tools, create a comprehensive learning environment, and align student needs to California state standards. A teacher has recently begun a new unit on poetry techniques. She has just taught a lesson on similes and metaphors and wants to check her students' understanding of these concepts. The best way to assess this would be to: ask the students to independently label the similes and metaphors in a poem. Data from the previous year's state assessment reveals that twenty-four students in a class have successfully met all fluency objectives for their grade level, while three have not. Based on this information, the teacher should: conduct an entry-level reading assessment, then based on the results, progress to whole-class instruction in comprehension while using small groups and individual instruction to provide additional targeted support to the three students. Standardized assessments can be best defined as: tests which use a consistent question and grading style that allows large groups of students to be compared. In the beginning of the year, a fourth-grade teacher received the standardized test results for his class. The data displayed that 72% of his students scored below basic in the area of reading comprehension. The most effective step the teacher should take before implementing instruction is: provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading. Which of the following assessments would elicit the least useful data for a classroom teacher to consider in their lesson planning? National Assessment of Educational Progress (NAEP) Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student's IEP to determine: the accommodations and/or modifications that must be implemented during the testing period. Standardized assessments for students with special needs are used to: support the teacher in designing activities with scaffolds aligned to the state standards. The assessments that are used in order to determine accurate reading levels for expository texts are: CLOZE tests. A first-grade teacher has devised her intervention groups for decoding skills. In order to ensure that the groups are flexible and not composed of the same students for the entire year, she will need to implement: curriculum-based monitoring assessments on an ongoing basis. The most effective method of communicating a student's performance on an assessment is to: conference with individual students and explain how they are showing improvement, as well as identify the areas that need improvement. The primary purpose for a teacher to communicate assessment results for reading progress for her students to district personnel is: to justify the scores from a standardized assessment aligned to state standards. [Show Less]
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Subtest 1 * RICA Flashcards *,100% correct
What is phonemic awareness? The ability to identify, hear, and work with the smallest units of sound known as phonemes. NOT the same as phonological aw... [Show More] areness, but a sub-category of phonological awareness. Ex: phonemic awareness is narrow, and deals only with phonemes and manipulating the individual sounds of words - blending /c/, /a/, and /t/ are the individual sounds that make up to form the word "cat". - segmenting individual phonemes What is phonological awareness? Includes the phonemic awareness ability, and it also includes the ability to hear, identify, and manipulate larger units of sound such as rimes and onsets. Ex: segmenting compound words How do students demonstrate that they have phonemic awareness? - Oral blending and segmentation - Counting phonemes - Comparing word lengths - Sound manipulation: adding and deleting - Rhyming and songs - Onset-rime Relationship between - Phonemic Awareness + Phonics? The ability to identify the sounds in words leads the ability to identify written words. identify words orally ---> identify written words Relationship between - Phonemic Awareness + Sounds? Identifying individual sounds leads to blending these sounds in a word. 3 ways to provide universal access for Phonological Awareness? - 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. 3 ways to differentiate Phonological Awareness for Special Needs - mastery of key skills - pre-teach and re-teach skills ** additional practice using various methods - multi-sensory, visuals, tactile, auditory, kinesthetic 3 ways to differentiate Phonological Awareness for ELLs * Pre-teach phonemes 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. 3 ways to differentiate Phonological Awareness for Advanced Learners * Increase pace of phonemic awareness. * Blend phonemic awareness and phonics lessons. * Incorporate reading of simple texts and phonetic writing. What is print awareness? Students understand that oral language can be written, then read. Name the 3 concepts about print - recognizing the directionality of print - tracking print in connected text - book-handling skills describe: Letter Identification Students are able to identify capital and lowercase letters in isolation and within the context of reading material. describe: Letter Formation Students are able to form written capital and lowercase letters using various formats (i.e. paper/pencil, clay, sand) Name types of instruction to teach - Letter Recognition - sing alphabet song - introduce letters in isolation - identify letters within context - hands-on activities with letter identification, matching upper and lowercase, sequencing 4 pairs of letters that are - visually and auditorily similar - p and q - d and b - w and m - m and n 4 ways to practice writing letters and words - practice writing capital and lowercase letters - use kinesthetic methods by making air letters - use tactile methods bu writing letters in sand,, using clay, yarn. - writing center What is a Grapheme? A written representation of a sound. What is a Phoneme? A sound for a written letter. 