Rica Exam Key Concepts And Terms 2

Front 1

Should a teacher assign books, or even guide students to them, for reading during independent reading?

Back 1

Yes, sometimes. However, most independent reading should be -self-selected & -self-paced

Front 2

Popular with older children: a struggle between good and evil SET IN A FANTASTIC WORLD with a hero or a guest--i.e. Harry Potter.

Back 2

*setting Literary genre: HIGH FANTASY

Front 3

MORPHOLOGY (using morphological clues)

Back 3

The study of word formation clues: -root words -prefixes -affixes

Front 4

Tests phonemic segmentation, the most difficult task. (If a child does well on this, he/she will do well on the rest of the P.A. tests.)

Back 4

What is the Yopp-Singer Test

Front 5

Think syllable: HIPPOPOTAMUS ONSET RIME h ip o p ot o m us

Back 5

What are "Onsets" and "Rimes"

Front 6

Etymology?

Back 6

The study of the origin and development of words.

Front 7

Simile?

Back 7

Uses "like" or "as" to compare. "he is AS big AS a house" "she is LIKE the engergizer bunny.

Front 8

Diagraphs?

Back 8

Combinations of letters that make a unique sound unlike the sound made by any of the individual letters within the digraph. e.g.: ph = /f/

Front 9

Unaided Retelling of a story (what is it used to assess? antonym?)

Back 9

-TO ASSESS LITERAL COMPREHENSION, have students retell: also called free retelling, free recall - -probed recall: if the student doesn't mention everything, ask him (about setting, characters, plot, events...whatever is on your checklist.)

Front 10

Literary genre: Contemporary Realistic Fiction

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In the real world humorous or serious.

Front 11

Personification?

Back 11

Giving human traits to nonhuman bings or inanimate objects.

Front 12

Consonants?

Back 12

Speech sounds that occur when airflow is obstructed in some way by your mouth, teeth or lips.

Front 13

R-controlled Vowels?

Back 13

Neither long nor short.

Front 14

I.R.I.?

Back 14

Informal Reading Inventory

Front 15

Vowels?

Back 15

When air from your lungs is not stopped (obstructed) by a consonant (teeth, lips, mouth) (sometimes "w" -- as in cow)

Front 16

Symbol?

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A person, object, situation or action that has two meanings the literal and the symbolic.

Front 17

Literary Genre: Modern Fantasy

Back 17

Stories that are magical or play with laws of nature: example?

Front 18

Word identification ability?

Back 18

Ability to read aloud or decode a word correctly-- (YOU DON'T HAVE TO KNOW THE MEANING)

Front 19

Alphabetic Principle?

Back 19

Speech sounds are represented by letters.

Front 20

Phonetic Alphabet?

Back 20

Created by linguists so that each phoneme is always represented by the same symbol: /e/ = ay, ā, ai, ey, ei

Front 21

Dipthongs?

Back 21

Glided sounds made by vowel combinations: oy/oi = boy/oil (The tongue starts in one position and rapidly moves to another.)

Front 22

R.I.C.A.?

Back 22

Reading Instruction Competence Assessment

Front 23

Metaphor?

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An IMPLIED comparison. (The road IS a river of moonlight.)

Front 24

Frustration Reading Level?

Back 24

Less than 90% of words read correctly -or- less than 60% comprehension questions right.

Front 25

Instructional Reading Level?

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90% of words read correctly 60% comprehension questions correct

Front 26

Independent Reading Level?

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The highest passage for which the student reads aloud 95%-words read aloud 90% comprephension questions

Front 27

Literary Genre: Informational Books?

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Not stories, provide ACCURATE information, i.e. History, Social Studies...

Front 28

Literary Genre: Biographies?

Back 28

Information books that tell a story of a real persons life.

Front 29

Content Learning Logs?

Back 29

A journal used in social studies and science. Students write own: 1. questions they want answered 2. assignments 3. input info. they have learned

Front 30

On a grade-level equivalency score: 50% IS AVERAGE!!!

Back 30

What should I remember about a 3rd grade whose test score is 88% and approx. 5.7?

Front 31

Information Book?**

Back 31

The preferred term for a non-fiction book, books that are EXPOSITORY, provide content knowledge.

Front 32

Auditory Discrimination Test? (What does it test? HOW?)

Back 32

It tests phonemic awareness. The teacher talks, the student listens and responds. NO PRINT IS INVOLVED.

Front 33

Content Area Literary "The ability to...?"

