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RICA Flashcards

jabl1101 English 68 cards

Cards in this deck (68)

  1. 1D1C1 What is an evidence-based learning objective?The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective.
  2. 2D1C1 What key factors in differentiated reading instruction must teachers consider when planning instruction?students’ knowledge and skills, prerequisite knowledge of skills, pacing of instruction, complexity of the content/skills to be presented, scaffolds
  3. 3D1C1 What are the three classifications for students who are struggling with reading?benchmark, strategic, intensive
  4. 4D1C1 The Framework model of instruction includes the following components:Orientation, Presentation, Structured and Guided Practice, Independent Practice and Application
  5. 5D1C1 For self-paced, silent reading, teachers should provide students with books at which level? a) independent b) instructional c) frustrationa) independent
  6. 6D1C1 What can be used to monitor student independent reading?reading logs, book reports, oral presentations, individual conferences
  7. 7D1C2 Which assessment determines which students have achieved the target standard(s)? a) entry level b) progress c) summativec) summative
  8. 8D1C2 A test is valid if it:measures what it claims to measure
  9. 9D1C2 What two levels should teachers organize the results of assessments?individual profiles and class profile
  10. 10D1C2 A miscue analysis is used to:identify and classify errors in students’ oral reading
  11. 11D1C2 Graphophonemic errors are errors to:the sound-symbol relationships, such as feather for father
  12. 12D1C2 Semantic errors are:meaning-related errors, such as dad for father
  13. 13D1C2 A child who continues to make syntactic errors (such as into for through) needs to:pay more attention to phonics
  14. 14D2C3 Phonological awareness is:the knowledge that oral English is composed of smaller units
  15. 15D1C3 Is it better to focus on one or two phonemic awareness tasks at a time, or work on several of them simultaneously?one or two at a time
  16. 16D1C3 The development of phonemic awareness is a prerequisite to:teaching phonics
  17. 17D1C3 Which are considered the most difficult of the phonemic tasks and therefore focused greatly upon?blending and segmenting
  18. 18D1C3 To do a complete job of assessing phoneme awareness, teachers should measure each child’s proficiency in:sound identity, sound isolation, sound blending, sound deletion, sound substitution, and sound segmentation
  19. 19D1C4 Essential, basic principles about how letters, words, and sentences are represented in written language are:concepts about print
  20. 20D1C4 Should uppercase and lowercase letters be taught at the same time?no
  21. 21D1C4 Reteaching the concept of directionality should include:one-on-one intervention and a strong kinesthetic element using their fingers to point and sweep
  22. 22D1C5 Word identification is:the ability to read aloud, or decode, words correctly
  23. 23D1C5 Making a connection between the word being pronounced and its meaning is:word recognition
  24. 24D1C5 These four types of words should be taught as sight words:high-frequency words, words with irregular spellings, words that children want to know to use in their writing, words that are introduced in content-area lessons in social studies and science
  25. 25D1C5 The five stages of spelling development are:precommunicative, semiphonetic, phonetic, transitional, conventional
  26. 26D1C6 Phonics instruction should be:systematic, direct, and explicit
  27. 27D1C6 It is best to follow a ______ approach to teaching sight wordswhole-to-part
  28. 28D1C7 Structural analysis (also called morphemic analysis) is:the process of decoding a multisyllabic word with an affix added to a base word
  29. 29D1C7 True or false? Multisensory techniques should be used to teach children to spell.true
  30. 30D1C7 Syllabic analysis is:the process of decoding a multisyllabic word by examining the word’s syllables
  31. 31D1C7 Orthography, for the most part, is a synonym for:spelling
  32. 32D1C8 The fluent reader reads:accurately, at an appropriate rate, and with appropriate expression
  33. 33D1C8 Achieving fluency is important because the nonfluent reader struggles to:understand what he/she is reading
  34. 34D1C8 These two interventions that will allow independent, silent reading to play a positive role in developing reading fluency:books at appropriate reading levels and hold students accountable for comprehension
  35. 35D1C8 Another word for reading with appropriate expression is:prosody
