RICA Study Tool Flashcards _ Quizlet

12/18/23, 11:27 AM RICA Study Tool Flashcards | Quizlet https://quizlet.com/79129027/rica-study-tool-flash-cards/ 3/12 D3-C8: In Mrs. Rica's 4th grade class, students began reading Greek mythology. During think-pair- share she noticed that one of her student is having difficulty comprehending the complex text. Mrs. Rica asks the student to read couple paragraphs from the Greek mythology text out loud. She notices that the student is reading at a steady pace and with a monotone voice. The student also stated to Mrs. Rica that she thinks that the drawings of Medusa are creepy. What is causing the student to have difficulty with comprehension? Prosody (expression) is essential to reading comprehension. The student is not demonstrating appropriate expression as she is reading in a monotone voice. D3-C9: What is the independent reading level? The independent reading level consists of the students ability to decode 95% of words read. Students who decode 90-94% of words read are in the instructional reading level and students who decode 89% or less of words read are in the frustrational reading level. D3-C9: Name three strategies that improve all components of fluency. The three strategies that improve all components of fluency are: 1: Monitored reading (teacher model, student practice and teacher feedback) 2: Repeated readings (student alone, timed, taped-assisted reading and pair reading with a partner) 3: When and how fluency instruction should be introduced D3-9: Mrs. Rica has paired two students together for paired reading with a partner; Jane and Joe. Jane is at a higher instructional reading level that Joe. Who should read first and why? a) Both read at the same time b) Jane reads first c) Joe reads first c) Since Jane is at a higher instructional reading level than Joe, she should read first to serve as a model to her less fluent classmate. D3-C9: Name four interventions to help struggling readers become more fluent. The interventions that help struggling readers in becoming more fluent are: 1. Using texts written as students' independent reading levels. 2. Using additional word identification instruction to improve accuracy. 3. Concentrate on key sight word recognition. 4. Using additional practice (oral or silent reading depending on students automaticity) to improve rate. D3-C9: A fifth grade English Language Learner needs help developing intonations and rhythms. The teacher selected a short and expressive passage from Scott O'Dell's Island of the Blue Dolphins to read with the class. Name an instructional strategy that will support the ELLs improve their reading fluency. Echo reading or imitative reading is an instructional strategy that will help ELLs improve their reading fluency.

12/18/23, 11:27 AM RICA Study Tool Flashcards | Quizlet https://quizlet.com/79129027/rica-study-tool-flash-cards/ 6/12 Concept of Print ( Domain 2, Competency 4) 1. Awareness of the relationship between spoken and written language and that print carries a meaning. ( For example words on a menu are the same being ordered when speaking) 2. Letter, word, sentence representation 3. directionality of print and ability to track print in a printed text 4. Book understanding and handling skills What is letter recognition, naming , formation? ( Domain 2, Competency 4) Letter Recognition: The ability to differentiate upper and lower case letters. ( PHYSICALLY POINTING) Letter Naming: The ability to SAY the letter when a teacher points to it. Letter Formation: the ability to write the letters legibly. What is Language Experience Approach ( LEA) ? (Domain 2, Competency 4) Child needs to experience something and then dictate it to adult who writes it down. The adult and child ( or children) go over it showing that the print is what they were talking about. Shows importance. REALLY effective way to teach about print. What are the two most effective ways to practice writing with students? ( Domain 2, Competency 4) Tactile- making letters out of clay or tracing letters in sand paper Kinesthetic- Make exaggerated letters in the air What is the Alphabetic Principle and what is it's importance? ( Domain 2, Competency 4) The understanding of letter and sound relationships, phonemic awareness and decoding skills ( sounding words out). It is important because this is how students learn how to read and understand the words that they speak. What is phonetic spelling and should we encourage it? (Domain 2, Competency 4) Phonetic spelling is when children spell a word that they are unsure of by sounding it out. This is not always the correct way to spell. Teachers should encourage students to continue writing because overemphasizing something wrong will defeat their desire and it should COEXIST with formal spelling which is a learning experience. Five ways to help struggling readers ( Domain 2, Competency 4) 1) Focusing on key skills 2) Re-teaching 3) Concrete examples 4) Extra Practice 5) Tactile or Kinesthetic What are two ways to help English Learners? ( Domain 2, Competency 4) 1) Emphasize the transfer of relevant knowledge from primary knowledge 2)Recognition of the differences in languages and the differences of print What are effective ways to assess that a child is progressing? ( Domain 2, Competency 4) Observing behavior, formal assessments, letter recognition tests, letter formation tests. What is word identification and word recognition? ( Domain 2, Competency 5) The ability to read aloud or to decode words correctly, does NOT mean that the student understands the meaning. Word recognition is understanding what the word means. Phonics ( Domain 2, Competency 5) the ability to make the correct association between the sounds and symbols of a language ( for example knowing that the letter "c" makes multiple sounds and when to use them)

