RICA [regmell cards]

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1. Academic language used in textbooks and tests. more 14. Assessment of Determine reading levels to find text to
Language complex vocab. Comprehension use to test. Assess at literal, inferential,
and evaluative levels. Use QARS, right
2. Accuracy pronouncing words correcting when reading
there, think and search, author and you,
orally. application of phonics skills, sight word
on my own. Use retellings for literal.
knowledge, structural analysis skills, syllabic
analysis skills, and orthographic knowledge. 15. Assessment of Venn diagrams and skeleton
comprehension of paragraphs (fill in blank) to test text
3. Affix prefix or suffix. morpheme that appears
expository structures and content area texts.
before or after a word.
texts/research Multilevel questions to assess skills of
4. affix A prefix or a suffix (not a root) skills inference and evaluation. Teacher
5. Alphabetic states speech sounds are represented by observation and anecdotal records.
principle letters. 16. Assessment of Students analyze books that have been
6. Alternative Give students more time, divide assessment Comprehension of read to them or they have read orally.
Assessments into smaller units, change the mode of Literature Teachers should assess orally and with
for delivery, provide practice assessments, prove written texts, younger students should
IEPs/504s simpler version of the assessment. be assessed orally as their thoughts
can be hard to express orally. Free
7. Analogy Teaching children unfamiliar words by
response writing with open-ended
Phonics connecting them to known words, usually with
prompts to have students express
onsets and rimes. (ex: -"ick", kick, and pick, and
thoughts or focused prompts that use
lick...)
literary elements. Responses should
8. Analytic Whole-to-part phonics instruction. Start with incorporate literary elements, make
Phonics sentences, then look at words, and then end connects (text to text, self, and world)
up with the sound-symbol relationship that is and provide evidence from a text.
the focus of the lesson. (all sentences/target
17. Assessment of Recognition - name letter, child points
words should have same element, ex: sh
Letter recognition, to it.
digraph)
naming, and Naming - point to letter, child names it.
9. Assessing Sand or Stones - some pages upside down, formation Formation - call out letter, child writes
for backwards, etc. to test if the child understands it. real test is if child can write letters in
Concepts book handling. Informally assessed by context.
About Print teacher through observation. One on One
(CAP)
18. Assessment of Think alouds, written assessments of
10. Assessing Assess through oral reading. Each component Reading Comp. reading comprehension strategies. Must
for Fluency should be assessed. Running records and Strategies assess on literal, inferential, and
miscue analysis. WCMP for rate. Listen for evaluative levels.
pitch, response to punctuation, and
19. Assessment of Use a word in a sentence. Multiple
appropriate characterization.
Vocab, Academic choice to fill in blank. Words are not in
11. Assessing assess knowledge of prefixes, suffixes,root Language, and isolation, in context; Choose a
Morphemic words, and compound words. Background synonym, Analogies. Should always be
Analysis knowledge tested in context for more accurate
12. Assessing Decode in isolation and in context. examples.
Phonics Individually ask students to read aloud from 20. Assessment must provide data that will allow a
list (isolation) to assess decoding/phonics Results/Summative teacher to determine whether or not
skills. Individually ask students to read aloud Assessment each child has met each standard.
from story (in context) to assess Results
decoding/phonics skills - teacher keeps track
21. Assessments of Assess all in isolation and context.
of errors made.
structural/syllabic Structural analysis (affixes/roots).
13. Assessing teacher talks, the student listens, and then the analysis and Syllabic analysis (isolation and in
phonological says something. No print is involved. orthographic context). Spelling (traditional tests is
awareness knowledge isolation. in context in their writing is
the most important.)
22. Author teacher assigns group of students to read 35. closed syllable syllable that ends with a consonant
studies books or works by author of children's
36. Communicating Focused on standards. Daily/weekly
literature. Read more than one work by author.
assessment progress in form of assignments sent
Students present talks on author and works as
results to home that are graded. Clearly graded so
a group.
parents obvious if standard is met or not.
23. Automaticity reading requires the reader to perform two Parent/guardian conferences - meet earlier
Theory main tasks decode words, and underline the and more often than district or state
meaning of the text. require. Emails and phone calls home.
