RICA Key Terms
Order by
167 terms
Terms | Definitions |
|---|---|
 affix | a syllable added to the beginning (prefix) or end (suffix) of a word to change the word's meaning (e.g., il- in illiterate and al- in national). |
| alphabetic principle | The assumption underlying alphabetical language systems that each sound has corresponding graphic representation (or letter). |
| antonyms | words with opposite meanings (e.g., good-bad). |
| applying | the 5th stage of the reading process, in which readers go beyond the text to use what they have learned in another literacy experience, often by making aproject or reading another book. |
| background knowledge | a student's knowledge or previous experiences about a topic. |
| aesthetic reading | reading for pleasure |
| basal readers | reading textbooks that are leveled according to grade. |
| basal reading program | a collection of student textbooks, workbooks, teacher's manuals, and other materials and resources for reading instruction used in kindergarten through sixth grade. |
| big books | enlarged versions of picture books that teachers read with children, usually in the primary grades. |
| blend | to combine the sounds represented by letters to pronounce a word. |
| bound morpheme | a morphene that is not a word and cannot stand along (e.g., -s, tri-). |
| closed syllable | a syllable ending in a consonant sound (e.g. make, duck). They create a long vowel sound in the next syllable. |
| cluster | a spiderlike diagram used to collect and organize ideas after reading or before wiriting; also called a map or a web. |
| comprehension | the process of constructing meaning using both the author's text and th ereader's background knowledge for a specific purpose. There are three levels: literal, inferential and evaluative. |
| concepts about print (CAP) | basic understandings about the way print works, including the direction of print (return sweeping), spacing, punctuation, letters and words, print carries meaning, book orientation. Implicit teaching: reading aloud, shared book experience, big books, LEA, environmental print, print-rich environment. Explicit: letter recognition, associating names and things with letters, singing the alphabet, ABC books, upper and lower case letter writing, tactile and kinesthetic methods. |
| consonant | a speech sound characterized by friction or stoppage of the airflow as it passes through the vocal tract; usually any letter except a,e,i,o, and u. |
| consonant digraph | to adjacent consonants that represent a sound not represented by either consonant alone (e.g., th-this, ch-chin, sh-wash, ph-telephone). |
| content-area reading | reading in social studies, science, and other areas of the curriculum. |
| context clue | information from the words or sentences surrounding a word that helps to clarify the word's meaning. |
| cueing systems | the phonological, semantic, syntactic, and pragmatic information that students rely on as they read. |
| decoding | using word-identification strategies to pronounce and attach meaning to an unfamiliar word. (Taking a series of symbols--like the Matrix--and breaking it down into meaning). |
| dipthong | a sound produced when the tongue glides from one sound to another; it is represented by two vowels (e.g., oy-boy, ou-house, ow-how). |
| drafting | the second stage of the writing process, in which writers pour out ideas in a rough draft. |
| echo reading | the teacher or other reader reads a sentence and a group of students reread or "echo" what was read. A great tool for helping to develop fluency. |
| editing | the fourthe stage of the writing process, in which writers proofread to identify and correct spelling, capitalization, punctuation, and grammatical errors. |
| efferent reading | reading for information |
| Elkonin boxes | a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. |
| emergent literacy | children's early reading and writing development before conventional reading and writing. |
| environmental print | signs, labels, and other print found in the community |
| etymology | the origin and history of words; the etymological information is enclosed in brackets in dictionaries |
| explicit instruction | systematic instruction of concepts, strategies, and skills that builds from simple to complex. |
| exploring | the fourth stage of the reading process, in which readers reread the text, study vocabulary words, and then learn strategies and skills |
| expository text | nonfiction |
| fluency | reading smoothly, quickly and with expression (prosody) |
| free morpheme | a morpheme that can stand alone as a word (e.g. book, cycle). |
| frustration level | the level of reading material that is too difficult for a student to read successfully. < 95% on a Running Record |
| genre | a category of literature such as folklore, science fiction, biography, traditional, modern / high fantasy, contemporary realistic fiction, informational books or historical fiction |
| goldilocks principle | a strategy for choosing "just right books." |
| grand conversation | a small-group or whole-class discussion about literature |
| grapheme | a written representation of a sound using one or more letters. |
| graphic organizers | diagrams that provide organized visual representations of information from texts |
| graphophonemic | referring to sound-symbol relationships |
| guided reading | students work in small groups to read as independently as possible a text selected and introduced by the teacher. (Fountas & Pinnell) |
