How can we help?

You can also find more resources in our Help Center.

79 terms

RICA Flash Cards

Taken from Cliff Notes
Structural Analysis
(morphemic analysis) the identification of a morpheme to help understand the meaning of a word as a whole. Re in reread
used in basal reading programs to introduce the text before students actually read it.
first formal book in a basal textbook program
a neutral middle vowel
Phoneme Grapheme Correspondence
the relationship between a phoneme and its graphemic representation /s/ spelled as s in sit, c in city, ss in grass
Emergent Reader (Pre K) Prealphabetic
Concepts About Print, begin phonemic awareness
Beginning Reader (K-3) Alphabetic
letters are associated with sound. CVC words (pat). Rhyme and blend words.
Fluent Reader (4-8) Orthographic
work on decoding. spelling. vocabulary. text comprehension (context)
Remedial Reader (3-8) Incompetent
reteach from beginning reader
Phonemic Awareness
sounds (phonemes) of spoken language work together to make words
predictable relationship between between phonemes and graphemes
Phonemic Awareness helps students
notice, think about and manipulate sounds
How to teach phonemic awareness
blending and segmenting
Phonemic awareness is a
subcategory of phonological awareness
Phonological awareness
identifying larger parts of spoken words, syllables, onsets, rimes and phonemes
How to teach phonological awareness
identify and make oral rhymes, syllables in spoken words, onsets and rimes.
Phonics teaches kids to
use the relationship between phonemes and graphemes to read and write words
Independent Reading Level
95% or more correct
Instructional Reading Level
90% - 94% correct
Frustration Reading Level
below 90% correct
How to calculate fluency
total words read - errors = words correct per minute
Vocab: Context clues
hints about the word in the sentences around the word
Vocab: Word Parts
knowing roots, prefix, suffixes can help learn words
Reciprocal teaching
teacher and student work together to learn comprehension strategies
Examples of reciprocal teaching
summarizing, clarifying, talk about the content, contextualize, think aloud about their own understanding
Language Arts instruction time
2.5 hrs per day
Universal access
providing differentiated instruction
Mathew Effect
students who read more get better and vice versa
2 parts of Structural Analysis
syllabication and roots/prefixes/suffixes
Four Cueing Systems
phonological, syntactic, semantic, pragmatic
The writing process (5)
prewriting, drafting, revising, editing, publishing
The Reading Process (5)
prereading, reading, responding, exploring, applying
Prereading Strategies
Anticipation guide, reading logs, quickwrites, story maps, DRTA
Reading Strategies
Modeled, shared, guided, interactive, independent, buddy reading
Balanced Literacy (4 components)
reading aloud, independent reading, shared reading, guided reading
Interactive Writing
teacher and students do the writing together
Responding Strategies
reading logs, quickwrites, grand conversations, minilessons
Exploring Strategies
story boards, word walls, story maps, word sorts
Applying Strategies
extending, projects, readers theater, reading other books on the same topic
Question & Answer Relationships (4)
right there, think and search, on my own, author and me
Author and me
inferential thinking
On my own
personal connection. what do you think?
Key Phrases: Domain 1 Planning
differentiated instruction, systematic, explicit instruction, direct instruction, grouping, assessment
Key Phrases: Domain 2 Word Analysis & Phonics
Assess-plan-teach-differentiate-evaluate, phonemic awareness predicts success in reading (Adams), identify-practice-manipulate phonemes, structural analysis, assessments (Yopp Singer)
Key Phrases: Domain 3 Fluency
a bridge between word identification and comprehension, teacher as a model,
Key Phrases: Domain 4 Vocabulary
matthew effect, taught in direct instruction and independent reading, tier 1 2 3 words, context cues
Key Phrases: Domain 5 Comprehension
listening comprehension, strategies to help before, during, after reading, text structure
3 Elements of fluency
rate, accuracy and prosody
Assessments used in Planning
Running records, Dolch List (high frequency words), retellings, cloze
Strategies: Planning
Differentiated instruction, universal access, Gradual Release, ELL instruction
Strategies: Word Analysis (Phonics)
Phoneme Isolation games, Elkonin Boxes, onset/rime games, rhyming games, poems, blending, segmenting
Assessments: Word Analysis
Yopp Singer phoneme segmentation test, creating words
Strategies: Fluency
repeated reading, modeling, whisper reading, read aloud, shared reading
Assessments: Fluency
running record, timed reading
Strategies: Vocabulary
possible sentences, word maps, word hunt
Assessments: Vocabulary
word sort
Strategies: Comprehension
anticipation guide, concept map, think pair share, DRTA, summaries (comp)
Assessments: Comprehension
retelling, summaries, learning logs
Types of Assessments in planning
1. entry level
2. monitoring (used for our ESA)
3. Summative
Phonemic awareness predicts
success in reading (adams)
analytic phonics
look at the whole word to find phonetic or orthographic patterns, then splitting them into smaller parts to help decode
synthetic phonics
teaching sounds (phonemes) then blending them together to say words
Type of phonics NOT teaching syllables or onset & rime
synthetic phonics
Step 1: Assess
using entry level, monitoring, progress, summative
Step 2: Plan
select strategies and materials based on student need
Step 3: Teach
modeling, guided instruction, teach reading decodable text, writing
Step 4: Differentiate
change lesson to meet student needs
Step 5: Evaluate
assess how well this succeeded
Tier 1 words
basic words that dont need instruction
Tier 2 words
words found across all disciplines
Tier 3 words
limited to a specific content area
Examples of Tier 1 words
boy, girl, baby, dog, clock
Examples of Tier 2 words
analyze, compare, contrast
Examples of Tier 3 words
isotope, peninsula, settlement
Stage 1: Emergent Spelling
letters on the page, some sound/letter matches, scribbling
Stage 2: Letter-Name Spelling
use letters to represent sound, omit important letters (low level)
Stage 3: Within-Word Spelling
select letters on basis of sound, readable, second grade
Stage 4: Syllables and Affixes Spelling
include vowels, syllabication, inflectional endings
Stage 5: Derivational Relations Spelling
learned basic spelling, teach root words