Card Set Information

2013-03-19 23:39:33
Rica test

Word definitions and understanding of info for the test.
Show Answers:

  1. Word Recognition Lists

    What are the three purposes of these list?
    • sometimes called graded word lists
    • Purposes:
    • -provide a rough guess of child's reading level
    • -provide info on child's sight vocab
    • -provide info on the student's ability to use sound-symbol relationshops (phonics) to decode words
  2. Graded Reading Passages

    The reading passages are part of what inventory?
    Name the four errors.
    • Most important part of the IRI
    • Teacher is looking for
    • -Miscue Analysis
    • -Graphophomenic Errors
    • -Semantic Errors
    • -Syntactic Errors
  3. What is IRI?

    Name two examples of an IRI assessment.
    Infornal Reading Inventories

    • It is a battery, or collection, of assessments administered individually to students.
    • There are 10 assessments.
    • Two examples are:
    • -Graded Reading Passages
    • -Word Recongition Lists
  4. Independent Reading Level

    What level is this reading?
    Highest passage for which the student reads a loud 95% or more the words correctly and answers 90% or ore of the comprehension quesitons correectly. No help from the teacher.
  5. Instructional Reading Level

    What level is this reading?
    The student reads about 90% or more of the words correctly ans awer at least 60% of the comprehension quesitons correctly. Requires some help from the teacher.
  6. Frustration Reading Level

    What level is this reading?
    The student reads less than 90% of the words or did not answer 60% of the comprehension questions correctly.  Student can't read or understand what she read even with help, but she can listen when someone else reads it and understand it.
  7. How would you communicate with students on assessment results for reading assessments?
    • 1. Communication about daily progress
    • -informal feedback orally or written

    • 2. Individual Conferences
    • -with parents and/or students
    • -helps to meet students every 3 weeks for 15 mins

    • 3. Written Summaries of Process
    • -done monthly or quarterly in a format that the student understands about what standards that have been met and need further work.
  8. How would you communicate with guardians on assesment results for reading assessments?
    • Standards should be described to guardian that students is to expect to learn
    • 1. Communication about daily/weekly progress
    • -Evaluation of the student's work be clear
    • -is student's effort satisfactory
    • -what specific areas need work or strength

    • 2. Guardian Conferences-meet before conference time if necessary if these students
    • -EL
    • -students who are struggling
    • -advanced learners
    • -discuss interventions in classroom and how guardian can help at home

    • 3. Written Summaries of Student Achievement of the Standards
    • -Written evaluation listing standards and the evaluation of the student's progress on meeting each of the standards.

    • 4. Email and Telephone Calls
    • -Whether positive or negative that something happened on a particular day
  9. Name the Informal Reading Inventories.

    There are 10.
    • Word Recognition Lists
    • Graded Reading Passages
    • Reading Interest Survey
    • Assessments Measuring Concepts About Print
    • Phonemic Awareness Assessments
    • Phonics Assessments
    • Assessments of Reading Fluency
    • Structural Analysis Assessments
    • Vocab Assessments
    • Spelling Tests
  10. What are the English-Language Arts standards categories?

    There are 7.
    • 1. Word analysis, fluency, and systematic vocab development
    • 2. Reading Comprehension
    • 3. Literary response and analysis
    • 4. Writing strategies and writing applications
    • 5. Written and oral English language conventions
    • 6. Listening and speaking strategies
    • 7. Speaking applications
  11. Phonemic awareness is what?

    It is part of the phonological awareness
    The ability to distinguish the separate phonemes (or sounds) in a spoken word.

    Usually learned in K and 1st
  12. What is phonics awareness?

    This is part of the phonological awareness
    The knowledge of letter-sound correspondences

    • Ex:
    • Ph in phonics is the f sound.
  13. What is the alphabetic principle?
    • Speech sounds are represented by letters.
    • The sounds are called phonemes.
  14. What is a phoneme?
    Speech sound in a language that signals a difference in meaning or it is the smallest units of speech.

    • Ex:
    • v and b are English phonemes beause there is a difference between vote and boat.
  15. Onsets and Rimes
    Occur in a single syllable.

    • -Onset is the initial consonant sound or blend.
    • -Rime is the vowel sound and any consonants that follow.
  16. Phonograms
    Rimes that have the same spelling.

    Word families are words that share the same phonogram.

    • Ex:
    • cat, bat, sat
  17. Word Awareness
    Sentences are made up of words.
  18. Syllable Awareness
    More difficult for students than word awareness.
  19. Word blending
    Take two signle syllable words and combine them to make a compounds word.
  20. Syllable blending
    Blend two syllables into a word.

    • Ex:
    • sis  ter what do you get sister
  21. Teaching phonemic awareness
    1. Larger units of language should be taught first such as words and syllables

    2. Focus on one or two phonemic tasks at a time.

    3. Use the letters of the alphabet

    4. Brief not to exceed 30 mins
  22. Direct teaching of phonemic awareness

    There are 6.
    • Sound isolation
    • sound identity
    • sound blending
    • sound substituation
    • sound deletion
    • sound segmentation
  23. What is sound isolation?
    The sound that occurs at the beginning, middle, or end of the word when a word is given.
  24. Sound identity (matching)
    Words that have the same sound in the beginning, middle, or end. Not all three at once, one or the other.

    • Ex:
    • Dog, don't, dot
  25. Sound blending
    Manpulate individual sounds by combining them to form a word

    b a t makes bat
  26. Sound sibstitution
    Substitute one sound for another

    be, bo, ba, bu, bi

    substitute k

    ke, ko, ka, ku, ki
  27. Sound deletion
    Teacher says a word, then removes a sound and asks the students what the new word is.

    • Ex:
    • flag   lag
    • block  lock
  28. Sound segmentation
    This is the most difficult phonemic awareness task.

    Teacher says a word and the students identifies each separate sound in the word.

    • Ex:
    • pop  p o p
  29. Blends
    Combined sound of two or three sound.

    • Ex:
    • pl  play
    • spr   spring
  30. Digraphs
    Combinations of letters that make a unique sound that is unlike the sound made by any of the individual letters within the digraph

    • ph  phone
    • sh  share
  31. Diphthongs
    Glided sounds made by such vowel combinations as oi in oil and oy boy

    The tongue starts in one position and rapidly moves to another.
  32. Beginning, medial, and final
    Locations of phonemes.
  33. What is the most important concept about print?
    The relationship between spoken and written English and that print carries meaning.
  34. What are the four concepts about print?
    • 1. Relationship between spoken and written English and that print carries meaning.
    • 2. Recognizing letter, word, and sentence representation.
    • 3. Directionality of print/tracking of print.
    • 4. Book-handling skills.
  35. Word boundaries
    How many words there are in a line of text.
  36. What are the four components that occur when using the shared book experience?
    • 1.Prereading (look at cover and pont out features, what is book about based on things we have observed)
    • 2. Use dramatic punch (pause for predictions or comments)
    • 3. Discussion occurs before, during, or after the text reading.
    • 4. Reread  whole group, smaller groups, student pairs or individual.
  37. LEA
    Language Experience Approach

    • Students share an experience to an adult, who records it verbatim.
    • BIG IDEA: print carries meaning
  38. Environmental print
    Text that we see everywhere around us.

    billboards, bulletin boards, toy boxes, cereal boxes, ect...