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(Teachers must teach students...) The ability to learn through reading. ...three reading -texts -encyclopedias -almanacs -websites -information books

Front 34

QAR?

Back 34

"Question-Answer Relation-ship" -sorts questions about the text according to where the answer can be found (from RIGHT THERE! to in my head.)

Front 35

Individual (or small group) Intervention in Spelling

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After always accessing children, put students with specific needs in a small group. PROVIDE DIRECT, EXPLICIT INSTRUCTION. Individual intervention can be very productive sometimes all that is required is a 10-minute 1-on-1 setting to teach a child a bothersome spelling pattern.

Front 36

SQ3R?

Back 36

(from 1946) to help children read in depth text info: "S"urvey--(skim) look at bold type, titles, etc. "Q"uestion—write 203 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

Front 37

Vowel Digraphs (one sound) Consonant: digraphs-1 sound vs. blends-still all sounds Dipthong: 2 guided sounds (oy, oi)

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2 vowels making 1 sound, i.e.: AUthor sprEAd blUE

Front 38

Quantitative Analysis (what is needed?)

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(not qualitative: opinion) Quantitative=uses numbers to categorize student work. You would need a: RUBRIC

Front 39

The Matthew Effect

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From the Bible, the rich get richer... The more abled students tend to read more, acquiring more vocabulary (making them even more able.)

Front 40

Hyperbole?

Back 40

Exaggerated Comparison

Front 41

A Story's Theme?

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A story's important message, usually a comment on the human condiiton. Can be implicit or explicit (stated) (young children can be tought to find the theme)

Front 42

Grammar? in CA LA Contnent Standards, called: Written and Oral English Language Conventions.

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RICA--definition: the rules of English --sentence structure rules --cluases (subj. & predicate) (dependent, independent) --simple vs. compound sentence --verb usage (i.e., catched, mines) --punctuation

Front 43

PreP

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Pre-Reading Plan activate prior knowledge -associations (record them) -reflections and resulting new associations -organize associations

Front 44

Semantics?

Back 44

The MEANING words.

Front 45

Graphemes vs. Phoneme?

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Graphemes and ENGLISH letter or letterS that represent phonemes. grapheme: duCK, Cut phoneme: /k/

Front 46

Literary Genre: Traditional Literature?

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1. folktales: -trickster tales -fairy tales -por quoi tales--why mosquitos buzz 2. tall tales (much exageration) 3. fables--teach a lesson 4. myths--to explain the world

Front 47

Phonogram?

Back 47

A rime that has the same spelling. These create word families (cat, fat, hat, rat...)

Front 48

What are the 4 characteristics of a graphic organizer? what is another name?

Back 48

Also called: structured overview. 1. prepared by the teacher 2. provides an overview of the information. 3. has relatively few words. 4. examined before students read.

Front 49

There are three instructional activities unique to content-area (information reading).

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1. ACTIVATE PRIOR KNOWLEDGE (KWL, Prep.)--also: teach new vocabulary 2. Use a graphic organizer* to preview *also called: structured overview. 3. Focus student attention with study guides.

Front 50

Literary Genre: Historical Fiction --words to use on RICA--

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-Provide direct explict instruction -Gradual release of responsibility -Balanced instruction -Aligned with RICA?

Front 51

Substance and Form (define how should a teacher evaluate?)

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Substance: WHAT is written or said...Does student: -stay on topic? -answer questions directly, to the point? -provide relevant info (vice extraneous) form: HOW: use of words and ogranization -clear? coherent? -writing mechanics: spelling, punctuation, usage

Front 52

Discrete and Holistic?

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When assessing students SPEECH or writing teachers can look at. DISCRETE--signle, separate elements (check for spelling, or puncutation) -or- HOLISTIC--the entire essay, considering all elements.

Front 53

Phoneme?

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/v/ and /b/ are two different phonemes. c=k and c=s, so "c" is NOT a phoneme. It is SOUND only. "Phonemes are the smalles units of speech,"

Front 54

**FOR ESSAY PREP** When would children use text-to-text text -to-self? etc.

Back 54

When responding to literature both orally and in writting. Literary Response and Analysis.

