Rica Study Guide

Front 1

How to assess phonemic awareness

Back 1

Yopp Singer test of phonemic segmentation provides word lists that assess a student's ability to hear the individual sounds in words. For example the word "cat" is composed of 3 sounds: c/a/t

Front 2

Instructional activities that build phonemic awareness

Back 2

(1) Books with word play, (2) rhyming, (3) sound matching, (4) sound isolation, (5) sound blending, (6) sound addition and substitution, segmentation (Elkonin boxes), (7) word boundaries

Front 3

Types of phonemic awareness

Back 3

(1) Blending: What word am I trying to say? Mmmmm...oooooo...p. (2) Segmentation (first sound isolation): What is the first sound in mop? /m/ (3) Segmentation (last sound isolation): What is the last sound in mop? /p/ (4) Segmentation (complete): What are all the sounds you hear in mop? /m/ /o/ /p/

Front 4

Concepts about print

Back 4

Understanding of how letters, words, and sentences are represented in written language.

Front 5

How to assess concepts about print

Back 5

Concepts about print test, (Clay)

Informal test by teacher using picture books

Observation records

Front 6

Activities that teach concepts about print

Back 6

Direct, explicit teaching

--read aloud

--shared book experience

--language experience approach

--print rich environment (morning message, mailboxes, post office)

Front 7

What is the language experience approach

Back 7

The teacher and students work together to write a short passage about an experience they shared together. The class reads and rereads the passage. If the passage is then cut up into words students can reassemble the passage as an extension activity.

Front 8

What is a shared book experience

Back 8

Shared book reading (SBR) uses a big book to model how to read, how to use picture clues, and allows the students to follow along while you read. It consists of three readings, focusing on comprehension, choral reading, and on a particular text feature. This can be done as a whole class and is particularly effective with lower level readers. (e.g., shared poems)

Front 9

How do you teach letter names

Back 9

Sing the alphabet

Categorize the names of children by initial letter

use ABC books

Tactile and Kinesthetic modes

Lots of practice writing both upper and LCase

Front 10

Systematic and Explicit Phonics instruction includes 2 approaches

Back 10

Part to whole (analytic): Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words.

Whole to part (synthetic): Teaching students to dissect words they already know.

Front 11

How to assess phonics ability

Back 11

IRI -- informal reading inventory

Encode (write) and Decode (read)

In isolation and in context

Matching test

Nonsense words

Front 12

Teaching phonics: Whole to Part

Back 12

Give students words in context and highlight one phonics component (e.g., Jolly Phonics big book with one page/story for each of 42 sounds)

Front 13

Teaching phonics: Part to whole

Back 13

Kinesthetic: Hand motions for each sound (e.g., Jolly phonics)

Front 14

Teaching readers to identify words

Back 14

--Sight words (word banks, word walls, direct instruction)

--Structural analysis

--Context

Front 15

Spelling instruction

Back 15

Spelling maps sound to print. Spelling knowledge and word identification skills are strongly related. Students knowledge of orthographic patterns contributes to word recognition.

Front 16

Orthographic patterns

Orthography

Back 16

Spelling

Front 17

How to assess spelling

Back 17

--Traditional tests: encode in isolation

--Writing samples

Front 18

Spelling stages

Back 18

--pre-communicative (random letters)

--semi-phonetic (some correct letters)

--phonetic

--transitional

--conventional

Front 19

Systematic spelling instruction

Back 19

Word selection based on:

-- orthographic patterns (words their way)

-- common needs

-- high frequency (esp. non-conforming) words

-- content areas (e.g., science, social studies)

Front 20

A student shows a lack of phonemic awareness. What can the teacher do to help?

Back 20

(1) ID the phoneme awareness task needed; (2) select developmentally appropriate activities to engage students ("play" with sounds). (3) Use phoneme sounds rep. by / /. (4) sound may be represented by two or more letters. e.g., 3 sounds in the word cheese: /ch/-/ee/-/z/. (5) ID sounds in different positions, the initial position is easiest, followed by the final position, with the medial position being most difficult (e.g., top, pot, setter). (6) When identifying or combining sound sequences, a CV pattern should be used before a VC pattern, followed by a CVC pattern (e.g., pie, egg, red).

Front 21

What is phonemic awareness and why is it important

Back 21

Phonemic awareness is the ability to hear the sounds that make up a word. The most basic phonemic awareness skills is the ability to hear rime and alliteration.

Front 22

What are the levels of phonemic awareness

Back 22

Reading Rockets defines the following hierarchy of phonemic awareness skills

(1) hear oral rhymes and alliteration

(2) hears words in spoken sentences

(3) hears syllables in spoken words

(4) hears onsets and rimes in words

(5) hears individual phonemes in words

Front 23

Describe one activity used to teach phonemic awareness

Back 23

One activity that teaches phonemic is a blending word game such as the one designed by Yopp (1992). The students sing: If you think you know the word shout it out. The teacher then says the sounds for a word such as /k/ /a/ /t/. The students orally blend the word and say cat. The games should make word play fun and engaging rather than drill.