Written summaries of student achievement
24. Background refers to what you know about a topic.
of the standards.
Knowledge required in order for a student to comprehend
academic language. 37. Communicating Formal methods for reporting data on
assessment progress to these people. Kept in
25. Balanced strategic selection of what skills should be
results to cumulative file at district per student. Meet
instructional taught given a child's level of reading
school and with grade level team as well as
program development.
district principles formally.
26. Basal CA state board of education (SBE) reading, personnel
reading ELA program. Feature teacher's manual,
38. Communicating make communication specific. avoid
programs student text (basal reader), student
assessment global comments. based on standards.
workbooks, supplemental books, CDs with
results to
additional resources, and assessment
students
resources. Must have programs for struggling
readers, advanced readers, and ELLs. 39. Communication give feedback informally on daily basis.
about daily Students should know if they are doing
27. Benchmark, benchmark = small difficulty; strategic = 1 or 2
progress well or struggling.
strategic, years behind. special lessons required for
and students; intensive groups = more than two 40. Comp. of Explicit modeling of how to research and
intensive years behind. special resources. highest level textbooks/notes read textbooks. Building background
groups of differentiation. slower paced lessons. more for ELLs knowledge with L1 resources so the
manageable chunks of instruction. students understand the content being
taught. Vocab with real objects,
28. Biography informational books that tell the story of a
illustrations, and diagrams to assist with
real person's life, but are written by another
reading.
person.
41. Comp. of Assisting with reading of textbooks - give
29. Blends two or three letter combinations, said rapidly
textbooks/notes then version of the chapter read, read
and each letter makes a sound.
for struggling aloud the chapter to them, give them
30. Book clubs small, formal groups of students assigned by readers additional instruction in key vocab. Focus
teacher who read same book. Students meet on key content/reteach the content. More
while reading and immediately after reading. scaffolding on key processes. Vocab
Teacher helps starts discussion, but students instruction with real objects, illustrations,
should do most of it. Can give roles to diagrams.
students (moderator, vocab, etc.)
42. Components of orientation, presentation, structured and
31. bound cannot be uttered alone with meaning and effective guided practices, and independent
morpheme needs a root word. [un, est] instructional practice and application.
32. CCVC most start with a consonant blend. vowel is delivery
(Consonant, short. 43. Comprehension Improve comprehension by more
Consonant, for struggling comprehension instruction. Providing
Vowel, readers access to grade-level texts through oral
Consonant ) presentation, lower the level so students
33. Characters two types: undiscovered hero, or an can still engage in class discussions;
experienced wizard or magician. Additional practice and concrete
examples.
34. Class complete for entire class for each standard.
profiles Used to adjust/modify instruction for entire 44. Comprehension clarifying cultural context of text (may not
group. of Literary Texts have as much background knowledge),
for ELLs preteaching key vocabulary.
45. Comprehension Provide access to grade-level texts 55. Concepts printed word and spoken word are the
of Literary Texts through oral presentations (less writing or About Print same thing. Written word used to transmit
for Struggling pen to paper tasks), focus on key (CAP) - spoken messages. Students can know this concept
Readers elements of story grammar, use story and written and not be able to read.
maps, reteaching skills and strategies with language
concrete examples. relationship
46. Comprehensive teacher works on helping students 56. Consonants speech sounds that occur when the airflow
instructional achieve all grade level standards. Many is obstructed in some way by your mouth,
program opportunities for students to read and teeth, or lips.
write.
57. Contemporary takes place in the present day in the real
47. Comprehensive all grade level standards can be covered. Realistic Fiction world.
reading Does not overemphasize one area of
58. Content-area The reading and writing of expository texts.
program reading development.
literacy k-5, would include reading and writing
48. Comprehenstion refers to a reader's understanding of what tasks in the areas of social studies, science,
is being read. mathematics, health, and the study of the
arts.
