RICA domain 2: word analysis
(3) ASSESSMENT OF PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC
AWARENESS - ANS--auditory discrimination tests: assessments of phonological attention,
along with phonemic consciousness, wherein instructor talks, pupil listens, and scholar says
something (no print is involved)
-Yopp-Singer Test of Phoneme Segmentation: instructor says 22 phrases, infant should offer
each sound of the word so as
-Assess phonological awareness duties: phrase attention, syllable cognizance, word blends,
syllable blending, onset-rime blending
-Assess phonemic consciousness obligations: sound identity, sound isolation, sound blending,
sound deletion, sound substitution, sound segmentation
-should consist of access-level assessment, progress-tracking evaluation (middle of lesson AND
middle of unit), and summative assessment
(three) consonants - ANS-speech sounds that occur while the airflow is obstructed in some
manner by way of your mouth, teeth, or lips
(three) graphemes - ANS--the English letter or letters that represent phonemes
-e.G. The phonemic symbol /a/ can be represented by several graphemes, inclusive of the "ay"
in "say," the "ei" in "community," or the "ey" in "prey"
-a few graphemes are a single letter, e.G. The phoneme /b/ in "bat" is represented by the
grapheme "b"
-different graphemes encompass multiple letter, e.G. The phoneme /ok/ in "duck" is represented
by way of the grapheme "ck"
(three) HOW TO TEACH PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC
AWARENESS - ANS-How to educate phonological consciousness of larger gadgets of
language:
-word awareness
-syllable awareness
-word blending
-syllable mixing
-onset and rime mixing
How to train phonemic focus:
-sound isolation
-sound identity
-sound mixing
-sound substitution
-sound deletion
,-sound segmentation
(three) MEETING THE NEEDS OF ALL LEARNERS: superior learners - ANS--increase the
tempo of education
---spend less time on a lesson via presenting much less modeling and fewer chances to
exercise the talent
---dedicate fewer instructions to a phonemic attention talent
-construct on and enlarge present day abilities
(three) MEETING THE NEEDS OF ALL LEARNERS: English freshmen and audio system of
nonstandard English - ANS--explicitly train nontransferrable phonemes (English phonemes that
do not exist in an EL's first language)
-explicitly train sequences of phonemes in English that do not appear within the first language
(three) MEETING THE NEEDS OF ALL LEARNERS: suffering readers and college students
with reading difficulties or disabilities - ANS--consciousness on key abilties, particularly blending
and segmenting
-reteach skills which might be missing
---slow the tempo of the lesson
---trade mode of delivery by greater modeling or the use of clues
---make task easier by means of supplying additional scaffolding
----use specific materials
-use a number of concrete examples to provide an explanation for a idea or project
-offer additional exercise
(3) onset and rime blending - ANS-teacher says onset, which include /b/, and rime, which
includes /ank/; kids need to put them together and say "financial institution"
(3) onsets and rimes - ANS--occur in a single syllable
-onset is the initial consonant sound or consonant combination
-rime is the vowel sound and any consonants that comply with
-all syllables must have a rime
-a syllable may also or might not have an onset
-e.G. Napkin: onset in "nap" is "n," rime is "ap"; onset in "relatives is "k," rime is "in"
(three) phoneme - ANS--a speech sound in a language that alerts a difference in that means
-the smallest gadgets of speech
-e.G. /v/ and /b/ are English phonemes due to the fact there's a difference among "vote" and
"boat"
(three) phonemic awareness - ANS--a subcategory of phonological focus regarding the capacity
to distinguish the separate phonemes (sounds) in a spoken phrase
-e.G. A phonemically aware infant can become aware of "duck" and "luck" as rhyming phrases
or say that "duck" has 3 sounds and they're /d/, /u/, and /k/
, -growing phonemic cognizance is an important goal for K-1 teachers
(3) phonics - ANS--knowledge of letter-sound correspondences, e.G. Knowing that in the word
"phonics" the letters "ph" make the /f/ sound
-regularly known as graphophonic or graphophonemic relationships
(3) phonograms - ANS--rimes that have the same spelling
-words that proportion the equal phonogram are word households
-e.G. Rime/phonogram: "at"; word circle of relatives: "cat, bat, sat"
