Rica Exam Key Concepts And Terms 1

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DIBELS

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Dynamic Indicators of Basic Early Literacy Skills - a set of standardized, individually administered measures of Early Literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.

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Running Record

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allows you to record a childs reading behavior as he or she reads from the bookyou can analyze the results of your running record assessment to gain insights into a childs reading and to assign children to the appropriate developmental level for their guided reading sessions.

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Self-Correction

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occurs when a child realizes his or her error and corrects it. When a child makes a self-correction, the previous substitution is not scored as an error.

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Marilyn Adams

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Lists 5 basic types of phonemic awareness tasks which should be covered by the end of 1st grade. 1. Ability to hear rhymes and alliterations 2. ability to do oddity tasks 3. ability to orally blend words 4. ability to orally segment words 5. ability to do phonemic manipulation tasks

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Marie Clay

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special needs emergent literacy reasearcher. Developed reliable observations and assessment tools. -Reading REcovery

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Sharon Taberski

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On Solid Ground - Assessment Demonstration Practice Response

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IRI

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Informal Reading Inventories - series of samples of texts prearranged in stages of increasing difficulty - teacher can pinpoint their skill level and the additional concepts they need to work on.

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Instructional Reading Level

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95% accuracy

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Semantic Cues

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use base knowledge of word meanings to help decipher unknown words or text as well as to clarify reading when it does not make sense.

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Balanced Literacy Program

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use of real literature -easier to read and understand than grade-leveled texts.

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digraph - digraPH

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two letters representing one single sound - "ph" "oa"

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entymology

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the history of language or words

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orthographic pattern - orthography

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spelling patterns using letters/symbols to represent sound i.e.: mate, rate, late, date,

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QAR

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Questions Answer Relationship - classifying questions *helps comprehension - literal, inference, and evaluation -or- right there, think & search, author & you, on your own

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reciprocal teaching

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small group where students summarize, generate questions, clarify, and predict - gradual release of responsibility to student through scaffolding

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grapheme/phoneme

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grapheme is a single letter - can represent one sound or more phoneme is one sound - can be represented by one or more letters (used in decoding)

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morpheme

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smallest unit of a word that has meaning - can be prefix, suffix, or root word

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syntactic miscue (syntax)

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grammatically fits, but can change meaning *He caught his small ball. *He caught THE small ball.

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graphic miscue

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word read "looks like" word in print *visual

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semantic miscue

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changes word, but not meaning of sentence *He caught his small ball. *He caught his LITTLE ball.

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pragmatic miscue

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all three miscue areas together IN CONTEXT *does the word read fit grammatically, meaning, and visually within the context of the passage?

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IRI

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Informal Reading Inventory - The use of a graded series of passages of increasing difficulty to detennine students' strengths, weaknesses, and strategies in word identification and comprehension.

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Interactive Writing

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A shared experience used to assist emergent readers in learning to read and write. With the help from the teacher, students dictate sentences about a share experience, such as a story, movie, or event. The teacher verbally "stretches" each word so students can distinguish its sounds and letters, as students use chart paper to write the letter while repeating the sound. After each word is completed, the teacher and students reread it. Students take turns writing letters to complete the words and the sentence(s). The completed charts are put in the wall so students can reread them or rely on them for standard spelling.

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Miscue Analysis

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A strategy for analyzing the errors students make when they read aloud. After listening to a student and noting their reading, a teacher can categorize students' errors or patterns according the graphophonic, syntactic or semantic cueing model in order to determine student strengths, needs, and instructional steps. See also Running Record or IRI.

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Print-rich Environment

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An environment in which students are provided many opportunities to interact with print, and where an abundance and variety of printed materials are available and accessible. Students have many opportunities to read and to be read to. In such an environment, reading and writing are modeled by the teacher and are used for a wide variety of authentic, everyday purposes.

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Reader's Workshop

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This is the process in which students read, explore and respond to books of different genres and on a variety of topics. Students can respond in logs and share their entries with others for response, or have group discussions of books read. These activities provide students with practice in using successful decoding and comprehension strategies.