49. Concepts About basic principles about how letters, words,
Print and sentences are represented in the 59. Context Clues finding out the meaning of words by using
written language. Required to learn to the words around the unknown word.
read. Awareness that print carries meaning
60. Context of Comp. lessons should be for small groups
- relationship between spoken word and
Comprehension (for discussions). Groups should have
written language; letter word, and
Lessons same instruction reading level. Group
sentence representation; directionality of
should have texts at instruction reading
print; book handling-skills.
levels. Regroup students as necessary as
50. Concepts About how to hold a book when reading; front year progresses.
Print (CAP) - cover, page is, start of story, turning
61. Contextual Teaches children to use contextual clues to
book handling pages, back cover of the book.
Analysis figure out the meaning of unknown words.
skills
Types: definition, synonym, antonym,
51. Concepts About English is read left to right and top to example.
Print (CAP)- bottom. Tracking physical, observable
62. Contextual use of context surrounding the target word
directionality of proof of this. Understand they have to use
redefinition and cooperate learning. Small group -
print/tracking return sweep from right to left and bottom
teacher shows word and students
print when reading.
independently write definition. In groups,
52. Concepts About Book-handling skills - some cultures hold students write second definitions with
Print (CAP) for books different. may need explicit partners. Discussion on word, third
ELLs instruction. Directionality and tracking may definition of the word. Teacher selects
be different in other languages (other most accurate definition of the students'.
directions) that needs to be explicitly
63. Conventional Spells almost all words correctly. Mistakes
taught.
(Highest level) with new words with irregular spellings.
53. Concepts About One on one instruction with kinesthetic
64. CVCC, CCVC, Whole to part lessons or part to whole
Print (CAP) for elements. Guide child's finger as he or she
and CVVC lessons work. Whole to part -- read
Struggling reads left to right.
words sentences with words w/ target sound in
Readers
containing them. underline target word, read it.
54. Concepts About knowledge of the differences between common, children say key word aloud Xtimes. circle
Print (CAP) - letters, words, and sentences. Where regular letter digraph/blend/sound and have students
letter, word, and sentences start and end, and what end combinations say sound. go to next sentence, repeat.
sentence punctuation is. Part to whole -- start with sound, add
representation letters to make words, use in context/in
sentence.
65. CVCC vowel is short. confuses children to use 75. Direct, explicit teacher-directed and have clearly stated
(Consonant, consonant digraph at the end. instruction objectives, which is to teach a student a
Vowel, specific reading skill or strategy. Students
Consonant, should ahve chance to use skills/strategies
Consonant ) in variety of way
66. CVC short vowel in the middle 76. Direct focus on common greek and latin roots.
(Consonant, instruction for target word/affix, underline word, define
Vowel, root words single word/affix.
Consonant )
77. Direct whole-to-part -- display sentences, each
67. CVCE long vowel sound. irregular exceptions - instruction for with a word that contains and target affix or
(Consonant, love, live. structional root word. read again, underline target
Vowel, anaysis word/element. work with students to find
Consonant, meaning of affix or root. provide students
silent e) with common element, and see if they can
find the meaning (micro, microscope,
68. CVVC many, but not all, have vowel digraphs. bait,
microscopic...)
(Consonant, goat, team.
part-to-whole -- start with affix or root, and
Vowel, Vowel,
the meaning. show how root or affix can be
Consonant )
used to make many words. put the words in
69. Decodable Stories made of single-syllable, regular context.
Texts words and a few high-frequency, irregular
78. Direct compound words - divide between words
sight words. Beginning readers should read
instruction for (in-side; foot-ball)
these often. Most preprimer, primer, and
syllabic single-syllable prefix - divide between
first-grade basal readers are made of these
anaysis prefix and root (un-kind; pre-test)
types of stories. Reinforces sound-symbol
never divide consonant digraph
relationships children have learned.
divide between two consonants in middle or
70. Developing Teachers should select words on the basis word that are not digraphs
Vocab, of three criteria: frequency, utility, level of single consonant in the middle of word
Academic knowledge. between two vowels, divide after the
Language, and consonant.