12/18/23, 11:27 AM RICA Study Tool Flashcards | Quizlet https://quizlet.com/79129027/rica-study-tool-flash-cards/ 9/12 Categories of English-Language Arts Standards Domain 1. Competency 1. a. word analysis, fluency, and systematic vocabulary development b. reading comprehension c. literary response and analysis d. writing strategies and writing applications e. written and oral English language conventions f. listening and speaking strategies g. speaking applications Systematic, Direct, and Explicit Skill and Strategy Instruction Domain 1. Competency 1. -systematic: the teacher knows what skills and strategies each student at each grade level should master (defined by content standards), and the results of assessments focus instructional planning -direct and explicit skill and strategy lessons are teacher-directed, aim to teach a specific reading skill or strategy, and are best taught to small groups of students who share a common need -goal in early grades: prevent reading difficulties (prevention rather than remediation) Pacing Guides Domain 1. Competency 1. -describe how long a teacher should take to teach something -long-term planning: for the school year, often organized for each month -short-term planning: a week or two Evidence Based Learning Objectives the teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective Pacing of Instruction Domain 1. Competency 1. includes how many lessons it will take to achieve the objective and how long each lesson should take Scaffold Domain 1. Competency 1. -the temporary support, guidance, or assistance provided to a student on a new or complex task 1. those that will be included in initial lessons for the whole group 2. those that will be used for small-group or individualized lessons for students having difficulty California State Board of Education (SBE) Program Materials for Reading/Language Arts Instruction Domain 1. Competency 1. 1. basal reading programs (almost all school districts use) school districts might use: 2. programs that provide additional instruction for English learners 3. programs written in languages other than English 4. intensive intervention programs for struggling readers in grades 4-8 5. intensive intervention programs for English learners in grades 4-8 Benchmark Groups Domain 1. Competency 1. -students in a benchmark group are experiencing a small level of difficulty in achieving standards -differentiated instruction does not involve separate resources; usually, a small amount of extra help using the basal reading program will allow the students to acquire the knowledge and sills they need (classroom teacher) Strategic Groups Domain 1. Competency 1. -consist of students who are 1 or 2 years behind their peers -reteaching from basal reader will not work; need special lessons and additional resources (classroom teacher + maybe specially trained tutors)

12/18/23, 11:27 AM RICA Study Tool Flashcards | Quizlet https://quizlet.com/79129027/rica-study-tool-flash-cards/ 12/12 The Results of Assessments-- Grade-Level Content Standards and Benchmarks Domain 1. Competency 2. -assessments must provide data that will allow a teacher to determine whether or not each child has met the standard -summative function of assessment = to reach a judgment on the student's level of performance -along with assessments, scoring rubrics establish criteria for judging and classifying each student's performance -teacher must interpret data and place students in three different categories: 1. some students may be performing below the expected level of performance — they have not yet met the standard 2. other students, on the basis of their performance on assessments, are at the expected level of performance — they have met the standard 3. some students have performed at a level that is above the expected level of performance — they have not only met the standard, but exceeded it How to Analyze, Interpret, and Use Results: Individual Profiles. Domain 1. Competency 2. -a chart or summary of how each child is doing in regards to the standards -would reveal whether or not the child was below, at, or above the expected level of performance for each standard -teacher can plan interventions to help each student (remedial lessons for students really struggling; small-group lessons for students who are having some success but are still below expectations on the same standard) -can take "team" approach for students who are struggling but do not have IEPs (teacher, parents, principal, and any other teachers who work with the student use the information from the individual profile to develop a plan to help the student — a specific description of the student's strengths an weaknesses) Graded Reading Passages: Miscue Analysis Domain 1. Competency 2. -examining a record of a student's oral reading to identify and classify errors -most popular form of this process is Running Record -by looking at student's errors we can gain a better understanding of how s/he reads -patterns of errors will emerge and reveal how the child goes about decoding print Graded Reading Passages: Graphophonemic Errors Domain 1. Competency 2. -errors related to the sound-symbol relationships for English (e.g. reading "feather" for "father" — words sound alike, but "feather" wouldn't make sense in a sentence where the correct word is "father") -a child who repeatedly makes graphophonemic errors is either reading word by word and depending too much on phonics to decode each word (need to be taught to speed up) or reading a passage that is too difficult (need to be taught to use contextual clues) Graded Reading Passages: Semantic Errors Domain 1. Competency 2. -meaning-related errors, such as reading "dad" for "father" -student has relied too much on semantic cueing system and hasn't used graphophonemic cues -a child who repeatedly makes semantic errors understands what s/he is reading but needs to be taught to use phonics skills to be sure that every word read makes sense from a graphophonemic sense Graded Reading passages: Syntactic Errors Domain 1. Competency 2. -syntax = the way words are placed in order in sentences -syntactic errors make sense in that the error is the same part of speech as the correct word -e.g. syntactic error would be reading "into" for "through" (both prepositions) - a child who repeatedly makes syntactic errors needs to pay more attention to phonics