Subtest 1 * RICA
(outline and list) phonograms - ANS-those are complicated chunks of letters
- tch
- dge
- igh
- eigh
(listing and outline) three Indicators of fluency - ANS-- Accuracy: students are capable of
pronounce the words correctly as they read
- Pacing: students are reading textual content at the right velocity
- Prosody: students are reading with expression, phraseology, pitch and volume in line with the
context and punctuation
(list and define) 6 forms of syllables - ANS-- Closed: a syllable wherein a single vowel is
observed via a consonant (cat-nip)
- Open: a syllable finishing with a unmarried vowel (re-spect)
- R-managed: a syllable in which a vowel is accompanied through the letter "r" (tar-get)
-Vowel Team/Vowel Digraph: a syllable containing two or extra letters that make one vowel
sound (clou-dy)
- Vowel-silent e: a syllable with a protracted vowel-consonant silent e pattern (be-have)
- Consonant -le: a final syllable containing a consonant plus -le (tab-le)
2 not unusual syllable styles - ANS-- closed syllable: hap-pen
- open syllable: re-view
3 exams for alphabetic principle - ANS-- identify person sounds
- perceive consonant and vowel sounds
- nonsense phrase identification
- phrase recognition
,- pick out manipulation of preliminary, medial and very last sounds
3 tests for concepts about print - ANS-- statement notes
- tracking tick list
- standards of print survey
3 assessments for letter reputation - ANS-- letter names-uppercase
- letter names-lowercase
- letter identity in texts
- letter sequencing
- letter matching
three ways college students can reveal
- Phonemic Awareness - ANS-- letter-sound correspondence
- including and deleting sounds
- substituting sounds
three ways to differentiate Phonological Awareness for Advanced Learners - ANS-* Increase
tempo of phonemic cognizance.
* Blend phonemic recognition and phonics training.
* Incorporate studying of easy texts and phonetic writing.
Three approaches to distinguish Phonological Awareness for ELLs - ANS-* Pre-educate
phonemes now not in primary language.
* Use accurate collection of phoneme coaching for you to prevent confusion of sounds.
* Differentiate education for letters that are comparable in sound.
Three approaches to distinguish Phonological Awareness for Special Needs - ANS-- mastery of
key capabilities
- pre-teach and re-educate competencies
** extra practice using diverse strategies
- multi-sensory, visuals, tactile, auditory, kinesthetic
, 3 methods to provide commonplace get admission to for Phonological Awareness? - ANS--
Focus on mastery of key talents to help reading basis, inclusive of segmenting and oral
blending.
- Pre-train and re-train abilties, at some stage in differentiated practise.
- Provide additional exercise the usage of arms-on strategies for phoneme counting and
segmenting.
Four common orthographic regulations - ANS-- trade y to i
- drop silent e
- double very last consonant
- plurals: -s, -es
4 pairs of letters that are
- visually and auditorily comparable - ANS-- p and q
- d and b
- w and m
- m and n
four types of consonant sounds - ANS-- difficult and smooth sounds (g and c)
- continuous and abrupt sounds (m,n and d,t)
4 ways that phonics helps studying/spelling improvement - ANS-- sound/image correspondence
- commonplace affixes
- letter combinations
- commonplace orthographic patterns
4 ways to practice writing letters and phrases - ANS-- exercise writing capital and lowercase
letters
- use kinesthetic methods via making air letters
- use tactile strategies bu writing letters in sand,, the use of clay, yarn.
- writing middle
(outline and list) phonograms - ANS-those are complicated chunks of letters
- tch
- dge
- igh
- eigh
(listing and outline) three Indicators of fluency - ANS-- Accuracy: students are capable of
pronounce the words correctly as they read
- Pacing: students are reading textual content at the right velocity
- Prosody: students are reading with expression, phraseology, pitch and volume in line with the
context and punctuation
(list and define) 6 forms of syllables - ANS-- Closed: a syllable wherein a single vowel is
observed via a consonant (cat-nip)
- Open: a syllable finishing with a unmarried vowel (re-spect)
- R-managed: a syllable in which a vowel is accompanied through the letter "r" (tar-get)
-Vowel Team/Vowel Digraph: a syllable containing two or extra letters that make one vowel
sound (clou-dy)
- Vowel-silent e: a syllable with a protracted vowel-consonant silent e pattern (be-have)
- Consonant -le: a final syllable containing a consonant plus -le (tab-le)
2 not unusual syllable styles - ANS-- closed syllable: hap-pen
- open syllable: re-view
3 exams for alphabetic principle - ANS-- identify person sounds
- perceive consonant and vowel sounds
- nonsense phrase identification
- phrase recognition
,- pick out manipulation of preliminary, medial and very last sounds
3 tests for concepts about print - ANS-- statement notes
- tracking tick list
- standards of print survey
3 assessments for letter reputation - ANS-- letter names-uppercase
- letter names-lowercase
- letter identity in texts
- letter sequencing
- letter matching
three ways college students can reveal
- Phonemic Awareness - ANS-- letter-sound correspondence
- including and deleting sounds
- substituting sounds
three ways to differentiate Phonological Awareness for Advanced Learners - ANS-* Increase
tempo of phonemic cognizance.
* Blend phonemic recognition and phonics training.
* Incorporate studying of easy texts and phonetic writing.
Three approaches to distinguish Phonological Awareness for ELLs - ANS-* Pre-educate
phonemes now not in primary language.
* Use accurate collection of phoneme coaching for you to prevent confusion of sounds.
* Differentiate education for letters that are comparable in sound.
Three approaches to distinguish Phonological Awareness for Special Needs - ANS-- mastery of
key capabilities
- pre-teach and re-educate competencies
** extra practice using diverse strategies
- multi-sensory, visuals, tactile, auditory, kinesthetic
, 3 methods to provide commonplace get admission to for Phonological Awareness? - ANS--
Focus on mastery of key talents to help reading basis, inclusive of segmenting and oral
blending.
- Pre-train and re-train abilties, at some stage in differentiated practise.
- Provide additional exercise the usage of arms-on strategies for phoneme counting and
segmenting.
Four common orthographic regulations - ANS-- trade y to i
- drop silent e
- double very last consonant
- plurals: -s, -es
4 pairs of letters that are
- visually and auditorily comparable - ANS-- p and q
- d and b
- w and m
- m and n
four types of consonant sounds - ANS-- difficult and smooth sounds (g and c)
- continuous and abrupt sounds (m,n and d,t)
4 ways that phonics helps studying/spelling improvement - ANS-- sound/image correspondence
- commonplace affixes
- letter combinations
- commonplace orthographic patterns
4 ways to practice writing letters and phrases - ANS-- exercise writing capital and lowercase
letters
- use kinesthetic methods via making air letters
- use tactile strategies bu writing letters in sand,, the use of clay, yarn.
- writing middle