Front 55

Teach vocabulary: Word of the Day

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display large display in context Dissect meaning -prefex -root -derivation -related words enjoy/endure stress inportance (why selected)

Front 56

Reciprocal Teaching: developed to teach 4 reading strategies-- generating questions: summarizing clarifying predicting (in paragraph)

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Gradual release of responsiblity: Process to teach a strategy: 1. describe/define/explain when to use. 2. model using oral think aloud (hmm...I don't understand this, I'd better...") 3. small group and teacher practice strategy 4. independent (guided) practice (teach coaches, corrects) 5. students use indpendently

Front 57

Use as lesson for teaching vocabulary: CLUEING TECHNIQUE

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A PARAGRAPH OF 4 SENTENCES: 1. Use word appropriately 2. Describe the characteristics 3. Define using children's language. 4. Ask a question using the word.

Front 58

I & I: Use it to get reluctant readers to read I-NTEREST(over) and I-NDEPENDENT READING LEVEL **YOU** pick books: help him set started.

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I-NTEREST --hopefully interest can be sparked by something in the curriculum: science, social studies so have 20-30 related books in the room.

Front 59

COMPREHENSIVE reading program?

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-teacher directed instruction, follwed by massive amounts of reading CURRICULUM INTEGRATION

Front 60

CAP LESSON: SHARED BOOK EXPERIENCE **pedictable book88

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Intro (pre-read) -book orientation -read dramatically

Front 61

What are ways teachers can assess oral and written information?

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1. reaches AUDIENCE achieves PURPOSE 2. SUBSTANCE--direct, to the point, no extraneous FORM--clear, coherent? puctuation 3. DISCRETE and (assess one element) HOLISTIC--consider all elements of substance & form 4. QUALITATIVE and QUANTITATIVE: rubric, numbers

Front 62

Give the child follow-up activities for practice.

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CASE STUDIES (think lesson plan: guided practice, independent practice, MI's)

Front 63

On-going analysis of multiple examples

Back 63

Gradual release of responsiblity

Front 64

How can a (teacher assess oral language? for test: think, how could a teacher TEACH each one of those?

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1. small group literature discussion -Anecdotal notes 2. language play -Charts, poems -Anecdotal notes 3. Drama based on literature -Can children learn their parts? Change speaking voice? 4. Answers to questions can kids summarize coherently?

Front 65

P.78 #42! Expository Modes * Our Younges Writers * How to Teach ELLs * Preproduction * P.80 Early Production * Speech Emergent

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Inter. Fluency * Sheltered Reading * P. 82 Def. Vocab * Preview * Graphic Organizers * Charts * Teacher Model * Other Writing * Transfer L1, L2 *

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P.88 Contextual Clues * Morphemic Analysis * P.90 Encourage Word * Synonyms/Ant * Word of Day * Idioms/Puns * Using Dictionary * P.93 Intro *

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Definitions: Grammar X Clause X Sentence Structure X Sentence X X Usage X Puntuation Marks X Assess ELL X Tests X Eng Lang Structure X P95 X X X X X X X X X PP 96/97

Front 67

What are the four stages of the writing process?

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1. Pre-writing a-choose/narrow topic b-consider purpose/ audience c-outline: main idea, organize supporting details: - ways to do #C above: talk to clasmates, draw a picture, do a quickwrite 2. Draft (using pre-write product) 3. Revising/Editing edited by self, peer, teacher, then revised. 4. Final Draft-not always necessary after Stage 3

Front 68

How can a teacher assess students use of correct grammar? (MOST important plus kinds of tests)

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MOST IMPORTANT ONGOING analysis of multiple examples of student writing tests 1. scrambled paragraph 2. error analysis (on commer- cial tests its this is an example of a sentence) 3. fill-in-the-blank w/one of two choices (who, whom) (your, yours)

Front 69

Rather than reading for enjoyment, what are 3 ways children need to learn to read informational (content-area) texts?

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1. SKIM--quickly looking at the whole thing to pre- view or review 2. SCAN--rapid reading to get specific details 3. In-depth reading aiming for full understanding (SQ3R)

Front 70

Why DEAR? How to encourage word consciousness:

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Create maps, research words history, puns, call attn. to author's use, look for examples everyday the more kids read the more vocabulary they learn. Teach vocabulary only 5-10 min. daily so they can be reading.

Front 71

What are five reading-related oral language activities that teachers should implement?

Back 71

1. language play (chorally) 2. drama (children must adapt their speaking manner) 3. small group discussions of books (3-6 kids) 4. Answering questions help children learn to think on their feet 5. Oral Report after contect- area-reading

Front 72

What is the goal of reading instruction?

