Rica 3

Front 1

Decoding and encoding

Back 1

Teaching spelling encoding and helps reinforce the phonics decoding instruction

Front 2

Phonics skills, sight-word knowledge, and knowledge and skills in syllabic and structural analysis and orthogrraphy all work in concert to support students development of what?

Back 2

Accurate word analysis and spelling of multisyllabic words

Front 3

What is prosody?

Back 3

The study of rhythm and intonation, stress, and related attributes of speech.

Front 4

What are some strategies to teach prosody?

Back 4

choral reading, repeated readings, imitative methods (student reads along with taped material, assisted reading (student read phrases or sentences after the teacher reads until sufficient word recognition vocab is acquired.

Front 5

How do you determine a child's reading rate?

Back 5

Divide the number of words read per minute by correct words and compare to a chart

Front 6

Strategies for improving reading rate

Back 6

*listen to text as they follow along in book
*follow along with print using finger a guide
*choral or read aloud together 10-15 minutes per day
*repeated readings. First, go over unfamiliar words and read again

Front 7

What are word learning strategies?

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*how to use dictionaries and other reference aids to learn word meanings
*how to use information about word parts
*how to use context clues to determine word meanings

Front 8

What is the strategy of repeated exposure to a word?

Back 8

For example, if a teacher wants the students to learn about science or scientist she would use many opportunities throughout the week to point out this word

Front 9

How can understanding word parts aide in vocabulary?

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Understanding common prefixes and suffixes, base words, and root words. For example, the four most common prefixes are (un, re, in, dis)

Front 10

What are the scientifically based ways to improve comprehension instruction?

Back 10

*teach students to monitor their own comprehension (metacognition) by being aware of what they do and do not understand
*Teach them to use several graphic and seman
tic organizers
*Have students answer questions (it gives them a reason for reading)
*Teach students to generate their own questions
*Teach students to recognize story structure
*

Front 11

What are the major changes in the Rica?

Back 11

*increased emphasis on standards based reading instruction
*use of state adopted materials for reading instruction
*role of entry level, progress monitoring and summative assessment
*integration of writing at all levels of beginning reading
*connection between phonemic awareness, phonics and fluency in reading development
*role of vocabulary, academic language and background knowledge in reading comprehension
*role of oral language and writing in facilitating reading comprehension and vocabulary development
*Universal Access with respect to phonics, word analysis, fluency, vocabulary, academic language, background knowledge and comprehension

Front 12

Assignment A
A second-grade teacher frequently uses the following strategy when working with struggling readers who are performing below the second-grade fluency benchmark. The teacher selects a variety of supplementary texts that use a controlled vocabulary (nearly all the words are high-frequency sight words or easily decodable words.) The teacher has the students read the text outloud to themselves over a period of days as the teacher monitors their reading. Using your knowledge of reading fluency, write a response in which you: Identify what aspect of fluency (accuracy, reading rate, or prosody) theis instructional strategy primarily develops and
explain how this instructional strategy promotes development of the aspect you identified

Back 12

This instructional strategy primarily helps develop students' reading rate. The selected texts help support development of reading rate because they use controlled vocabulary (i.e., primarily easily decodable words and high-frequency sight words). Research shows that reading texts with a high readability is more effective in enhancing reading rate than when readability is not controlled. The strategy also promotes reading rate because the teacher selects "a variety" of these texts and has the students read them "over a period of days." This provides the students with repeated practice reading the same words in a variety of contexts, which helps build their automatic recognition of the words. Automaticity in word recognition is essential for developing reading rate, which enhances fluency.

Front 13

A first grade teacher reads aloud to the class each day before lunch..what advantages are to this technique?

Back 13

The advantages to having a teacher re
Reading a book related to a content area can sometimes get your point across more effectively than reading the textbook
Reading a chapter of a novel each day can lead to some good discussions, including working on skills such as prediction, character analysis, and the author's use of literary devices such as satire and flashback.
# Reading aloud allows you to expose students to good literature. Picture books also expose the children to many styles of art.
# Listening to a story develops listening skills. Good listening skills will benefit a student for a lifetime.
In addition, reading aloud models fluency and helps with vocabulary and comprehension. Especially, if the teacher stops to ask questions or to model her own thinking process for comprehension such as i wonder why he did that?

Front 14

A 2nd grade teacher selects a different story each day to read to his class. What benefits are there to reading a new story each day? Would it be beneficial to re-read a story?

Back 14

Reading a new story a day exposes students to different genres and literary styles. Different authors and allows for all of the different types of students in the class to find things that may interest them. In addition, the teacher can take it a step further and study the different authors. It helps students to build background knowledge which would benefit them in their other subjects as well.
Re-reading books has several benefits. First of all, it helps the students to become familiar with specific vocabulary and to be able to more fully comprehend the text.

Front 15

During the end of the school year a 3 grade teacher notices that one of her students seems to be reverting back to some of her old reading habits. Because of this, her reading comprehension has declined significantly. What are some of the steps that the teacher should take to assist the student?

Back 15

Assessment
Use strategies to teach comprehension questioning, predicting, visualizing, looking at pictures for cues

Front 16

Each week a 2nd grade teacher reads a different story aloud to her class. Before she gets to the end of the story she asks students to tell her how they think the story will end. What are some of the benefits of her technique?