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Sheltering (Sheltered English)

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This involves a series of instructional strategies used in combination with a modified curriculum and materials in order to provide meaningful content area instruction for intermediate English speakers. English is used as the medium of instruction, modified to make the subject more comprehensible. Native language resources may be used to support the understanding of the subject matter.

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SQ3R (much like UNRAAVEL)

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This is an instructional strategy for study reading. The steps in the strategy are: o Survey: The student previews the reading material to determine the overall content and organization; o Question: The student establishes a purpose for reading by reviewing questions posed by the teacher (or those at the end of the chapter); o Read: The student reads in order to answer the questions raised. o Recite: The student closes the book and attempts to answer the questions raised. o Review: Later, the student again attempts to answer the questions that were raised.

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Story Frame/Map

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A graphic organizer of major events and ideas from a story to help guide students' thinking and heighten their awareness of the structure of stories. The teacher can model this process by filling out a chart on an overhead while reading, or students can complete a chart individually or in groups after the story is read, illustrating or noting characters, setting, problem/solution, climax, conflict, etc.

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Writer's Workshop

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A stable, predictable format for writing that balances instruction and modeling with adequate time for composing, sharing and publishing. A constant, sustained time for writing is set aside each day. Through modeled writing and discussion about it, students learn about the recursive nature of the writing process.

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CAP - Concepts About Print assess & teach

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assess: CAP test - most basil readers have this *or* observing students reading or attempting to read a book - front to back, title, author - ask questions teach: Big Books (shared book experience) tracking print with hand, counting letters and words, print rich environment

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PHONE - Phonemic Awareness

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assess:Yopp-Singer - if does poorly can assess areas individually (matching, isolation, blending, deletion, segmentation, etc..) teach: word play, rhymes, substituting with onset & rimes. ELKONIN boxes

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OTHERWID - other word identification - phonics *must be print (sound/symbol)

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assess: decode/encode in isolation or context (isolation is spelling test) - use nonsense words to see if sound/symbol relation is understood teach: Whole to part, Part to whole - explicit site word (flashcards, word walls, etc..)

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SPELL - spelling * 5 STAGES

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pre-communicative - K, nonsense - need CAP & recognize some letters semi-phonetic - letters represent sounds, not all sounds included phonetic - one letter for every sound transitional - learning patterns conventional - proficient

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SPELL - spelling

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assess: writing samples and encoding in isolation (spelling test) teach:explicit (direct) teaching orthographic patterns (cvc, cvvc, etc..) **multisensory - write, say, hear, kinesthetic, tactile, visualization

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COMP - comprehension Literal Inferential Evaluative

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assess: IRI Informal Reading Inventory - (running record) - teacher made tests using Bloom's Taxonomy teach: QAR - question/answer response - categorizing questions (right there, think & search, author & me, on my own) - reciprocal teaching - groups where summarize, generate questions, clarify & predict (gradual release of responsibility to student) - many types of books, more reading

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LIT - literary response & analysis *literary elements & genre

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assess: oral or written responses to questions & prompts (free & focused prompts) teach: story maps, story grammar (outline), story frame (easiest) - teach comprehension tools - use range of books (eras, genres, cultures)

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CONTENT literacy

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assess: CLOZE (delete every 5th word from paragraph) - 50% above independent - QAR questions to assess teach:KWL - activate prior knowledge, preteach content specific vocab., graphic organizers (compare/contrast, problem/solution, sequence, etc..)

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INDREAD - independent reading

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assess: Interest Survey - interest & Independent reading level - observation (do they read in their spare time?) teach: I & I -, find level & interest - field trips to library, SSR & DEAR, art & drama, reader's workshop

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WRITING - writing & oral lang.

