Subtest 1 * RICA Flashcards *,100% correct

Subtest 1 * RICA Flashcards *,100% correct What is phonemic awareness? The ability to identify, hear, and work with the smallest units of sound known as phonemes. NOT the same as phonological awareness, but a sub-category of phonological awareness. Ex: phonemic awareness is narrow, and deals only with phonemes and manipulating the individual sounds of words - blending /c/, /a/, and /t/ are the individual sounds that make up to form the word "cat". - segmenting individual phonemes What is phonological awareness? Includes the phonemic awareness ability, and it also includes the ability to hear, identify, and manipulate larger units of sound such as rimes and onsets. Ex: segmenting compound words How do students demonstrate that they have phonemic awareness? - Oral blending and segmentation - Counting phonemes - Comparing word lengths - Sound manipulation: adding and deleting - Rhyming and songs - Onset-rime Relationship between - Phonemic Awareness + Phonics? The ability to identify the sounds in words leads the ability to identify written words. identify words orally --- identify written words Relationship between - Phonemic Awareness + Sounds? Identifying individual sounds leads to blending these sounds in a word. 3 ways to provide universal access for Phonological Awareness? - Focus on mastery of key skills to support reading foundation, such as segmenting and oral blending. - Pre-teach and re-teach skills, during differentiated instruction. - Provide additional practice using hands-on methods for phoneme counting and segmenting. 3 ways to differentiate Phonological Awareness for Special Needs - mastery of key skills - pre-teach and re-teach skills ** additional practice using various methods - multi-sensory, visuals, tactile, auditory, kinesthetic 3 ways to differentiate Phonological Awareness for ELLs * Pre-teach phonemes not in primary language. * Use correct sequence of phoneme instruction in order to prevent confusion of sounds. * Differentiate instruction for letters that are similar in sound. 3 ways to differentiate Phonological Awareness for Advanced Learners * Increase pace of phonemic awareness. * Blend phonemic awareness and phonics lessons. * Incorporate reading of simple texts and phonetic writing. What is print awareness? Students understand that oral language can be written, then read. Name the 3 concepts about print - recognizing the directionality of print - tracking print in connected text - book-handling skills describe: Letter Identification Students are able to identify capital and lowercase letters in isolation and within the context of reading material. describe: Letter Formation Students are able to form written capital and lowercase letters using various formats (i.e. paper/pencil, clay, sand) Name types of instruction to teach - Letter Recognition - sing alphabet song - introduce letters in isolation - identify letters within context - hands-on activities with letter identification, matching upper and lowercase, sequencing 4 pairs of letters that are - visually and auditorily similar - p and q - d and b - w and m - m and n 4 ways to practice writing letters and words - practice writing capital and lowercase letters - use kinesthetic methods by making air letters - use tactile methods bu writing letters in sand,, using clay, yarn. - writing center What is a Grapheme? A written representation of a sound. What is a Phoneme? A sound for a written letter. 3 ways students can demonstrate - Phonemic Awareness - letter-sound correspondence - adding and deleting sounds - substituting sounds what is Alphabetic Principle? The understanding that words are made up of letters and letters represent sounds. Beginning Decoding includes Understanding simple spelling patterns - two and three letter words - blending letter sounds Instructional Approaches to teach decoding - introduce sound and spelling - conduct sound-by-sound decoding for CV or CVC words - blend sounds to determine the word Pre-phonetic writing is when students are able to write... initial and final sounds of a word Semi-phonetic writing is when students are able to write... the final and medial sounds in a word. Phonetic writing is when... students understand spelling patterns. how to provide universal access for Concepts About Print - Struggling Readers - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Follow-up with small group instruction on concepts the same day, using hands-on approach. how to provide universal access for Concepts About Print - Special Needs - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Provide additional practice using larger print, repeat concepts, kinesthetic and tactile methods. how to provide universal access for Concepts About Print - ELLs - Pre-teach concepts and display labels of book parts, letters, words, sentences during instruction. - Teach isolated concepts. Do no blend skills. - Transfer knowledge from primary language to English, using a T-chart to display. how to provide universal access for Concepts About Print - Advanced Learners - Increase the pace of instruction - Expand activities to reading the letters, words, and sentences. - Begin phonics and phonetic spelling to describe environmental and book print. how to provide universal access for Letter