RICA Test Prep Latest Updated Graded A+

sound deletion - ANSWER-The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without the first sound, "ill". oral blending - ANSWER-The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball." phoneme isolation - ANSWER-recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/) phoneme substitution - ANSWER-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 - ANSWER-the part of the syllable that precedes the vowel of the syllable rime - ANSWER-the part of a syllable which consists of its vowel and any consonant sounds that come after it Elkonin Box - ANSWER-A strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. phonemic awareness - ANSWER-The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. Yopp-Singer Test - ANSWER-an assessment of phoneme segmentation that determines a reader's ability to break a word apart into sounds (not letters) minimal pairs - ANSWER-a pair of words that vary by only one phoneme, e.g. cook/book, passed/last. Informal Reading Inventory (IRI) - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-graphophonemic (feather for father), syntactic (door for wall), semantic (dad for father) percentile scores - ANSWER-the percentage of the population whose scores fall at or below the student's score. grade equivalent - ANSWER-used to describe student's performance in comparison to the performance of an average student at a specified grade level stanine - ANSWER-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 - ANSWER-Books with wordplay, rhyming, sound matching, sound isolation, sound blending, sound addition and substitution, segmentation: Elkonin boxes, word boundaries Differentiated Instruction - ANSWER-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) - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-The speller knows the basic rules. The child's generalizations about spelling and knowledge of exceptions are usually correct. levels of reading comprehension - ANSWER-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 - ANSWER-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 - ANSWER-There are six categories of cognitive objectives organized by complexity: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. pre-reading strategies - ANSWER--KWL- know, want to know, learn -PreP- word association with subject of reading -pre-teach key vocab -picture walk story structure strategies - ANSWER--story mapping- a diagram -story grammar- an outline -story frame- fill in the blanks reciprocal teaching - ANSWER-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 - ANSWER-character, setting, theme, plot, style, and mood genre - ANSWER-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 - ANSWER-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 - ANSWER-literary elements, group discussions, award winning books, reading logs, journals genres of literature content-area literacy - ANSWER-non-fiction or expository text from subject matter such as science, history, etc. Assessment of Content Literacy - ANSWER-close for a specific text, multiple levels of comprehension (QAR), specific tasks for skim and scan content-area reading strategies - ANSWER-link to previous learning, graphic organizer, study guides, summary charts, data retrieval charts text structure strategies - ANSWER-graphic organizers, study guides (cause and effect, problem and solution, comparison/contrast, sequence, description independent reading strategies assessment - ANSWER-interest inventory, reading logs, observation independent reading strategies - ANSWER-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 - ANSWER-read aloud, booktalks, bring support literature, core books/units, trips to library