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assess: RUBRICS (part or whole - discrete or holisitic). writing samples, journals teach: journals, stories modeled after lit., interactive writing (teacher & student share), drama, answering leveled questions *EL strategies

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VOCABULARY - word meaning in context

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assess: word meaning in sentence or phrase - analogies teach: wide reading - more & varied direct instruction techniques: *word sort, semantic mapping (bubble maps), **contextual redefinition word learning strategies: context clues, morpheme analysis (prefix, suffix, root), antonyms/synonyms, multiple meanings

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STRUCTURE - sentence structure, punctuation - conventions

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assess: writing samples, journals, error analysis test teach: Direct instruction - many examples of correct usage, then error analysis peer editing individual conference

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SDAIE

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Specially designed academic instruction in English (Sid-EYE) - see... visual VISUAL - modeling,visual aids, prior knowledge, connect to real life, graphic organizers

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Sheltered Instruction

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English Lang. Learner strategies: VERBAL - modeling, slow rate of speech, avoid idioms, model speech, delayed response time

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What is the Language Experience Approach

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An approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.

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Phonemic Awareness

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The conscious awareness that words are made up of individual speech sounds (phonemes). - duck has three sounds (d/u/k/) - duck and luck rhyme - Can be taught w/out print

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Phonics

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Knowledge of letter/sound correspondence such as knowing that in the word "phonics", the 'ph' makes the /f/ sound. - Must be taught with print.

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Phonograms

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Rimes that have the same spelling. - Words that share the same phonogram are word families. Rime or phonogram: at. Word Family: cat, bat, sat.

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Digraphs

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Two letters, one sound (/ch/, /th/, /sh/, /oa/, /ea/)

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Diphthong

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Two letters, one glided sound /oi/, /ow/

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Vowel Digraphs

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When two vowels come together in a word, the first vowel is usually long and the second one is silent. E.g. boat, feet, play

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The VCe (Final e) Generalization

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When a word has a final e, the medial vowel is usually long and the final e is silent. - E.g. cake, Pete, kite, tote, cute

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The C Generalization

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The letter “c” has two phonemes /k/ and /s/. “c” -- /k/ before a, o, and u (e.g. cake, coke, cup) “c” -- /s/ before e, i, and y (e.g. cereal, excited, cycle)

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The G Generalization

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The letter “g” has two phonemes /g/ and /j/. “g” -- /g/ before a, o, and u (e.g. gate, goat, gun) “g” -- /j/ before e, i, and y (e.g. gem, gin, gym)

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The CVC Generalization

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When a vowel comes between two consonants, it usually has the short vowel sound. - E.g. cat, get, hit, hot, cup

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Fluency

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Fluency is accuracy, rate, and expression.

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Fluency Strategies

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1. Repeated Readings 2. Assisted Reading - Childred read with classmate. The children read the same text aloud together, providing support for one another. 3. Choral reading - Improves fluency because the less able readers can hear fluent models and jump aboard. 4. Readers theatre- actors read scripts. Children get a chance to repeatedly practice reading aloud their parts. Allows students to increas their oral reading pace.

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Different Levels of Comprehension

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1. Literal - The answer can be found “right there” in the text (it is stated explicitly) 2. Inferential - The reader must understand beyond what is “right there” in the text (How? Why?) 3. Evaluative - The reader must distinguish fact from opinion, detect bias,

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Independent Reading Level

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Student read aloud 95% or more words correctly and answers 90% or more of the comprehension questions. Child can read and understand books w/out assistance from teh teacher.

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Instructional Reading Level

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(90, 60)Students read aloud 90% or more of the words correctly and answers at least 60% of the comprehenstion questions correctly. - Student can read and understand material at this level with help from teacher.

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Frustration Reading Level

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The child correctly read aloud less than 90% of the words or did not answer 60% of the comprehension questions correctly. - child cannot read and understand books at this level, even with help.

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Letter Recognition Strategies

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1. Displacy large letter on blackboard, students whose name starts with that letter line up underneath it. 2. 26 shoeboxes, each labeled with a different letter, students place toys starting with the letter in the correct box. 3. Sing the Alphabet- Sing song slowly as point to letter 4. ABC Books. Read aloud books organized by teh letters of the alphabet 5. Practive writing upper and lower case letters. 6. Tactile and Kinesthetic Methods: tactile-children make letters from clay or trace their fingers over letters cut from sand paper. Kinesthetic- Pretend to write letters in air that are 2 feet in height.

