Rica

Front 1

State standards

Back 1

What every child should know and be able to do at each grade level

Front 2

Balanced instructional program

Back 2

Strategic selection of what skills should be taught given a child's level of reading development

Front 3

Comprehensive reading Program

Back 3

Structured so all grade level standards are covered rather than over emphasizing one area of reading development

Front 4

Differentiated instructions

Back 4

If the teacher makes adjustments to meet the needs of individual students

Front 5

Scaffold

Back 5

A temporary support provided to a student to help him master new or complex task

Front 6

Differentiated instruction

Back 6

If the teacher has made adjustments to meet the needs of the individual students

Front 7

5 Finger reading selection test

Back 7

Put one finger up for each time he or she comes to a word that he or she cannot pronounce it pronounced if it happens within 1 page then it's time to get a different book.

Front 8

Interest inventory

Back 8

A way for teachers to connect students to such books and requires the teacher know what topics each student finds most interesting.

Front 9

D.E.A.R.

Back 9

Drop everything and read

Front 10

Define principles of standards based reading instruction instruction.

Back 10

A teacher's goal is to help all students achieve every grade level English language arts content standard.

Front 11

Identify key factors and differentiated reading instruction.

Back 11

Know the definition and example of scaffolds.

Front 12

Describe how to organize instructions to meet the needs of all students.

Back 12

Be sure to know the concept of flexible grouping.

Front 13

Describe the components of effective instructional delivery

Back 13

Orientation, presentation, structured and guided practice, independent practice and application. (I do, we do, you do)

Front 14

Discuss how to engagement motivate students

Back 14

Foster student discussions using literature circles

Front 15

Describe strategies for promoting and monitoring independent reading

Back 15

I + I strategy

Front 16

Entry level assessments

Back 16

Implemented prior to instruction to determine which students possesses prerequisite skills and knowledge

Front 17

Miscue analysis

Back 17

A tool to identify and classify errors of students oral reading

Front 18

Graphophonemic errors

Back 18

Sound - symbol relationship ( Feather for father)

Front 19

Semantic errors

Back 19

A meaning-related error such as reading dad for father

Front 20

Instructional reading level

Back 20

The highest passage for which the student reads allowed 90% or more of the words correctly at least 60% of the comprehensions answered correctly

Front 21

Phonological awareness

Back 21

It's the knowledge that world English is composed of smaller units

Front 22

Phonemic awareness

Back 22

Is the ability to distinguish separate phonemes (or sounds) in spoken word

Front 23

Phonics

Back 23

Is knowledge of letter - sound correspondences

Front 24

Onsets

Back 24

The initial consonant sound or consonant blend

Front 25

Rimes

Back 25

The vowel sound and any consonants that follow

Front 26

Book concepts

Back 26

Understanding how to use a book as a tool (the way that you hold it, recognize the cover)Understanding how to use a book as a tool (the way that you hold it, recognize the cover)

Front 27

Sentence concepts

Back 27

Directionality-understanding that in the English language the words move from left to right

Front 28

Word concepts

Back 28

Understanding that a collection of letters is probably a word

Front 29

Letter concepts

Back 29

Understanding the differences between capital and lower case letters

Front 30

Multi sensory activities

Back 30

Activities which involve the most sensories as possible

Front 31

Identifying sounds

Back 31

Identify the 1st time you hear in open quotations cat close quotations (usually the initial sound)

Front 32

Blending sounds

Back 32

Combining all the sounds you hear in cat together (separate phonemes)

Front 33

Segmented sounds

Back 33

Differentiating all the different sounds that come together to make the word cat

Front 34

Forms of segmenting sounds

Back 34

Deleting counting or substituting sounds -tearing apart the wholesale into each phony that the word represents

Front 35

Trace and say activity

Back 35

If a student is confused about P or Q the teacher can trace the directionality of each letter like up around down.

