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Flashcards by thepatricklynch, updated more than 1 year ago
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Created by thepatricklynch
over 8 years ago
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| Question | Answer |
| RICA STUDY QUESTIONS Domains 1-5 Competencies 1-15 | RICA STUDY ANSWERS |
| Competency 1: Basic fundamental principles for planning, organizing, and managing a research and standards based reading program | -Standards based -Assessment based -Balanced -Comprehensive -Differentiated Instruction -Explicit & Systematic Instruction -Foundational Skills -Short & Long Term Goals/Learning Objectives |
| Components of effective reading instruction delivery | Orientation, presentation, structured and guided practice, and independent practice and application. |
| Benchmark Students | Tier 1 low risk students: -do not require explicit instruction -do not require differentiated resources |
| Strategic ELA Students | Tier 2 mid range students: -students are 1-2 years behind grade level standards -require targeted small group lessons separate from basal reading program to reach grade level standards |
| Intensive ELA Students | Tier 3 high risk students: -more than two years behind grade level standards -often in special education program -require slower pace, differentiated resources and instruction |
| Different levels of comprehension | -Literal: the answer can be found/stated explicitly “right there” in the text/passage -Inferential: reader must understand beyond the “right there” (text support & schema/personal experience) -Critical Thinking/Evaluative: the reader must detect fact from opinion, author’s message, theme |
| Different levels of comprehension Strategies for engaging and motivating students in reading | -Provide an appropriate and stimulating learning environment that has readable and interesting material. -Read aloud to students -Enlist the help of parents and families to practice reading with students |
| Support systems to promote skilled teaching of reading | -Reading coach -Grade-level team meetings -Professional development that are focused on instruction |
| Independent Reading Level | Books that can be read aloud with 95% accuracy and answers 90% or more comprehension questions correctly. Books understood by the child without assistance by the teacher. |
| Instructional Reading Level | Books that can be read aloud with 90% accuracy and answers 60% or more comprehension questions correctly. Students can understand and read material at this level with assistance from the teacher. |
| Frustration Reading Level | Books that are read aloud with less than 90% accuracy and less than 60% correct on comprehension. Student cannot understand books at this level even with assistance from the teacher. |
| Phonological Awareness | Awareness that oral language (English) is composed of smaller units. |
| Phonemic Awareness | Awareness that words are made up of individual speech sounds. -CAT has three sounds (k/a/t) -can be taught without print |
| Phonics | Letter-sound correspondence. -“ph” makes the /f/ sound -must be taught with print |
| The Alphabetic Principle | Speech sounds are represented by letters. English is an alphabetic language because symbols (letters) represent sound. |
| Phoneme | Speech sounds that represent difference in meaning. /b/ vs. /v/. |
| Graphemes | Letters(s) that represent phoneme(s). -phonemic symbol /a/ can be represented by several graphemes, such as the "ay" in "say," the "ei" in "neighborhood," or the "ey" in "prey" |
| Phonograms | Word families, or rimes with the same spelling. -cat, bat, hat, sat -mug, rug, tug |
| Role of phonological and phonemic awareness in reading development | High phonemic awareness is predictive of success in learning to read. Phonemic awareness sets the foundation for understanding the symbol-sound relationship in the English language. |
| Meeting needs of struggling learners or students with disabilities | Focus on key concepts and skills, corrective instruction, use a variety of concrete examples to explain a task, using visual, auditory, kinesthetic, and tactile techniques, providing additional practice time |
| Differentiating for advanced learners | Focus on extending current skills and knowledge, increase the pace of instruction. |
| Morphology | Focus on word formation, structural analysis -prefix, suffix or root words. |
| Word Identification Strategies | Using context clues, morphology, sight words and phonics. |
| Inflected Morphological Unit | The suffix doesn't change part of speech in the root word. Taught as part of phonics instruction. -ed, er, est, -ing, -s |
| Whole-to-Part lessons (analytic phonics): | start with sentences, look at workds and end up with the sound-symbol relationship thta is the focus of the lesson (e.g. -sh) |
| Part-to-Whole lessons (synthetic phonics): | begins with the sound (e.g. “sh”), then children blend the sounds to build words (e.g. fish, cash, dish) |
| Four categories of word identification | -teaching sounding out and blending of regular VC and CVC words -teaching whole-word reading of single-syllable, regular words (e.g. up) and some high-frequency, irregular sight words (like) using decodable text for practice -teach students to use phonics knowledge to spell VC and CVC words |
| What are some ways of helping STRUGGLING READERS acquire phonics, sight word and spelling help. | -More time and focus on key phonics skills -re-teach skills and sight words that progress monitor reveals the need for -Use concrete examples, letter tiles, 3d letters so students can physically manipulate letters as they learn the sounds Provide additional practice with word work |
| Morpheme | The most elemental unit of meaning. Words and afffixes are morphemes. (“walk” and “ed” in walked) |
| Bound morphemes | They cannot occur alone, must attach to root word (un-, -est) |
| Free morpheme | A word that can be alone with meaning (test) |
| Syllables | Are prounounced with a single, uninterrupted sounding of the voice. A vowel can be a syllable, but a consonant can’t. All syllables must have at least 1 vowel. |
| Give some examples of systematic, explicit instruction is needed to promote fluency development. | -Frequent oral reading experiences -Appropriate guidance and feedback. -BEWARE OF Sustained Silent Reading -Appropriate reading level and reading |