Recognition and Alphabetic Principle - Struggling Readers - Teach a small set of letters and sounds until mastery occurs. - Use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities. - Pre-teach and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction how to provide universal access for Letter Recognition and Alphabetic Principle - Special Needs - Teach a small set of letters and sounds until mastery occurs. - Use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities. - Pre-teach and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction using various modalities. how to provide universal access for Letter Recognition and Alphabetic Principle - ELLs - Teach a small set of letters and sounds until mastery occurs. - Use a variety of materials: letter tiles, letter cards, songs, magnetic letters, interactive activities. - Pre-teach and re-teach in small groups to isolate unknown skills. - Repetitive practice and instruction how to provide universal access for Letter Recognition and Alphabetic Principle - Advanced Learners - assess for mastery of concepts - begin stages of phonics instruction - small group instruction for reading. Decodable books - Begin writing activities 3 assessments for concepts about print - observation notes - monitoring checklist - concepts of print survey 3 assessments for letter recognition - letter names-uppercase - letter names-lowercase - letter identification in texts - letter sequencing - letter matching 3 assessments for alphabetic principle - identify individual sounds - identify consonant and vowel sounds - nonsense word identification - word recognition - identify manipulation of initial, medial and final sounds define Automaticity When a student reads the words without conscious attention to the word structure in an engaging, meaningful way. This frees cognitive resources that enable them to process the text for meaning. Automaticity is achieved through corrected and sustained practice. What is the sequence of phonics and sight-word instruction? 1. Sound-by-sound decoding 2. Whole word decoding 3. Syllable decoding 4. Whole word reading examples of phonics instruction - introduce a few short vowel sounds (students apply sounds to read CVC words) - introduce letters sounds that relate to letter names (i.e. t, begins with /t/ sound) - introduce letter sounds that do not relate to letter names (i.e. h with /h/) - separate letter sounds that look or sound similar - introduce sound spellings that are frequently found in texts so students have many opportunities to practice during reading examples of sight word instruction - introduce words that frequently come up in texts that students should be able to read. - introduce words in isolation - practice identifying and reading words within the context of reading simple texts - multiple exposures to memorize the word 4 types of consonant sounds - hard and soft sounds (g and c) - continuous and abrupt sounds (m,n and d,t) Consonant Digraph (define and provide examples) two- or three-letter consonants, either beginning or ending, which make only one sound. th, wh, -ng, -nk, sh, ch, -tch, and qu. Consonant Blend (define and provide an example) blends are a collection of two or three different consonant sounds that are each heard when the word is pronounced (drink) Vowel Diagraph (define and provide an example) Two adjacent vowel letters that represent a single speech sound constitute a vowel digraph. In the word foot, oo is a vowel digraph. (au, aw) Diphthongs (define and provide an example) a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (coin and loud) r-controlled and l-controlled vowels (define and provide an example) a vowel followed by "r" or "l" no longer has its short sound. Notice that the sound of a in "car" is not the sound of a in "cat." the sound of o in "cold" is not the sound of o in "mop" 5 common morphological units - ed - s - ing - er - est 5 common word patterns - CVC - CVCC - CCVC - CVVC - CVCe 2 common syllable patterns - closed syllable: hap-pen - open syllable: re-view define Phonetically Irregular Words Words that cannot be decoded based on the orthographic rules and spelling patterns. Examples: said, were, the, friend define Sight Words Words that frequently appear in texts that are read by students. 5 stages of Spelling Development PSP TC - Pre-communicative spelling: scribbles - Semi-phonetic spelling: Use of initial and final sounds - Phonetic spelling: write all sounds heard in a word - Transitional spelling: writes words according to spelling patterns, may have a few misspellings - Conventional spelling: spells words according to spelling patterns and orthographic rules 4 ways that phonics supports reading/spelling development - sound/symbol correspondence - common affixes - letter combinations - common orthographic patterns What SPELLING activities/instruction reinforce phonics and vocabulary development? - word sorts - word walls - word banks What WRITING activities reinforce phonics and vocabulary development? - proofreading - sentence lifting examples of instruction for a - BEGINNING stage reader - blending VC and CVC words - teaching one-syllable words - teaching irregular sight words - reading decodable texts to practice phonics and sight word instruction in context - transfer phonics to spelling