(3) phonological awareness - ANS--the know-how that oral English consists of smaller devices
-a toddler who has phonological awareness can discover and control sounds in lots of specific
ranges of language:
1. Character sounds (phonemic consciousness)
2. Sounds in large gadgets of language, inclusive of words and syllables
(three) points to recollect about the direct coaching of phonemic consciousness -
ANS--educational sports specializing in phonological consciousness of larger gadgets of
language, such as words and syllables, need to take region before instruction in phonemic
awareness
-it's far better to recognition on 1 or 2 phonemic focus obligations at a time as opposed to
running on several of them simultaneously
it is a superb concept to plot some phonemic cognizance activities that involve using the letters
of the alphabet (facilitates kids see courting between phonemic attention and studying)
-phonemic recognition instruction need to be brief and no longer exceed 30 minutes for any one
lesson
(3) relationship among phonemic recognition and development of phonics information and
capabilities - ANS--development of phonemic focus is a prerequisite to teaching phonics due to
the fact youngsters can not be predicted to study which letters constitute which sounds
(phonics) till they may be aware of the sounds in a phrase (phonemic recognition)
-doesn't imply college students take part in phonemic cognizance sports and then flow on to
phonics classes at a later time; even though a few phonemic consciousness instructions will
precede training in letter-sound correspondences, different phonemic consciousness activities
will take vicinity at the equal time as phonics classes
(3) function of phonological and phonemic awareness in analyzing improvement -
ANS--acquisition of phonemic focus is extraordinarily predictive of achievement in getting to
know to read
-degree of a baby's phonemic recognition in kindergarten correlates strongly along with his/her
degree of analyzing achievement (phrase popularity and comprehension) on the end of 1st
grade
-phonemic consciousness is the inspiration for know-how the sound-image relationships of
English, with a purpose to gain knowledge of thru phonics training
(3) ASSESSMENT OF PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC
AWARENESS - ANS--auditory discrimination tests: assessments of phonological attention,
along with phonemic consciousness, wherein instructor talks, pupil listens, and scholar says
something (no print is involved)
-Yopp-Singer Test of Phoneme Segmentation: instructor says 22 phrases, infant should offer
each sound of the word so as
-Assess phonological awareness duties: phrase attention, syllable cognizance, word blends,
syllable blending, onset-rime blending
-Assess phonemic consciousness obligations: sound identity, sound isolation, sound blending,
sound deletion, sound substitution, sound segmentation
-should consist of access-level assessment, progress-tracking evaluation (middle of lesson AND
middle of unit), and summative assessment
(three) consonants - ANS-speech sounds that occur while the airflow is obstructed in some
manner by way of your mouth, teeth, or lips
(three) graphemes - ANS--the English letter or letters that represent phonemes
-e.G. The phonemic symbol /a/ can be represented by several graphemes, inclusive of the "ay"
in "say," the "ei" in "community," or the "ey" in "prey"
-a few graphemes are a single letter, e.G. The phoneme /b/ in "bat" is represented by the
grapheme "b"
-different graphemes encompass multiple letter, e.G. The phoneme /ok/ in "duck" is represented
by way of the grapheme "ck"
(three) HOW TO TEACH PHONOLOGICAL AWARENESS, INCLUDING PHONEMIC
AWARENESS - ANS-How to educate phonological consciousness of larger gadgets of
language:
-word awareness
-syllable awareness
-word blending
-syllable mixing
-onset and rime mixing
How to train phonemic focus:
-sound isolation
-sound identity
-sound mixing
-sound substitution
-sound deletion
,-sound segmentation
(three) MEETING THE NEEDS OF ALL LEARNERS: superior learners - ANS--increase the
tempo of education
---spend less time on a lesson via presenting much less modeling and fewer chances to
exercise the talent
---dedicate fewer instructions to a phonemic attention talent
-construct on and enlarge present day abilities
(three) MEETING THE NEEDS OF ALL LEARNERS: English freshmen and audio system of