| Fluency is essential for comprehension because of AUTOMATICITY THEORY. What is this theory? | -This theory states that when students get too bogged down in decoding they are unable to focus on getting the meaning of text. -Prosity also helps comprehension. |
| What are some factors that disrupt fluency? | -Weak structural/syllabic skills leads to stopping frequently to decode -Lack of familiarity with content vocabulary -Lack of background knowledge -Lack of familiarity with more complex syntactic sentence structures and academic vocabulary |
| What are some indicators for Fluency? | - Accuracy: correct oral reading; applying phonics skills, structural skills, syllabic skills, sight word skills and spelling -Appropriate rate: quickly decode words, speedily read phrases -Prosody (expression): emphasizing words, variation in pitch (intonation) |
| Give examples of instructional strategies to improve fluency | - Model Oral Reading Teacher models, Student practice Teacher feedback - Repeated readings (of same text) Student alone, Student timed Tape-assisted reading Read to partner |
| Give examples of interventions to help improve fluency | - Building Accuracy, Sight word and Phonics Instruction - Building Reading Rate, whisper and partner reading - For Building Prosody, phrase-cued reading, shared-need groups of students |
| What is Reading Vocabulary (MEANING VOCAB)? | Is expanding knowledge of word meanings (vocabulary as we know it.) |
| What is academic Language- textbook language? | - Technical academic language: words related to a specific discipline. - Nontechnical academic language: words that run across disciplines like analysis. |
| What is background knowledge and why is it important for reading development? | - What you know about a specific topic. - Students won’t comprehend what they’re reading if they lack essential background knowledge (foundation) |
| What are the 3 levels of learning vocabulary? | An incremental process: - unknown, acquainted (familiar), and established - reciprocal relationship between learning meaning of words, acquiring broader concepts and more background on a concept. |
| How are Semantic Maps useful? | They teach the meanings of words, but also help children activate their prior knowledge of key concepts associated with the target word. |
| What is a Morpheme? | The most elemental unit of meaning in a language. There are two types of morphemes, some words and all affixes. |
| What is Contextual Analysis? | The use of context clues (definitions, synonyms, antonyms, and examples) to figure out the meaning of an unknown word. |
| What are 4 ways teachers can help meet the needs of struggling readers in learning vocabulary? | 1) focus on key vocab and focus on nontechnical academic language, 2) reteach what is not mastered, 3) provide concrete examples, and 4) use visual, kinesthetic, and tactile activities. |
| What are the three types of reading comprehension? | 1) literal comprehension (understand surface meaning of text), 2) inferential comprehension (interpret what s/he has read), and 3) evaluative comprehension (make judgments about what s/he has read). |
| What is a strategic read-aloud? | A structured format for listening comprehension lessons that involves dividing the text into 250-word sections with 3-4 key vocabulary words and literal and inferential comprehension questions. |
| What are two types of text-based discussions? | Instructional conversations where students read a selection and teachers lead the discussion; and questioning the author where students read a selection and then try to analyze the author’s intent, craft, and clarity. |
| What is a complex sentence? | A sentence with one independent clause and one or more dependent clauses. |
| What is “Activating Background Knowledge”? | The idea that before they begin reading, children will have a better chance of understanding what they are about to read if their teacher helps them call to mind what they now about the topic of the selection. |
| What does “KWL” stand for? | K = what do you know about the topic? W = What do you want do know about topic? L = what have we learned about the topic? |
| What does “PreP” stand for? | Prereading Plan, divided into three parts: associations of topic, reflections on associations, and organizing associations. |
| Metacognitive: | Are mental strategies done in the reader’s head to help the reader understand what s/he is reading. |
| What are four types of postreading tasks teachers can use to help students with their comprehension? | 1) summarizing and retelling, 2) sharing personal perspectives, 3) text-to-self, text-to-text, and text-to-world connections, and 4) visual/graphic representations of what was read. |
| What is a Narrative Text? | Stories – written accounts of actual or fictional events. Short stories and novels are examples of narrative texts. |
| What is an Expository Text? | Texts that provide information about a topic, such as texbooks, informational books, and instruction manuals. |
| What literary elements form a “Story Grammar”? | Character, Plot, Setting, Mood, Theme, Style, Story Maps, and Story Grammar Outlines. |
| What is a genre? | A category or type of literature. |
| What tools can students use to be successful in literary analysis? | Identifying the Structural Elements of a Plot, Comparing/Contrasting Motivations and Reactions of Characters, Evaluating the Relevance of the Setting, Identifying Recurring Themes, and Analyzing Figurative Language. |
| What is Literary Criticism? | One possible outcome of literary analysis, in which a person makes judgments or evaluations about the story. |
| What is the standard pattern of an expository text? | Cause and effect, problem and solution, comparison/contrast, sequence, and description. |
| What is an “interlocking” or “three level” study guide? | A type of study guide that includes three levels of comprehension: literal, interpretative, and applied/evaluative. |
| What is the difference between skimming and scanning? | Skimming is the fast reading of a text for purposes of preview or review. Scanning a rapid reading to find specific information. |
| What is a good way to help students organize information in an expository text? | Create a graphic organizer or semantic map (web) |
| How can a teacher help struggling students? | Provide scaffolding on written assignments, such as page numbers for key facts. |
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