| high-frequency words | a common English word, usually a word among the 100-300 most common words |
| homographic homophones | words that sound alike and are spelled alike but have different meanings (e.g. baseball bat and the animal bat). |
| homonyms | words that sound alike but are spelled differently (e.g. see-sea, there-their-they're), also called homophones. |
| hyperbole | a stylistic device involving obvious exaggerations |
| imagery | the use of words and figurative language to creat an impression |
| independent reading level | the level of reading material that a student can read independently with high comprehension and an accuracy level of 95-100% |
| inferential comprehension | using background knowledge and determining relationships between objects and events in a text to draw conclusions not explicitly stated in the text |
| inflectional endings | suffixes that express plurality or possession when added to a noun (e.g. girls, girl's), tense when added to a verb (e.g. walked, walking), or comparison when added to an adjective (e.g. happier, happiest). |
| informal reading inventory (IRI) | an individually administered reading test composed of word recognition lists, graded reading passages, reading interest survey, CAP, phonemic awareness test, phonics tests, structural analysis tests, content reading CLOZE test, vocabulary tests and spelling tests. They are used separately or together to determine students' independent, instructional, and frustration levels and listening capacity levels |
| instructional reading level | the level of reading material that a student can read with the teacher support and instruction with 95-97% accuracy |
| interactive writing | a writing activity in which students and the teacher write a text together, with the students taking turns to do most of the writing |
| invented spelling | students' attempts to spell words that reflect their developing knowledge about the spelling system. |
| K-W-L | an activity to activate background knowledge and set purposes for reading an informational text and to bring closure after reading. What we Know, What I Wonder, and What I Learned. Also good to do in the beginning of a thematic unit, genre study or content-area literacy. |
| Language Experience Approach (LEA) | A student's oral composition is written by the teacher and used as a text for reading instruction; it is usually used with beginning readers |
| leveling books | a method of estimating the difficulty level of a text |
| lexile scores | a method of extimating the difficulty level of a text |
| listening capacity level | the highest level of graded passage that can be comprehended well when read aloud to the student. |
| literacy | the ability to read and write |
| literal comprehension | the understanding of what is explicitly stated in a text |
| literature circle | an instructional approach in which students meet in small groups to read and respond to a book |
| literature focus unit | an approach to reading instruction in which the whole class reads and responds to a piece of literature. |
| long vowels | the vowel sounds that are also names of the alphabet letters. |
| lowercase letters | the letters that are smaller and usually different from uppercase letters. They are also harder to read and are evident in emerging writers' writing last. |
| metacognition | students' thinking about their own thought and learning process |
| metaphor | a comparison expressed directly, without using like or as. |
| minilesson | explicit instruction about literacy procedures, concepts, strategies, and skills that are taught to individual students, small groups, or the whole class, depending on students' needs. |
| miscue analysis | a strategy for categorizing and analyzing a student's oral reading errors. (In the QRI) |
| mood | the tone of a story or poem |
| morpheme | the smallest meaningful part of a word; sometimes it is a word (e.g., cup, hope), and sometimes it is not a whole word (e.g., -ly, bi-) |
| narrative | a story |
| onset | the part of a syllable (or the one-syllable word) that comes before the vowel (e.g., str in string) |
| open syllable | a syllable ending in a vowel sound (e.g., sea). They also produce long vowel sounds (e.g., frozen) |
| orthography | the spelling system |
| personification | figurative language in which objects and animals are represented as having human qualities |
| phoneme | a sound; it is represented in print with slashes (e.g., /s/ and /th/). |
| phoneme-grapheme correspondence | the relationship between a sound and the letter that represents it |
| phonemic awareness | the ability to manipulate the sounds in words orally |
| phonics | predictable relationships between phonemes and graphemes |
| phonics instruction | teaching the relationship between letters and sounds and how to use them to read and spell words |
| phonological awareness | the ability to identify and manipulate phonemes, onsets and rimes, and syllables; it includes phonemic awareness |
| phonology | the sound system of language |
| polysyllable | more than one syllable in a word |
| pragmatics | the social use system of language |
| prediction | a strategy in which students predics what will happen in a story and then read to verify their guesses |
| prefix | a syllable added to the beginning of a word to change the word's meaning (e.g., re-in reread). |