Back 72

The goal is: to develop reding competence among ALL our students, including ELLs and special needs

Front 73

What are ways to teach English Language structure (contractions) and conventions?

Back 73

1. DOL-Daily Oral Language 2. Review portfolio have individual conference 3. Language Activities -sentence extension, com- bining -model:your own language, reading aloud 4. Proofreading(have kids do)

Front 74

What does RICA say should be the focus of Content Area II?

Back 74

Supporting reading thru oral & written language dev. the INTER-RELATIONSHIPS among: reading writing speaking listening how instruction in oral (speaking) & writing can help reading proficiency.

Front 75

What are 4 reading repair strategies?

Back 75

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

Front 76

What are 4 categories of activities to expand (teach) meaning vocabulary?

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1. increase amt/types of books 2. teach important words 3. teach them to analyze words: contextual morphemic 4. encourage word-conscious- ness

Front 77

Small group discussions of books enable kids to develop oral language skills. -How many kids? -What is teachers role? -6 RULES of productive dis- cussions

Back 77

# of kids 3-6 teacher fole: At first model good group conversation skills Later: hands off facilitator 6 rules: 1. don't interrupt 2. don't dominate 3. address ideas, not people 4. clarify others comments 5. expand on others: comments 6. state our perspective clearly & support them w/ details

Front 78

What are 4 ways to assess ORAL language development?

Back 78

1. small group literature discussions (take annecdo- tal notes) 2. language play (primary grades) 3. drama based on literature -do children learn their parts & change their, speaking manner? 4. answers to questions-- Can students summarize?

Front 79

Teachers can design their own test for testing meaning vocabulary name 4 types--correlate to commercial tests

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1. The target word is in a sentence. The multiple choice answers are phases (never a word in isolation.) 2. choose a synonym 3. analogy head: body as ______: mountain (peak) 4. match definition to word

Front 80

What are 4 ways to assess student independent reading?

Back 80

1. INTEREST INVENTORY-don't forget to talk to them directly! 2. Individual conferences at LEAST every 2 weeks-don't forget to talk to them directly! 3. student journals or read- ing logs that include a personal response 4. anecdotal records about reading behavior

Front 81

What is the purpose of a study guide? What are 5 kinds?

Back 81

The purpose is to focus student attention on key info in the text. Types: 1. based on text structure (fill-in-the-blanks) 2. Key questions study guide (can include page number of answer). 3. three-level study guide 4. learning logs (can provide prompts) 5. data retrival charts

Front 82

What are 4 ways teachers can promote high quality children's books.

Back 82

1. reading aloud and having related books on hand (sequels, same genre). 2. Booktalks (inc. read an excerpt) 3. BOOKS CONNECETED TO OTHER AREAS OF THE CURRICULUM (FICTION & NON FICTION) 4. trips to the library

Front 83

What are 3 lessons that could be taught on using encyclopedias?

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1. info is organized by topic (entries) in different volumes 2. how to use special features: - index - guide words - cross references 3. How to scan for specific information

Front 84

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

Back 84

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

Front 85

What are 2 ways of assessing spelling?

Back 85

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

Front 86

What 4 types of spelling words should students be expected to learn?

Back 86

1. content area words 2. common-need words -words that several children have difficulty spelling 3. high frequency words especially those who have irregular patterns 4. groups of words that have commonly occuring ortho- graphic patterns.

Front 87

RICA specifies children must be exposed to many genres, and should be taught to recognize the features or common elements of each. What are the 8 most common genres?

Back 87

1. traditional literature (folk and fairy tales) 2. modern fantasy 3. high fantasy 4. science fiction 5. contemporary realistic fiction 6. historical fiction 7. biography 8. informational ("non- fiction") books

Front 88

per RICA: What are the 6 reading comprehension strategies? What would I do when reading THIS book to make sure I understand?

Back 88

1. SELF-MONITORING-"do I understand?" 2. RE-READING-a repair strategy 3. SUMMARIZING-can retell by highlighting the important information 4. NOTETAKING/OUTLINING (like these notecards) 5. MAPPING-put in chrono- logical order 6. LEARNING LOGS-record your thoughts about a book.

Front 89

What are 3 word identification strategies?

Back 89

1. morphology 2. context clues 3. sight words

Front 90

What is thje difference between how phonemic and phonic awareness can be taught?

Back 90

phonemic sounds without print phonic-w/print (letters or letter combinations)

Front 91

Why is it good when children are abble to read with automaticity?