3 ways students can demonstrate - Phonemic Awareness - letter-sound correspondence - adding and deleting sounds - substituting sounds what is Alphabetic Principle? The understanding that words are made up of letters and letters represent sounds. Beginning Decoding includes Understanding simple spelling patterns - two and three letter words - blending letter sounds Instructional Approaches to teach decoding - introduce sound and spelling - conduct sound-by-sound decoding for CV or CVC words - blend sounds to determine the word Pre-phonetic writing is when students are able to write... initial and final sounds of a word Semi-phonetic writing is when students are able to write... the final and medial sounds in a word. Phonetic writing is when... students understand spelling patterns. how to provide universal access for Concepts About Print - Struggling Readers - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Follow-up with small group instruction on concepts the same day, using hands-on approach. how to provide universal access for Concepts About Print - Special Needs - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Provide additional practice using larger print, repeat concepts, kinesthetic and tactile methods. how to provide universal access for Concepts About Print - ELLs - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Transfer knowledge from primary language to English, using a T-chart to display. how to provide universal access for Concepts About Print - Advanced Learners - Increase the pace of instruction - Expand activities to reading the letters, words, and sentences. - Begin phonics and phonetic spelling to describe environmental and book print. how to provide universal access for Letter Recognition and Alphabetic Principle - Struggling Readers - 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 and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction how to provide universal access for Letter Recognition and Alphabetic Principle - Special Needs - 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 and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction using various modalities. how to provide universal access for Letter Recognition and Alphabetic Principle - ELLs - 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 and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction how to provide universal access for Letter Recognition and Alphabetic Principle - Advanced Learners - assess for mastery of concepts - begin stages of phonics instruction - small group instruction for reading. Decodable books - Begin writing activities 3 assessments for concepts about print - observation notes - monitoring checklist - concepts of print survey 3 assessments for letter recognition - letter names-uppercase - letter names-lowercase - letter identification in texts - letter sequencing - letter matching 3 assessments for alphabetic principle - identify individual sounds - identify consonant and vowel sounds - nonsense word identification - word recognition - identify manipulation of initial, medial and final sounds define Automaticity When a student reads the words without conscious attention to the word structure in an engaging, meaningful way. This frees cognitive resources that enable them to process the text for meaning. Automaticity is achieved through corrected and sustained practice. What is the sequence of phonics and sight-word instruction? 1. Sound-by-sound decoding 2. Whole word decoding 3. Syllable decoding 4. Whole word reading examples of phonics instruction - introduce a few short vowel sounds (students apply sounds to read CVC words) - introduce letters sounds that relate to letter names (i.e. t, begins with /t/ sound) - introduce letter sounds that do not relate to letter names (i.e. h with /h/) - separate letter sounds that look or sound similar - introduce sound spellings that are frequently found in texts so students have many opportunities to practice during reading examples of sight word instruction - introduce words that frequently come up in texts that students should be able to read. - introduce words in isolation - practice identifying and reading words within the context of reading simple texts - multiple exposures to memorize the word 4 types of consonant sounds - hard and soft sounds (g and c) - continuous and abrupt sounds (m,n and d,t) Consonant Digraph (define and provide examples) two- or three-letter consonants, either beginning or ending, which make only one sound. th, wh, -ng, -nk, sh, ch, -tch, and qu. Consonant Blend (define and provide an example) blends are a collection of two or three different consonant sounds that are each heard when the word is pronounced (drink) Vowel Diagraph (define and provide an example) Two adjacent vowel letters that represent a single speech sound constitute a vowel digraph. In the word foot, oo is a vowel digraph. (au, aw) Diphthongs (define and provide an example) 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 (coin and loud) r-controlled and l-controlled vowels (define and provide an example) a vowel followed by "r" or "l" no longer has its short sound. Notice that the sound of a in "car" is not the sound of a in "cat." the sound of o in "cold" is not the sound of o in "mop" 5 common morphological units - ed - s - ing - er - est 5 common word patterns - CVC - CVCC - CCVC - CVVC - CVCe 2 common syllable patterns - closed syllable: hap-pen - open syllable: re-view define Phonetically Irregular Words Words that cannot be decoded based on the orthographic rules and spelling patterns. Examples: said, were, the, friend define Sight Words Words that frequently appear in texts that are read by students. 