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RICA Reading Instruction Strategies

Terms in this set (10)

Phonemic Awareness
1) awareness that words are made up of sounds
2) awareness of the English sound system, consonant and vowel phonemics in English
3) auditory awareness and discrimination of sounds, identifying and categorizing phonemes
4) word awareness (recognize word boundaries), syllable awareness
5) instruction and practice in phoneme awareness and phoneme manipulation (ex: rhymes, blending sounds, substituting sounds, segmenting sounds, deleting sounds in a word)
6) selection of appropriate materials and activities for teaching phonemic awareness skills that provide students with a positive learning experience and engage their curiosity about language by using songs, rhymes, and poetry
7) ask students to isolate individual sounds (phonemes) in words
8) ask students to identify a common sound among different words
9) ask students to identify the word that sounds different and "does not belong" among the choices
10) ask students to replace a phoneme in a word (beginning, middle, or ending sounds) with another phoneme to form a new word
11) teacher will say a word aloud and the students will count out the number of phonemes by breaking the word up into individual sounds (segmenting)
12) teacher will say each phoneme segment sound of a word and students will combine the sounds to identify the word (blending)
Phonics
1) systematic explicit instruction
2) word sorts
3) onset/rime (word families)
4) phonics word wall
Decoding
1) progress systematically from simple words and word length to more complex words
2) model (letter-sound correspondence, blending, reading whole words)
3) sequence words strategically
4) provide initial practice in controlled text
5) provide repeated opportunities for students to read words
6) use decodable text based on specific phonics lessons
7) teach sight words
8) engage in whisper reading while the teacher monitors individual students
Word-Attack Skills
1) use picture clues
2) sound out the word
3) look for chunks in the word
4) connect to a word you know
5) reread the sentence
6) keep reading on
7) use prior knowledge
Spelling
1) write words out by hand
2) encourage reading
3) spell the word out loud
4) keep words on display in the classroom
Vocabulary
1) using semantic webs (start with known words and then add new words)
2) using graphic organizers (ex: Frayer Model and word-meaning matrices) to make connections
3) using words in context; seeing a word in context stores a schematic memory in the brain
4) cognates for ELLs
5) synonyms and antonyms
6) word sorts
7) meaning degree line
Fluency
1) repeated readings
2) Reader's Theatre
3) reading to someone else
4) listening to themselves reading fluently and nonfluently and comparing the 2
5) reading familiar material
6) reading material at their independent reading level
7) reading phrase-cued material
8) reading songs or poems with a rhythm
9) instructing directly by asking students to pay attention to punctuation and "read naturally, making it sound like you talk"
10) reading widely
11) offering support during reading, such as neurological impress
12) model fluent reading
13) probide students with opportunities to engage in meaningful activities (Reader's Theatre, poetry, choral reading, & buddy reading)
14) assign readinf fluency practice at students' independent reading levels
15) establish student WCPM goals and have students participate in timed readings
16) reciew the results of the phonics assessment, and teach the necessary phonic skills that may be impacting the student's fluency
17) if decoding is not automatic — engage in whisper reading while the teacher monitors individual students
18) if decoding is automatic — engage in independent silent reading with accountability for comprehension
19) student-adult reading, choral reading, recorded reading, partner reading, & Readers' Theatre
20) provide students with reading material that are slightly below their instructional level and are relatively short
Comprehension Skills
1) using direct, explicit instruction, modeling, & student practice in comprehension atrategies such as preview, predict, visualize, & summarize
2) using open-ended questioning techniques
3) using drama activoties that are good for supportint literacy development
4) using guided oral retellings
5) questioning the author
6) using guided reflection
7) engaging in small discussion groups
8) using reciprocal teaching (an approach using summarizing, questioning, clarifying, and predicting strategies to support students in understanding text; students ultimately take on the role of the teacher)
9) helping students to make inferences
10) using think-alouds (teacher modeling the mental processing of print)
11) monitoring comprehension, using graphic organizers, clarifying, recognizing story structure, summarizing, paraphrasing, predicting, making use of prior knowledge, & using mental imagery
Writing Skills
1) pre-writing
2) model good writing
3) use sentence starters
4) color cordinated graphic organizer
Listening & Speaking Skills
1) model good listening and speaking skills
2) give students a listening task
3) have students do a daily "check in" with a partner
4) give students a voice
5) set class discussion expectations
6) encourage conversation
7) incorporate a "question of the day"
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