Back 91

They don't get bogged down with decoding words. They are able to focus their attention on understanding what they have read.

Front 92

Name 2 standardized, comercially published vocab tests.

Back 92

CAT-Calif. Achievement Tests SAT-Stanford Achievement Test

Front 93

What are the 4 stages of spelling development? (Children often are in between or jump back & forth)

Back 93

1. pre-phonetic -no letters or random letters 2. phonetic-sometimes use one (correct) letter per sound ("ALL PHONEMES HAVE A GRAPHEME") 3. Transitional-most ortho- graphic English patterns 4. Conventional-almost all words spelled right

Front 94

What are the three levels of reading comprehension? (according to RICA)

Back 94

1. LITERAL-identifying the main idea, important de- tails, sequence of events, cause-and-effect relation- ships. 2. INFERENTIAL-inferring the main idea (when not stated), 3. EVALUATED-recognizing author's bias, propagan- da, distinguishing fact from fiction.

Front 95

What is your goal as a teacher w/respect to children's spelling development?

Back 95

Identify student's current spelling stage and move them through it to the next stage.

Front 96

Name a game that would be good for sound blending.

Back 96

The auditory equivalent of Word Scramble "/a/, /t/, and /b/" What could they make?

Front 97

What is RICA's opinion on Readers Workshop or Writer's Workshop?

Back 97

-impractical to use every day -isn't a format conducive to the amount of direct, explicit teaching required by RICA guidelines. -maybe one or two days a week.

Front 98

CLOZE is short for _____ & cannot be used with tests written for ________ grade or below. How many blanks?

Back 98

CLOSURE (it's a test) 2nd grade -not enough info 50 blanks: every 5th word in a photocopy of the text.

Front 99

Give Your opinion of invented spelling.

Back 99

1. misunderstood--DO NOT USE phrase on RICA test 2. it happens as teachers encourage children to take risks as they write 3. it is NEVER a goal of teaching The goal is: move each child toward conventional spelling by mastering pattersn of English.

Front 100

What are the 4 types of phonics tests a teacher should give a student?

Back 100

1. decode in isolation (can use nonsense words) 2. decode in context 3. encode in isolation (the traditional spelling test) 4. encode in context (have them write sentences or a short paragraph.

Front 101

Writing Portfolio-- Why keep? How? What is included?

Back 101

Why?-long-term growth can be seen How?-in a manila folder What?-keep selections by both teacher & students own favorites - journal responses - stories - essays - written answers to reading lesson questions

Front 102

What is the simplest assessment of oral & written language?

Back 102

think: AUDIENCE & PURPOSE Does the comment (speaking) or writing achieve the person's goal/PURPOSE by reaching the AUDIENCE. (shopping list vs. job application vs. graduation speech.)

Front 103

What do RICA Standards think students should demonstrate in their oral and written responses to literature to show their understanding?

Back 103

1. Do they incorporate liter- ary elements of setting, characters, plot (for older kids: plot devices) 2. Do they make personal connections? (text-to-self) 3. Do they provide specific examples to support their oral or written responses?(specific events, details)

Front 104

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

Back 104

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 pre- ferences

Front 105

What are 5 advantages of independent reading? (That is, what good things do kids gain (learn/improve)when they read on their own?

Back 105

1. FAMILIARITY W/LANGUAGE PATTERNS 2. increases fluency 3. increases vocabulary 4. broadens knowledge in content areas 5. MOTIVATES FURTHER READING

Front 106

Where are disagreements over how English Language Arts should be taught, solved?

Back 106

English Language Arts Content Standards for California schools -under- "Written & Oral English Language Conventions? RICA: "should be taught directly & explicitly"

Front 107

What are 3 ways to teach sigt words?

Back 107

1. word walls -charts w/related words, ABC wall 2. word banks -personally kept collec- tion (notecards, diction- ary) 3. explicit, direct teaching (whole-to-part only)

Front 108

Describing & Analyzing Story Elements: What are 3 literary elements a student should know about in a story? What should they know?

Back 108

1. CHARACTER *protagonist: main char- acter, pushes TOWARD something *antagonist: blocks prota- gonist 2. SETTING *TIME and place *can be BACKGROUND or IN- TEGRAL 3. PLOT "the sequence of events" usually: intro, conflict, climax (resolution of conflict), wrap-up (de- nouncement)

Front 109

Teaching kids phonics can be done in the same ways as teaching kids about Concepts of Print. What classroom activities can be used to do implicit/embedded/indirect teaching of phonics?