nonstandard English - ANS--explicitly train nontransferrable phonemes (English phonemes that
do not exist in an EL's first language)
-explicitly train sequences of phonemes in English that do not appear within the first language
(three) MEETING THE NEEDS OF ALL LEARNERS: suffering readers and college students
with reading difficulties or disabilities - ANS--consciousness on key abilties, particularly blending
and segmenting
-reteach skills which might be missing
---slow the tempo of the lesson
---trade mode of delivery by greater modeling or the use of clues
---make task easier by means of supplying additional scaffolding
----use specific materials
-use a number of concrete examples to provide an explanation for a idea or project
-offer additional exercise
(3) onset and rime blending - ANS-teacher says onset, which include /b/, and rime, which
includes /ank/; kids need to put them together and say "financial institution"
(3) onsets and rimes - ANS--occur in a single syllable
-onset is the initial consonant sound or consonant combination
-rime is the vowel sound and any consonants that comply with
-all syllables must have a rime
-a syllable may also or might not have an onset
-e.G. Napkin: onset in "nap" is "n," rime is "ap"; onset in "relatives is "k," rime is "in"
(three) phoneme - ANS--a speech sound in a language that alerts a difference in that means
-the smallest gadgets of speech
-e.G. /v/ and /b/ are English phonemes due to the fact there's a difference among "vote" and
"boat"
(three) phonemic awareness - ANS--a subcategory of phonological focus regarding the capacity
to distinguish the separate phonemes (sounds) in a spoken phrase
-e.G. A phonemically aware infant can become aware of "duck" and "luck" as rhyming phrases
or say that "duck" has 3 sounds and they're /d/, /u/, and /k/
, -growing phonemic cognizance is an important goal for K-1 teachers
(3) phonics - ANS--knowledge of letter-sound correspondences, e.G. Knowing that in the word
"phonics" the letters "ph" make the /f/ sound
-regularly known as graphophonic or graphophonemic relationships
(3) phonograms - ANS--rimes that have the same spelling
-words that proportion the equal phonogram are word households
-e.G. Rime/phonogram: "at"; word circle of relatives: "cat, bat, sat"
(3) phonological awareness - ANS--the know-how that oral English consists of smaller devices
-a toddler who has phonological awareness can discover and control sounds in lots of specific
ranges of language:
1. Character sounds (phonemic consciousness)
2. Sounds in large gadgets of language, inclusive of words and syllables
(three) points to recollect about the direct coaching of phonemic consciousness -
ANS--educational sports specializing in phonological consciousness of larger gadgets of
language, such as words and syllables, need to take region before instruction in phonemic
awareness
-it's far better to recognition on 1 or 2 phonemic focus obligations at a time as opposed to
running on several of them simultaneously
it is a superb concept to plot some phonemic cognizance activities that involve using the letters
of the alphabet (facilitates kids see courting between phonemic attention and studying)
-phonemic recognition instruction need to be brief and no longer exceed 30 minutes for any one
lesson
(3) relationship among phonemic recognition and development of phonics information and
capabilities - ANS--development of phonemic focus is a prerequisite to teaching phonics due to
the fact youngsters can not be predicted to study which letters constitute which sounds
(phonics) till they may be aware of the sounds in a phrase (phonemic recognition)
-doesn't imply college students take part in phonemic cognizance sports and then flow on to
phonics classes at a later time; even though a few phonemic consciousness instructions will
precede training in letter-sound correspondences, different phonemic consciousness activities
will take vicinity at the equal time as phonics classes
(3) function of phonological and phonemic awareness in analyzing improvement -
ANS--acquisition of phonemic focus is extraordinarily predictive of achievement in getting to
know to read
-degree of a baby's phonemic recognition in kindergarten correlates strongly along with his/her
degree of analyzing achievement (phrase popularity and comprehension) on the end of 1st
grade
-phonemic consciousness is the inspiration for know-how the sound-image relationships of
English, with a purpose to gain knowledge of thru phonics training