Front 36

Tactile sensations

Back 36

to keep in touch w/ the environment (touch)

Front 37

Met-cognitive activity

Back 37

Thinking about one's thinking

Front 38

Elkonin boxes Activity

Back 38

An activity where students break down the different phones of a word usually

Front 39

Letter sound correspondence

Back 39

Alphabetic principle where one letter stands for typically 1 sound

Front 40

Onset-rime

Back 40

Beginning with a consonant cluster (_at) while substituting different letters to make ryhming words

Front 41

Fluency

Back 41

Quickly, accurately, intonation

Front 42

Part to Whole Strategy

Back 42

Starting w/ the smallest/ most basic and building up.

Front 43

Drill and Kill activity

Back 43

Providing lost of repetitious activities to build a particular skill.

Front 44

Advanced Polysyllabic Words

Back 44

Prefix, Suffix, and Root Words

Front 45

Structural Analysis

Back 45

Taking a Polysyllabic word and breaking it up into meaningful morphemes

Front 46

Contextual Analysis

Back 46

Homophones, Homographs, Homonyms

Front 47

Homophones

Back 47

Same Sound

Cite, site, sight

To, too, two

Their, There, They're

Front 48

Homographs

Back 48

Same Letters

Lead (v) Lead (n)

Minute (adj.) Minute (n)

Front 49

Homonyms

Back 49

Multiple Meaning Words

Denotative - Dictionary

Below body Temperature

Connotation - Slang

She's a cool teacher

Front 50

Inflectional Suffixes

Back 50

Plurals, Possessives, Comparatives, Superlatives, Verb tenses

Front 51

Derivational Affixes

Back 51

Prefixes, Suffixes

Front 52

Plurals Words

Back 52

Cats, Dogs, Lizards, Frogs

Front 53

Possessives

Back 53

Mike's, Makayla's

Front 54

Comparatives

Back 54

Tall --> Taller

Comparing one thing to another

Front 55

Superlatives

Back 55

Taller --> Tallest

Means "the most"

Front 56

Comparatives

Back 56

Tall --> Taller

Comparing one thing to another

Front 57

Affix

Back 57

Divided into Prefixes & Suffixes

Front 58

Prefixes

Back 58

Derivational

Front 59

Suffix

Back 59

Derivational and Inflectional

Front 60

Structural Analysis

Back 60

Denationalization

De nation al iz ation

Base word = free root

Nation= n; al= adj.; iz= verb; ation= noun; de= undo

Front 61

Derivative

Back 61

Something that is based on another source

Front 62

Inflected

Front 63

Morphemes

Back 63

Units of Meaning

cat = 1 morpheme (free)

Cats = 1 morpheme (free), + 1 morpheme (bound)

FYI - bound means it cant stand by itself

Front 64

Free Root

Back 64

Can stand by itself and still have meaning

Front 65

Bound

Back 65

Relies on a free root

Front 66

Syntactic CLOZE

Back 66

Fill in the blank.

ex. I went __________ the store.

Front 67

Symantic CLOZE

Back 67

More on Context/ Meaning

I ______ my research.

Cite, site, sight.

Front 68

Literal Comprehension

Back 68

Answering Facts:

Who, What, Where, When

Front 69

Inferential Comprehension

Back 69

How, Why, What Next,

Front 70

Narrative Text Schema

Back 70

Schema= Organization

Plot, Setting, Symbolism, Conclusion

Front 71

Expository Text

Back 71

Content Areas:

Science Books, History Books, Specifics (Cause & Effect) Compare/ Contrast (Plant & Animal Cells)

Front 72

Narrative Text Schema

Back 72

Schema= Organization

Plot, Setting, Symbolism, Conclusion

Front 73

Choral Reading Activity

Back 73

Teacher models intonation in a reading sample and has student repeat the expression intended

Front 74

Say a student is struggling with accuracy, what activity can be used to build skills

Back 74

Point and Speak, cut out cardboard

Front 75

Say a student is struggling with speed, what activity can be used to build skills