5 stages of Spelling Development PSP TC - Pre-communicative spelling: scribbles - Semi-phonetic spelling: Use of initial and final sounds - Phonetic spelling: write all sounds heard in a word - Transitional spelling: writes words according to spelling patterns, may have a few misspellings - Conventional spelling: spells words according to spelling patterns and orthographic rules 4 ways that phonics supports reading/spelling development - sound/symbol correspondence - common affixes - letter combinations - common orthographic patterns What SPELLING activities/instruction reinforce phonics and vocabulary development? - word sorts - word walls - word banks What WRITING activities reinforce phonics and vocabulary development? - proofreading - sentence lifting examples of instruction for a - BEGINNING stage reader - blending VC and CVC words - teaching one-syllable words - teaching irregular sight words - reading decodable texts to practice phonics and sight word instruction in context - transfer phonics to spelling [Show Less]
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RICA Test Prep, question and answer with rated solution
sound deletion The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without the first sound,... [Show More] "ill". oral blending The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball." phoneme isolation recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/) phoneme substitution one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/k/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can). onset the part of the syllable that precedes the vowel of the syllable rime the part of a syllable which consists of its vowel and any consonant sounds that come after it Elkonin Box A strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. phonemic awareness The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. Yopp-Singer Test an assessment of phoneme segmentation that determines a reader's ability to break a word apart into sounds (not letters) minimal pairs a pair of words that vary by only one phoneme, e.g. cook/book, passed/last. Informal Reading Inventory (IRI) To determine a students independent reading level. An assessment in which a student reads a selected series of texts that gradually increase in difficulty. The teacher records errors and assesses comprehension to determine the levels of reading materials appropriate for the student. The IRI yields three reading levels: Independent, Instructional and Frustration. reading levels Independent Reading Level: decode 95%, comprehension 90% Instructional Reading Level: decode 90%, comprehension 60% Frustration Reading Level: decode less than 90%, comprehension less than 50% Running Record Also known as miscue analysis. An assessment method that documents a child's reading as he or she reads aloud and allows the teacher to evaluate the reading level and track errors. Specific marks are made to indicate the types of errors. Types of oral reading errors graphophonemic (feather for father), syntactic (door for wall), semantic (dad for father) percentile scores the percentage of the population whose scores fall at or below the student's score. grade equivalent used to describe student's performance in comparison to the performance of an average student at a specified grade level stanine a method of scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2) Phonemic Awareness Instructional Strategies Books with wordplay, rhyming, sound matching, sound isolation, sound blending, sound addition and substitution, segmentation: Elkonin boxes, word boundaries Differentiated Instruction involves teaching children what they don't know (assessment will tell you), uses flexible grouping patterns (especially needs-based groups, and timely intervention (individualized if necessary) Reading program should be (S-ABCD) Standards-driven, Assessment based, Balanced in instructional focus (methods and activity), Comprehensive in scope, and provide differentiated instruction to account for individual differences Concepts About Print Test A phrase coined by Marie Clay (1975) including the concepts of directionality (books go front to back, text reads top to bottom, right to left), words are things we read, letters stand for sounds we say etc. Clay's inventory includes 24 aspects of "concepts about print" that children in the emerging literacy stage develop on their way to being readers. Concepts About Print Strategies Read aloud to students, the Shared Book Experience, Language Experience Approach/Group Experience Chart, Environmental Print, Print-rich environment, direct, explicit teaching Ways to Assess Concepts About Print Concepts About Print Test (Clay), Basal reading series concepts about print tests, informal test by teacher using picture books, observation records Teaching the Names of Letters (Letter Recognition) Strategies Use the names of the children and favorite things, singing the alphabet, use of ABC books, tactile and kinesthetic, practice writing both upper and lower case letters spelling stage- precommunicative The child uses letters from the alphabet but shows no knowledge of letter-sound correspondences (e.g. The letter M used for the word Jessica). spelling stage- semiphonetic The child begins to understand letter-sound correspondence--that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you). spelling stage- phonetic Use a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. (e.g. The letters TAK for take and EN for in.) spelling stage- transitional The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked. spelling stage- conventional The speller knows the basic rules. The child's generalizations about spelling and knowledge of exceptions are usually correct. levels of reading comprehension literal- what the text directly states inferential- What the text means: the meanings drawn from the literal level evaluative- What the text tells us about our world: the ideas that you can draw about the world outside of the story QAR question types Right There Questions: Literal questions whose answers can be found in the text. Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning. Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question. Bloom's taxonomy There are six categories of cognitive objectives organized by complexity: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. pre-reading strategies -KWL- know, want to know, learn -PreP- word association with subject of reading -pre-teach key vocab -picture walk story structure strategies -story mapping- a diagram -story grammar- an outline -story frame- fill in the blanks reciprocal teaching A form of cooperative learning in which students learn to use four key reading strategies to improve comprehension; predicting, questioning, summarizing and clarifying., The teacher models a concept. The students then form groups and take turns leading small-group discussions about the concept to each other. literary elements character, setting, theme, plot, style, and mood genre A category or type of literature (or of art, music, etc.) characterized by a particular form, style, or content. Assessment of Literary Response and Analysis oral and written, free and focused (literary elements,personal connections, analyzing text, providing evidence from text to support their responses), participation checklists Literary Response and Analysis strategies literary elements, group discussions, award winning books, reading logs, journals genres of literature content-area literacy non-fiction or expository text from subject matter such as science, history, etc. Assessment of Content Literacy close for a specific text, multiple levels of comprehension (QAR), specific tasks for skim and scan content-area reading strategies link to previous learning, graphic organizer, study guides, summary charts, data retrieval charts text structure strategies graphic organizers, study guides (cause and effect, problem and solution, comparison/contrast, sequence, description independent reading strategies assessment interest inventory, reading logs, observation independent reading strategies sustained silent reading (SSR), readers workshop, literature circles, response groups, grand conversations, book clubs, response logs, journals, art and drama motivate students to read strategies read aloud, booktalks, bring support literature, core books/units, trips to library Oral and Written Language Assessment qualitative assessment, holistic quantitative and analytic quantitative using rubric oral development and reading strategies drama based on literature, group discussions of lit, answering higher level questions writing development and reading strategies journals, stories modeled after literature, interactive writing English Language Learner strategies preview-review, visual aids, charts, model, be explicit, heterogeneous grouping, low affective filter, use gestures, slowed speech Types of vocabulary know vocabulary by sight, meaning, writing, speaking, or listening Vocabulary assessment word in phrase/choose meaning, analogies, grade level words, high frequency, in context Vocabulary strategies extensive reading, direct instruction, strategies to unlock meaning of words, semantic mapping, word sort, semantic feature analysis, contextual redefinition, cluing technique word learning strategies decoding, context clues, morphemic analysis (whole-part-whole) bound morpheme A morpheme that must be "bound" with another morpheme to form a word. Ex: un, ish, es, ed, pre free morpheme A freestanding root or base of any word that cannot be further divided and still have meaning. (Farmer, farm is the root word) affix A prefix or suffix inflectional suffix a unit of meaning added to the end of a word that changes its number, affects verb tense, indicates possession, or denotes a comparison; cat>cats, play>playing, Tom>Tom's, small>smaller derivational suffix Word endings that change that part of speech, as in changing read (a verb) into readable (an adjective). structure of the English language sentence structure, rules of English usage, punctuation Assessment- Structure of the English language samples of student writing, tests structure of the English language strategies direct lessons, individual conference, peer editing, error analysis spelling assessment encode in isolation, writing samples spelling strategies lists of appropriate words, individual conferences, multisensory techniques (write, say, kinesthetic, tactile) reading comprehension assessment IRI, Standardized test, QAR or Bloom's taxonomy, retelling, cloze reading comprehension strategies pre-reading (KWL), direct instruction of vocabulary, reciprocal teaching, QAR, story structure, read more, read different genres sight words assessment test of high frequency words, oral reading in context sight word strategies direct instruction based on assessment, word walls, word banks [Show Less]
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