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Morphology

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Focus on prefixes, suffixes, and root words. Also called structual analysis

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How to teach sight words

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1. Word Banks - A child's personal collection of words that he/she knows well enough to recognize in isolation 2. Word Walls 3. Explicity teaching of Sight words

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Etymology

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Study of the origin and developmet of words.

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Comprehension Strategies

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1. Self Monitoring - Evalute and realize when doing understand 2. Re-reading 3. Summarizing - Identify main ideas and can retell story 4. Note-Taking and Outlining 5. Mapping - Storymaps, Story grammars, Story Frames 6. Learning Logs - Place where children record their thoughts about what they have read and generate questions, speculate, and summarize

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Story Mapping

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Comprehension Strategy where story's title is placed in a circle in the center of the diagram and characters, events, and locations are placed in satellite positions around it. Lines show relationships.

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Story Grammars

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Comprehension Strategy that is an outline. A common template for a story grammar woudl look like this: Setting: Problem: Event 1: Event 2: Event 3: Resolution:

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Story Frames

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Comprehension Strategy which is easy to complete. STudents just fill in the blanks. For example: (Title of Story) In this story, teh problem starts when ___________. After that___________. Next, _________. Then, ____________. The problem is finally sovled when ____________. The story ends when ___________.

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Reciprical Teaching

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A reading comprehension instruction strategy. Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.

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CLOZE

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A way to assess Conent Area Literacy. Will determine whether a student can comprehend a specific text. Short for 'closure'. The teacher deletes every fifth word, starting with the second sentence. The child read the passage without doing anything first and then read the passage and attempts to writ ein the missing words. Independent Reading Level - Over 60% of the missing words provided. Instructional: Between 40 and 60% of the missing words provided. Frustration: Fewer than 40% of the missing words provided.

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Advantages of Independent Reading

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1. Familiarity with language patterns 2. Increases Fluency 3. Increases Vocab 4. Broadens knowledge of conent areas 5. Motivates further reading

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How to Promote Independent and At-Home Reading

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1. I + I: interesting books at student's independent reading level 2. SSR 3. Reader/writers workshop. An hour or more a day when children read silently, small groups work on projects, and teacher meets with individual students and groups of kids who have similar needs. One or 2 days a week

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How can you promote books to students?

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1. Read aloud 2. Booktalks where teacher tries to 'sell' book to student 3. Books connected to other content areas 4. Trips to library

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7 ways of using "Implicit" teaching of phonemic awareness

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1. word play 2. chants books 3. rhymes 4. songs 5. games 6. alliteration 7. tongue-twisters Also called: "indirect" "embedded"

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SQ3R?

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to help children read in depth text info: "S"urvey--(skim) look at bold type, titles, etc. "Q"uestion—write 2-3 questions they want answered "R"ead—looking for answers to questions "R"ecite—say outloud what they learned "R"eview—use study Q’s & A’s to review

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What are 4 reading repair strategies?

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1. re-reading 2. asking the teacher a question 3. use a dictionary 4. look at an illustration

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What are five categories of multi-sensory techniques that teach spelling?

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1. visual: looking & repeated writing (doesn't work for all) 2. visual use of color-use crayons to highlight spelling patterns 3. auditory: child says the letter aloud as he writes 4. kinesthetic-write large letters in the air 5. tactile-use sandpaper, window screens,& shaving cream

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What are 2 ways of assessing spelling?

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1. in isolation - spelling tests 2. in context -in everyday writing

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What are the stages in the writing process?

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1. Pre-writing- Students choose or narrow their topic. Children will generate main ideas and organize supporting detail. This can be accomplished by quick writes, drawing picture, writing outline, or using semantic web (cluster). 2. Drafting - Student composes first draft 3. Revising/Editing- Someone should edit the first draft (writer herself, teacher, or classmate). The writer then makes revisions based on editor's suggestions. 4. Final Draft- Usually revision completed in stage three will be draft, sometimes more drafts are needed.

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How can you support the reading development of ELs?