Back 75

Repeated Reading

Front 76

Story Map

Back 76

Used to define the sequences of a story

Front 77

Fact & Opinions T-Chart Activity

Back 77

Helpful w/ Evaluative Comprehension

Front 78

Think Aloud Activity

Back 78

Have the Child ask themselves the comprehension questions

Front 79

Elements of Foundations of Reading

Back 79

BSWU (IBS)

Book concepts

Sentence Concepts

Word Concepts

Upper & Lowercase letter names

Identifying, Blending, Segmenting sounds

Front 80

Elements of Decoding and Fluency

Back 80

LOPSF

Letter Sound Correspondence

Onset- Rime Instruction

Phonics Generations

Simple Polysyllabic Words

Fluency Activities

Front 81

Vocabulary Development

Back 81

RIASC

Regular SWs

Irregular SWs

Advanced Polysyllabic Words

Structural Analysis

Contextual Analysis

Front 82

Comprehension Development

Back 82

FLINEE

Fluency

Literal Comprehension

Inferential Comprehension

Narrative Text Schema

Expository Schema

Evaluative Schema

Front 83

Morphology

Back 83

The study of word formation

Front 84

Stages of Spelling Development

Back 84

Prexommuncatice, Semiphonetic, Phonetic, Transitional, Conventional

Front 85

Whole-to-Part Lessons

Back 85

Teacher presents a group sentences w/ a common element. Students match sh words (cash, fish, wish, fresh). Teacher may underline keywords and emphasize explicit sound-symbol relationships.

Front 86

Part-to-whole Lessons

Back 86

Begins w/ the sound and students working to build the sounds together to build words. Teachers write (sh) on a board and ask students to pronounce. Then write (ca, fi, ma, di). Students blend the sounds to make a word.

Front 87

Systematic Instruction

Back 87

Sound-symbol relationships that should be taught in sequence that moves from simple to complex linguistics units.

Front 88

Direct & Explicit Instruction

Back 88

Lessons in small groups or 1o1 which develop specific sound-symbol relationships.

Front 89

Whole-to-Part Instruction's AKA

Back 89

Analytic Phonics

Front 90

Part-to-Whole Instruction's AKA

Back 90

Synthetic Phonics

Front 91

Analogy Phonics

Back 91

Onset-Rime = Student are taught unfamiliar words by comparing them to known words. (i.e. brick is to tick, kick, and lick).

Front 92

Embedded Phonics

Back 92

A teaching approach where a teacher may incidentally as something that is not the central focus. (Make way for Duckling book --> Teachers asks students to generate other words w/ ake.)

Front 93

Contextual Practice

Back 93

When a teacher creates special sentences w/ several sounds/words that have been learned. Teacher models (I DO, WE DO, YOU DO (Silently/ Out Loud).

Front 94

RICA Content Standards cite 4 categories of word identification lessons for beginning readers.

Back 94

a) sounding out and blending regular VC & CVC

b) reading single-syllable regular and some high frequency irregular sight words

c) reading decodable text for practice

d) spelling VC and CVC words

Front 95

Sounding out and blending Regular Sight Words

Back 95

CV = am, at, up, if

CVC = man, pet, lip, tot, bum

Front 96

Open Syllable

Back 96

Ends w/ a vowel (i.e. go, be,

Front 97

Closed syllable

Back 97

Ends w/ a consonant (i.e. kick, nor)

Front 98

Selecting Spelling Words (Teaching to Spell)

Back 98

a) groups of words that have common orthographic patterns

b) high frequency words

c) common need words

d) content-area words

e) words that relate to each other (syn, ant, homophones)

Front 99

Phoneme + Grapheme =

Back 99

Phonics

Front 100

Encoding

Back 100

Putting the Sound in your head and then Writing it.

Front 101

C V Progression

Back 101

VC

CVC

CVCC

CVVC

CVCE

Front 102

Spelling Progression

Back 102

Precommunicative = Picture

Semiphonemic = I lk piz

Phonetic = I lik pizaa

Transitional = I lice to eet pizza

Conventional = I like to eat pizza

Front 103

Decode in Isolation

Back 103

Word List

Front 104

Decode in Context

Back 104

Running Record