| prereading | the first stage of the reading process, in which readers activate background knowledge, set purposes, and make plans for reading |
| prewriting | the first stage of the writing process, in which writers gather and organize ideas for writing |
| proofreading | reading a composition to identify and correct spelling and other mechanical errors |
| publishing | the fifth stage of the writing process, in which writers make the final copy of their writing and share it with an audience |
| quickwrite | an activity in which students explore a topic through writing |
| readability formula | a method of estimating the difficulty level of a text |
| reading | the second stage of the reading process, in which readers read the text for the first time using independent reading, or guided reading, or by listening to it read aloud |
| Reading Workshop | an approach in which students read self-selected texts independently |
| responding | the third stage of the reading process, in which readers respond to the text, often through grand conversations and by writing in reading logs |
| revising | the third stage of the writing process, in which writers clarify meaning in the writing |
| rhyming | words with the same rime sound (e.g., white, bright) |
| rime | the part of a syllable (or one-syllable word) that begins with the vowel (e.g. ing in string) |
| scaffolding | the support a teacher provides to students as they read and write |
| segment | to pronounce a word slowly, saying each sound distinctly |
| semantics | the meaning system of language |
| shared reading | the teacher reads a book aloud with a group of children as they follow along in the text, often using a Big Book |
| short vowels | the vowel sounds in cat, bed, big, hop and cut. |
| simile | a comparison expressed using like or as |
| skill | an automatic processing behavior that students use in reading and writing, such as sounding out words, recognizing antonyms, and capitalizing proper nouns. |
| strategy | a problem-solving behavior that students use in reading and writing, such as predicting, monitoring, visualizing, and summarizing |
| suffix | a syllable added to the end of a word to change the word's meaning (e.g., -y in hairy, -ful in careful). |
| sustained silent reading (SSR) | independent reading practice in which everyone in the class or in the school stops what they are doing and spends time (20-30) minutes reading a self-selected book. |
| syllable | an uninterrupted segment of speech that includes a vowel sound |
| synonyms | words that mean nearly the same thing |
| syntax | the structural system of language or grammar |
| trade book | a published book that is not a textbook; the type of books in bookstores and libraries |
| uppercase letters | the letters that are larger. They usually appear first in childrens' emergent writing. |
| vowel | a voiced speech sound made without friction or stoppage of the airflow as it passes through the vocal tract |
| vowel digraph | two or more adjacent vowels in a syllable that represent a single sound (e.g., bread, eight, pain, saw) |
| word families | groups of words that rhyme |
| word identification | strategies that students use to decode words, such as phonic analysis, analogies, syllabic analysis, and morephemic analysis |
| word sort | a word-study activity in which students group words into categories |
| word wall | an alphabetized chart posted in the classroom listing words students are learning |
| writing process | the process in which students use prewriting, drafting, revising, editing, and publishing to develop and refine a composition |
| writing workshop | an approach in which students use the writing process to write books and other compositions on self-selected topics |
| Zone of Proximal Development (ZPD) | the distance between a child's actual developmental level and his or her potential developmental level that can be reached with scaffolding by the teacher or classmates. |
| beginning, medial and final | refer to locations of phonemes. Medial=middle. |
| dipthongs | glided sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a dipthong, the tongue starts in one position and moves rapidly to another. |
| phonograms | are rimes that have the same spelling. Words that share the asme phonogram are word families. Rime or phonogram: at. Word family: cat, bat, sat. |
| Phonemic Awareness tasks | Use phoneme i/o "sound;" phoneme matching, isolation, blending, substitution, deletion, and segmentation. Implicit phonemic awareness tasks includee using books with wordplay, rhyming games, alliterationa nd tongue twisters, songs and chants. |
| morphology | the study of word formation. Using morphological clues is also called structural analysis. |
| word bank | a child's personal collection of words that he or she knows well enough in isolation. |
| stages of spelling | pre-phonetic, phonetic, transitional and conventional |
| pre-phonetic stage of spelling (1) | children do not write at least one letter for each sound. There is no understanding of the alphabetic principle. Teach CAP, phonemic awareness, and then phonics. |
| phonetic stage of spelling (2) | letters represent sounds and at least one letter represents each sound in a word. All phonemes have a grapheme. Teach regular, frequently occurring sound-symbol correspondences. |
| transitional stage of spelling (3) | a child knows most of the orthographic patterns of English. Mistakes frequently occur with sounds that have several spellings. Teach lessons on morphology and etymology of words and alternative spellings of the same sounds. |