Back 16

*predictions
*make sure students are engaged
*helps them use their higher level thinking skills such as on the blooms taxonomy

Front 17

A classroom library is an integral part of every elementary classroom. Why is it important to have a classroom filled with a variety of reading materials? Discuss what types of materials would be appropriate in a fourth grade classroom library

Back 17

*Variety of reading levels
*expose them to different genres
*support content standards
*authentic reading verses text book
*newspaper, science articles, national geographic, maps

Front 18

A kindergarten student writes, "I love my kitty" underneath his drawing of child and a pet. What does this tell us about his understanding of print and readiness to read?

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*Text and picture match
*words carry meaning
*understands that print goes left to right
*understands space between workds
*has a good grasp on sentence structure and syntax

Front 19

Phoneme awareness is more highly related to learning to read than general intelligence, reading readiness or listening comprehension. Describe how you would teach phoneme awareness

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I would teach phoneme awareness by first assessing students to understand what they do know about the sounds that make up our language. Then I would systematically and explicitly teach them phonics according to the way that it should be taught. I would teach such things as phoeme segmentation, rhyming, blending, diagraphs ect

Front 20

Why is it important for a teacher to understand the relationships between reading, writing, and spelling

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*that they are inter-related
*You can use writing to teach reading
*a child who has bad spelling will have trouble with reading

Front 21

Word recognition is:

Back 21

identifying words accurately and quickly.

Front 22

Decoding is:

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the ability to figure out unknown words.

Front 23

Prosody is:

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the use of stress or emphasis, pitch or intonation, tempo or rate, the rhythmic or regularly reoccurring patterns of language, and appropriate phrasing

Front 24

Successful reading demands a certain level of accuracy in decoding words (Rasinski, 2003). In order for a text to be in the instructional zone, readers should be able to recognize or decode

Back 24

90–95% of the words. If the reader makes more than ten decoding errors for every 100 words,

Front 25

What is the frustration Zone?

Back 25

the text is likely too difficult, often called the frustrational zone. Always select texts in the easy or instructional zone for students who are working to improve fluency.

Front 26

By reading aloud, teachers:

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* model fluency by showing students how a proficient reader grapples with text
* build motivation by demonstrating what an emotionally powerful experience reading can be
* build background knowledge of book language
* make a statement that reading is a valuable use of

Front 27

By listening to read-alouds, students:

Back 27

* see first-hand the impact a well-written text can have on a reader
* develop an awareness of narrative and informational text structures that support comprehension
* are exposed to multiple genres at more difficult reading levels than they might normally explore on their own

An alternate version of read-alouds, with many of the same benefits, is to utilize a listening center in which students can hear fluent reading while following along in the text. Ask your library media specialist for audio books that support the content areas and are thematically linked to your current units of instruction.

Front 28

Shared-Reading

Back 28

Shared-reading—in which the text is displayed for all to see using a big book, chalkboard, chart, or overhead—provides another strong model for students. Shared-reading scaffolds fluency in three ways:

* It helps students process visual information rapidly through a focus on high-frequency words and sight words.
* It provides an opportunity for teacher think-alouds and student practice in decoding strategies.
* It provides students a model for automatic, expressive reading through listening to the teacher and practicing chorally with classmates.

A genre that is particularly conducive to shared reading is poetry, which is written to be read aloud. The rhyme, rhythm, and repetition of poetry, introduced in a shared-reading setting, support students' developing fluency, build vocabulary, and serve as a model for descriptive writing

Front 29

Repeated Readings

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As mentioned earlier, reading texts many times over is a key fluency tool. Repeated readings:

* promote faster reading with greater word recognition
* help students break out of word-by-word reading
* increase comprehension
* help readers recall facts and important information

Front 30

Small-Group Instruction

Back 30

During small-group instruction, students meet together to share a common text at an instructional reading level. The text is revisited over several sessions, therefore encouraging repeated readings. Completed texts are then placed in individual book boxes for students to re-examine at a later date, allowing for even more fluency development.

Front 31

Buddy Reading

Back 31

In buddy reading, a student pairs up with a classmate at a similar reading level. Partners decide together how they will orally read the selected text—such as trading off by paragraphs, pages, or sections—and stop periodically to discuss what they have read and ask each other questions. To end the session, they agree on an independent reading assignment to complete at home. The next day, the partners discuss that portion of the text and continue the buddy-reading process.

Front 32

Independent Reading

Back 32

In What Really Matters for Struggling Readers, Allington says that the key to developing fluency is finding authentic purposes for students to practice in an uninterrupted reading environment with access to appropriately leveled texts. Independent reading of easy texts gives students time to practice the skills and strategies they are learning, contributing to fluent, expressive reading.

Front 33

What is Reader's Theater?

Back 33

Reader's Theater

Reader's Theater is a rehearsed, oral interpretation of a text before an audience. Reader's Theater can add variety, fun, interest, and purpose to reading, as well as:

* improve oral fluency
* increase silent reading and tracking skills
* develop listening skills
* provide motivation to read and reread
* develop confidence and self-image
* portray character traits through voice, mood, and expression
* stimulate imagination
* teach new facts and content knowledge