Rica Study Guide

Front 1

What is the Language Experience Approach

Back 1

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.

Front 2

Phonemic Awareness

Back 2

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

Front 3

Phonics

Back 3

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

Front 4

Phonograms

Back 4

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

Front 5

Digraphs

Back 5

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

Front 6

Diphthong

Back 6

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

Front 7

Vowel Digraphs

Back 7

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

Front 8

The VCe (Final e) Generalization

Back 8

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

Front 9

The C Generalization

Back 9

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)

Front 10

The G Generalization

Back 10

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)

Front 11

The CVC Generalization

Back 11

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

Front 12

Fluency

Back 12

Fluency is accuracy, rate, and expression.

Front 13

Fluency Strategies

Back 13

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.

Front 14

Different Levels of Comprehension

Back 14

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,

Front 15

Independent Reading Level

Back 15

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.

Front 16

Instructional Reading Level

Back 16

(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.

Front 17

Frustration Reading Level

Back 17

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.

Front 18

Letter Recognition Strategies

Back 18

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.

Front 19

Morphology

Back 19

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

Front 20

How to teach sight words

Back 20

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