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1. Differentiated Vocabulary Instruction: Use Visual aids and real objects. 2. Preview-Review- A preview of the lesson including objectives is given in the student's first language. After the lesson, a review of what was learned is provided in the first language. 3. Graphic Organizers/Outlines. Help ELs activate background knowledge and predict what they are about to read. 4. Teacher Model/Explicit Instruction- teachers should model any behaviour they want students to do themselves. Teachers should be very clear when they ask ELs to do something.

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Alphabetic Principle

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The use of a letter or group of letters to represent a speech sound in a language.

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Scaffolding Reading Experience

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Technique in which student is led through a set of learning activities before, during, and after reading that are intended to aid his/her comprehension and enjoyment.

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What is graphophonics

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The relationship between the symbols and sounds of a language

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Homophones

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Words that sound alike but look different

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Homographs

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Words that are spelled the same but have different meanings

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Define Concepts about Print

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An understanding of the ways in which letters, words, and sentences are represented on the page.”

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What is one way you can assess phonemic Awareness?

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Yopp Singer Assessment-A test used to assess phoneme segmentation. In this assessment the teacher says 22 words. The child must provide each sound of the word in order. So, when the teacher says dog, the correct response is /d/, /o/, /g/

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A students is phonemically aware if he or she is able to perform all of the following tasks:

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Sound Matching, Sound Isolation, Sound Blending, Sound Substitution, Sound Deletion, Sound Segmentation

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What is a strategy for Direct (Explicitly) teaching phonics?

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(Whole to part lesson) Start with sentences and then work back to the sound-symbol relationship that is the focus of the lesson. For example. 1. Present a set of sentences on a pice of chart paper, each sentence having a words with the common element. Underline the target word. Example (sh digraph) 2. Studetns read each sentence aloud with teacher. Students then read aloud the underlined word (cash, fish, mash, dish) 3. Teacher says "There is something about the underlined words that is the same. What is it?" 4. Teacher writes the letters sh on the board and points, while children make sh sound 5. Children re-read the target words one more time. 2.

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How do word sorts help students learn phonics?

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During word sorts, children are given cards that have one written word. Studetns must sort the words by their shaired sound. For example, children could be given cards not, job, slow, fox, joke, load, top. They would sort the words into two groups - those with short o's and those with long o's.

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What are some Implicit or Indirect ways of teaching phonics?

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Use a big book for a shared book experience. Children will be able to see the words that the teacher is reading aloud. For instnace, for the cat and the hat teacher could use the book to introduce the 'at' rhyme.

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What strategy is readers theatre good for? Why?

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Readers theatre is good for improving students fluency. Teacher should model good reading. Readers theatre will help because it requires repeated readings of the same text. Repeated readings will teach students to read at an appropriate pace, with appropriate pauses and stops, and proper inflection.

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When should direct phonics lessons be used?

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These lessons should be used with children who have not aquired the sound-symbol relationships appropriate for their grade level.

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How do you determine a students independent reading level?

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An IRI. 1. Administer a word recognition test using grade level word lists (start at 3rd grade level for 5th grader) 2. Stop when student misses more than 20% of words 3. Have the student read aloud from a graded series of passages (start 1 level below the highest level list the student passed) 4. For each passage tally the misques and ask 5-10 literal and inferential comprehension questions.

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Name 4 Concepts of Print. (children must be explicitly TAUGHT if they don't know.)

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1. print carries meaning 2. directionality & tracking 3. there is a difference between a letter, a word and a sentence (know boundaries) 4. book orientation which is cover? title? author's name? where does the story start?

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Name 5 IMPLICIT ways to teach concepts about print.

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1. Read aloud to students 2. Shared Book Experience -big book -predictable book 3. LEA (Language Experience Approach) 4. Use environmental print 5. Provide a print rich environment: lables/captions, morning agenda calendar message, mail boxes

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What is a reading interest inventory? How should it be administered? What 2 things should be determined?

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DEF.: a survey of student reading BEHAVIOR How? Orally to younger kids in writing to older kids To determine: 1. How much a child values reading as a recreational acitivity 2. The child's reading preferences