Back 109

1. Shared Book Experience (big books)= LEA & informal phonics lesson 2. Choral reading of rhymes & charts 3. morning message 4. environmental print 5. children's names (kid of the day) 6. read the room

Front 110

Name 5 IMPLICIT ways to teach concepts about print.

Back 110

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

Front 111

"Older students should know the functions of setting in a story:"

Back 111

1. to clarify conflict 2. to serve as an antagonist 3. amplify character 4. establish mood 5. serve as a symbol

Front 112

What are the phonemic aware- ness tasks? (How many are there?)

Back 112

There are 6: 1. phoneme (sound) matching 2. sound isolation 3. sound blending 4. sound substitution 5. sound deletion 6. sound segmentation

Front 113

What are 3 specific instruc-tional approaches to help students analyze and respond to literature (per RICA)? How can you get kids telling you about what they know?

Back 113

1. Guided reading--encourage kids to talk about what they have read. 2. Reading logs or journals -interactive or double sided entry. 3. Discussions about litera- ture. -facilitated, NOT DOMINAT- ED, by teacher

Front 114

According to RICA, teachers must teach--PHONICS! How? 1. __________________ a. _____ c. _____ b. _____ d. _____ 2. __________________

Back 114

1. Systematic and organized: sound-symbol relationships in sequence. -simple to complex units a. phonemes b. onset/rime c. letter combinations d. syllables 2. direct & explicit to small groups of children.

Front 115

Name one textbook supporter/company for part-to-whole & whole-to-part. (Which is analytic? Which is synthetic?) How can you decide?

Back 115

Whole-to-part=Houghton-Mifflin-(analytic) Part-to-whole=Open Court-(syntetic) Try if it works, stay with it. If it doesn't change.

Front 116

What is a 3-level study guide?

Back 116

*written by teacher *true/false-statement & questions Aligned w/RICA--3 levels of comprehension. 1. literal 2. evaluative 3. inferential

Front 117

What are 5 ways(standard patterns or structures) used to get across info in expository texts?

Back 117

1. cause & effect-esp.science & social studies 2. problem & solution 3. compare/contrast (events,people, phenomena) 4. sequence 5. description

Front 118

Name 3 ways a teacher can provide frequent opportun-ities for kids to share about what they've read

Back 118

1. Reading Journals: must be INTERACTIVE. Student writes; teacher writes back. 2. Individual conferences be- tween teacher & student. 3. Small groups of students (little teacher role beyond asking questions): "-literature circles,-res- ponse groups,-grand con- versations,-book clubs"

Front 119

How do authors create mood? (define mood)

Back 119

For older readers: descripture words foreshadowing For younger reader: -color -illustrations Definition: the feeling you have when reading

Front 120

Should a teacher assign books, or guide a student to a specific book, for students to read during independent reading?

Back 120

Yes, sometimes. However, most independent reading should be: -self-selected & -self paced

Front 121

What is needed to verify student responses to a reading interest inventory? Why?

Back 121

What? -other data gathered from student reading logs teacher records of indivi-dual conferences. Why? --students lie about how much they read and if they like it to please the teacher.

Front 122

Name 7 ways of using "Implicit" teaching of phonemic awareness. Also called _________ or_______. How do you then teach.

Back 122

1. word play 2. chants books 3. rhymes 4. songs 5. games 6. alliteration 7. tongue-twisters Also called: "indirect" "embedded" (Teach, & then ask ?'s: "Did you notice?"

Front 123

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

Back 123

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?

Front 124

True or false: 1. commercially published spelling books can be used. 2. children should have 10-20 spelling words.

Back 124

1. TRUE-at least for some kids. Maybe not for all kids in the classroom. 2. FALSE-some students need 4 or 5. Some students can handle 10-20 words if the words are appropriate and sound methods are used to teach.

Front 125

Name 4 ways a teacher can assess content area literacy.

Back 125

1. CLOZE test 2. text structures -have kids fill in a Venn diagram or ther "skeleton" 3. multi-level questions (QAR)--right there, think-& -search, author and you, on my own. 4. teacher observation/ anecdotal records

Front 126

What are 4 sources of sight words?

Back 126

1. high-frequency words(see word lists) 2. words wwoith irregular spellings 3. high-interest words that kids want to use in writing (Burger King) 4. concept/theme words

Front 127

What are 5 kinds of journals kids could write... "as part of their experiences w/literature & content-area texts..."