  36. 36D1C8 Factors that lead to a lack of fluent reading are:weak word analysis skills, lack of familiarity with content vocabulary, lack of background knowledge, lack of familiarity with more complex syntactic structures
  37. 37D1C9 Three components of effective fluency lessons:teacher model, student practice, teacher feedback
  38. 38D1C9 Fluency can be improved when the teacher works:one-on-one with the student or with a small group of students
  39. 39D1C9 True or false? Repeated readings are good for fluency.true
  40. 40D1C9 Phrase-cued reading can be used to buildprosody
  41. 41D1C9 The appropriate intervention for reading accuracy is:systematic, explicit instruction in phonemic awareness, phonics, and sight words
  42. 42D1C10 The five different vocabularies are:listening, speaking, writing, sight (reading), meaning (reading)
  43. 43D1C10 The reasonable criteria for deciding which words to teach are:frequency, utility, level of knowledge
  44. 44D1C10 For each person, words are either unknown, acquainted, or established. Therefore, vocabulary knowledge is a(n) ______ processincremental
  45. 45D1C11 Teachers should teach these three types of word-learning strategies they can use independently while reading:morphemic analysis, contextual analysis, using the dictionary
  46. 46D1C11 Word consciousness is:an interest in words and their meanings
  47. 47D1C11 Knowledge of these things will increase a student’s vocabulary and knowledge of academic language:sentence structure, syntax, punctuation and capitalization
  48. 48D1C11 Instruction must fit the ____ and ____ of the studentsage, ability
  49. 49D1C11 Too many vocabulary lessons stop at the definition of the words; lessons must challenge the students to use the words in _______.the context of sentences and paragraphs
  50. 50D1C11 To learn the meanings of words, students must have ________ to the words.repeated exposure
  51. 51D1C11 Vocabulary instruction involves each of the following:direct instruction of specific words, teaching students independent word-learning strategies, developing word consciousness, encouraging wide reading
  52. 52D1C12 Automaticity theory states that reading requires the reader to perform two main tasks of:decoding words and understanding the meaning of the text
  53. 53D1C12 RICA uses these three taxonomies, or systems, to classify students’ comprehension:literal, inferential, evaluative
  54. 54D1C12 Literal comprehension is:the ability of a reader to understand the surface meaning of a text
  55. 55D1C12 Inferential comprehension is:the ability of a reader to interpret what he/she has read
  56. 56D1C12 Evaluative comprehension is:the ability of the reader to make judgements about what he/she has read
  57. 57D1C12 Beyond the sentence level, students will become better readers if they understand the:structure of paragraphs
  58. 58D1C12 _____ language activities will enhance a child’s vocabulary, which in turn will aid comprehensionOral
  59. 59D1C13 True or false? Children in small groups should be of the same instructional reading levelTrue, according to Zarrillo, it is impossible to design comprehension lessons for students with widely different reading levels
  60. 60D1C13 True or false? Children will have a better chance of understanding what they read if their teacher helps them call to mind what they already know about the topictrue
  61. 61D1C13 When it comes to comprehension, teachers need to help their students become proficient in using these strategies:visualizing, paraphrasing, clarifying, predicting, generating questions, summarizing, and adjusting reading rate
  62. 62D1C13 Reciprocal teaching is an instructional process for teaching strategies of:predicting, generating questions, clarifying, and summarizing
  63. 63D1C14 True or false? Teachers should directly teach each literary element by defining the element and providing examplestrue
  64. 64D1C14 True or false? When students understand the elements of a story, they will recall details with greater accuracytrue
  65. 65D1C14 Literary analysis is:the process of studying or examining a story
  66. 66D1C14 Literary criticism is:when a person makes judgements or evaluations about a story
  67. 67D1C15 content-area literacy is:reading and writing tasks that students complete while learning content
  68. 68D1C15 Students can use _______ to become more efficient readers of content-area textsexpository text structures

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Description
RICA flashcards designed by Jamie Blank, Allee Campbell, and Alysia Soria. The first part of the flashcard indicates the domain (D) and competency (C) areas.
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jabl1101
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