| conventional stage of spelling (4) | almost all words are spelled correctly. Teach highly irregular words and words for specific content areas. |
| literal comprehension skills | identifying the main idea when explicitly states, important details, sequence of events and cause-and-effect relationships |
| inferential comprehension skills | inferring the main idea, inferring details, sequence of events and cause-and-effect relationships |
| evaluative comprehension skills | recognizing an author's bias, detecting propoganda, distinguishing between fact and opinion. |
| comprehension strategies | self-monitoring, re-reading, summarizing, note-taking and outlining, mapping, learning logs where they generate questions about the text |
| Question-Answer Relationships (QAR's) | Right there (literal), Think and Search (literal), Author and You (inferential) and On My Own (inferential or evaluative). |
| Before reading | activate prior knowledge, teach the meaning of difficult words (KWL or PreP) |
| Reciprocal Teaching | A method to teach four comprehension strategies: generating questions, summarizing, clarifying and predicting. |
| ways to enhance fluency | repeated readings, assisted reading, choral reading, reader's theater, lots of fluency modeled |
| expository text structures | cause and effect, problem / solution, comparison / contrast, sequence, description |
| CLOZE | assessment to determine instructional, independent or frustration reading levels. A great way to assess the whole class at once. Passages need to be > 275 words. Teacher deletes every fifth word. Independent = 60% or more of the words, Instructional = 40-60% of the words, Frustration = less than 40% of the words. |
| teaching content-area literacy | link to prior knowledge, preview the content with graphic organizer, focus student attention on essential information, explicitly teach how to use text structures to aid in comprehension. |
| teaching study skills | organization of an encyclopedia, index, scanning for specific information, etc. |
| independent reading | familiarity with language patterns, increases fluency, increases vocabulary, broadens knowledge in the content area, motivates further reading |
| assessing independent reading | interest inventories, invidivual conferences, student reading logs / journals and parent surveys @ home |
| How to promote independent reading | interesting books @ independent reading level, SSR, Readers / Writers workshop, frequent opportunities to share what has been read, reading journals, individual conferences, lit. cicrles, response groups, grand conversations, book clubs, promoting books (book talks, books connected to other content areas, trips to the library) |
| How to integrate oral language into reading | language play to develop phonics and phonemic awareness, drama, group discussions of books, having students answer questions, share info about what they have read. |
| Types of Journals | personal journals, dialogue journals, reading logs / reading response journals, double-entry journals, content learning logs |
| vocabulary | listening vocabulary, speaking vocabulary, writing vocabulary, sight (reading) vocabulary, meaning (reading) vocabulary |
| How to teach vocabulary | read more and read lots of types of books, teach the meaning of specific words; cluing technique, contextual redefinition, semantic mapping, word sorts, semantic feature analysis |
| cluing technique | sentences with the word used in a sentence, describing the characteristics of the target word, defines the target word in "kid-friendly"language, asks a question with the target word. |
| contextual redefinition | students guess what the target word means, read the three sentences, guess again after using the context clues around the word |
| semantic mapping | diagrams that are useful during pre-reading. The word is in the center circle and rays and circles branch out of the word. |
| word-consciousness | an interest in words and their meanings |
| how to foster word-consciousness | word of the day, playing with words; idioms and puns, using the dictionary, |
| clause | has a subject and a predicate |
| independent clause | a clause that can stand alone (e.g., Darlene kicked the ball.) |
| dependent clause | a clause that is not a complete thought (e.g., ...who kicked the ball to Allen). |
| simple sentence | has one independent clause |
| compound sentence | made up of two or more independent clauses (e.g., He felt that he would be short forever, and he tried to get used to it.") |
| how to teach / assess language structure | tests: scrambling a paragraph, error analysis, choice of words, direct lessons, individual conferences, error analysis |
| how to build academic language | model, read content-area texts aloud, sentence expansion and combining, proofreading. |
| RICA Content Areas | PHA (phonemic awareness), CAP, PH & OT (phonics & other word I.D. strategies), SP (spelling), COM (comprehension), LIT (literary response & analysis), CONT (content area literacy), INRD (independent reading), WROR (writing and oral language), VOC (vocab), STR (structure of language), EL (English learners). |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.
Set Champions
Scatter Champion
29.5 secs by mary_christopher
Space Race Champion
680 points by elizabethsdsu
Speller Champion
90.7% correct by aldrichtan