Back 127

1. Personal Journals -not for teacher to share 2. Dialogue Journal (could be shared w/a classmate to respond to) 3. Reading Response Log 4. Double Entry Journal 5. Content Learning Logs

Front 128

Name 5 ways to help children improve reading fluency.

Back 128

1. repeated reading (espe- cially poems) 2. assisted reading -buddy read (each supports the other) 3. choral reading -more than 2 children (often entire class) 4. Reader's Theater 5. teach improved word identification skills

Front 129

What is most highly predictive of success in learning to read? Why?

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PHONEMIC AWARENESS- because it is the foundation for understanding the sound/symbol relationship of English, which will actually be taught through phonics lessons.

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Why should students be taught to develop a sense of story structure? (3 reasons)

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-they will store details/info more efficiently -better remember details from the whole story -recall details more accurately

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What did I do right and wrong about Anthony Reynoso (an ELL-English Language Learner)?

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Right: intro vocabulary Wrong: did not *activate *have kids think about, and *organize their prior knowledge could have used KWL, PreP (Pre-Reading Plan)

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How many questions should a teacher write to assess Reading Comprehension using QAR'S (Question-answer relationship)?

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Twelve (12): Three for each of the four catagories of where, answers can be found. 1. "Right There" on one page 2. "Think & Search" in more than one place 3. "Author & You" - infer an answer from your own experience & the book 4. "On My Own" - NOT in the book-opinion

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What are the 5 kinds of vocabularies?

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1. listening 2. speaking 3. writing 4. reading (sight) 5. meaning vocabulary

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What 2 types of words should be taught as whole units? ("sight words")

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1. irregular spelling patterns 2. most frequently used (in print)

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Why should students be taught to develop a sense of story structure? (3 reasons)

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-they will store details/info more efficiently -better remember details from the whole story -recall details more accurately

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What is most highly predictive of success in learning to read? Why?

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PHONEMIC AWARENESS- because it is the foundation for understanding the sound/symbol relationship of English, which will actually be taught through phonics lessons.

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Name 5 ways to help children improve reading fluency.

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1. repeated reading (espe- cially poems) 2. assisted reading -buddy read (each supports the other) 3. choral reading -more than 2 children (often entire class) 4. Reader's Theater 5. teach improved word identification skills

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Name 7 ways of using "Implicit" teaching of phonemic awareness. Also called _________ or_______. How do you then teach.

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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" (Teach, & then ask ?'s: "Did you notice?"

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Given the 4 stages of spelling instruction, what should lessons focus on in each stage?

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1. PREPHONETIC-CAP, Phonetic awareness, aquire the IDEA of sounds in words 2. PHONETIC-phonics: sound/ symbol relationships, on- sets, rimes, affixes 3. TRANSITIONAL-morphonology, etymology, alternative spellings for a sound 4. CONVENTIONAL-expanding their highly irregular words & specific content area words. PRACTICE-have them use words in context by writing and writing...

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Ways to teach story structure?

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1. story mapping--a visual diagram spiderwebs, fish bones, other graphic organizers 2. Story grammars-an outline ("setting: problem: details: events: resolu- tion") 3. Story frames-students fill in the blanks: first______, then_______, next,______, finally_____.

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Name 1 characteristic of a good speller.

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1. children who have mastered PHONICS skills, and know which letters are used to represent sounds.

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What are 5 alternatives to teach new vocabulary? (other than dictionaries, or display and tell)

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1. clueing technique teacher creates 4 specific sentences 2. contextual redefinition have a small group of stu- dents guess/reach consen- sus by looking at context 3. semantic mapping 4. word sort (list-group- label) 5. semantic feature analysis

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What are the 4 aspects of a comprehensive reading pro- gram?

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1. Assessment (using multi- measures & ongoing) 2. Develop phonological awareness 3. Develop reading comprehen- sion & independent reading 4. Support oral & written language development-- understanding of relation- ships among: reading, writting, & oral language; development of vocab. & understanding of English language structure

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What are five ways teachers can support parents to support Reading At Home.

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1. Encourage SSR at home-- EVERYBODY reads, even parents (no phone, no TV) 2. Provide Lists of library books that support in-class curriculum 3. Provide info on the local public library 4. USE THEIR L1 with L2 PARENTS (ESP. BOOK IDEAS) 5. Support parent literacy programs.

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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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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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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.