BG single consonant in the middle of word
Knowledge between two vowels.
and Reading
79. Early focus on youngest readers who are having
Development
intervention difficulties at the earliest possible
71. Developing Interest in words and their meanings. programs opportunity.
Word Synonyms and antonyms (use Para with
80. Embedded Incidental teaching of phonics. Not direct
Consciousness words that have synonyms, and have
Phonics approach or goal of lesson.
in Students students find their synonyms from a word
bank); Homophones (sound same) and 81. Entry-level implemented prior to instruction to
homographs (same spelling); idioms and assessments determine students' prerequisite skills and
puns (illustrate them); etymology (history knowledge.
and development of words).
82. Environmental Printed messages people encounter in
72. Differentiated meet individual differences. struggling Print ordinary, daily living. Display in classroom.
Instruction students, ELLs, and advanced students. Students see that print carries meaning.
Small group lessons. Different strategies for
different groups of students. Different
resources and materials for different groups
of students.
73. Digraphs two-letter combinations that make one
sound
74. Diphthongs gilded sounds made by such vowel
combinations as oi in oil and oy in boy.
83. Evaluative skills that measure the ability of the reader 92. Fluency for Use texts written at student's independent
Comprehension to make judgments about what he or she struggling reading level. Focus on improving
has read. readers accuracy through additional word
Skills: identification instruction. Focus on
recognizing instances of bias recognition of key sight words. Focus on
recognizing unsupported improving rate through additional
assumptions/faulty reasoning practice using either oral or silent
distinguishing facts and opinions reading.
judging a text - characters, use of
93. Folktales stories with their origins in oral story
language, morals
telling and have survived through
analyzing themes
generations. also called traditional
84. Explicit (direct ) Use whole-to-part approach. Select words literature.
instruction of words to be learned. Write words in
94. free morpheme can be uttered alone with meaning. [test,
sight words sentences (in story if possible), read
ability]
sentences aloud, children read story aloud
with teacher, teacher writes target word on 95. Frustration material at this level cannot be reading
board, points to the word says it, has reading level or understood by the child, even with
children say it. Children add words to their help. Student can listen to material and
word bank/list of words. this level and understand it. Cannot read
over 90% correctly or answer comp.
85. Explicit Use any picture book for individual
questions with over 60% accuracy.
teaching of child/large book for groups of children.
Concepts Teach only one aspects of CAP at a time. 96. Fundamentals of Instruction should be systematic
About Print Teaching Phonics (standards, grade level expectation, local
(CAP) order); and direct and explicit (lessons
with clear goal and broken down into
86. Expository texts that provide information on a topic.
steps)
Texts textbooks, informative books, set of
instructions. 97. Genre category, or type of literature. Children
can learn to differentiate between these
87. Factors in Decide to teach words based on the
types.
Developing following criteria: frequency (how often
vocab, word is used); utility (importance of word); 98. Goals of to prevent reading difficulties in
Academic and level of knowledge (less a student systematic lower/younger grades. Prevention of
Language, and knows about a word, the more important it teaching remediation.
BG Knowledge becomes to teach it). 99. Graded reading most important part of IRI. K-8th grade.
and Reading passages students read aloud and measure miscue
Development analysis, graphophonemic errors,
88. Factors that weak word analysis (#1, child has to stop at semantic errors, syntactic errors.
can disrupt all unrecognized words, slows reading and 100. Grade Norm-referenced. Raw score converted
fluency hinders comprehension). Lack of familiarity Equivalent to a school grade level. (ex: 6.3 means
with content vocab (words must be Scores sixth grader in third month of school)
explicitly taught). Lack of background
101. Gradual release Implemented over a sequence of events.
knowledge (lead to lack of
of resposbility Teacher starts by doing most of the
comprehension). Lack of familiarity with
work, then students slowly do most/all of
more complex syntactic structures.
the work. Teacher models and leads
89. Flexible groups formed to teach one skill and then discussion at first, then students slowly
grouping disbanded once particular goal is met. start to do this.
90. Fluency accuracy + rate + prosody. Automaticity - 102. Graphemes Letters! GRAPHIC, written letters
swift and accurate reading.
103. Graphophonemic error related to sound-symbol
91. Fluency for Modeling and phased cued reading. They Errors relationship. Errors result of: reading
ELLs need to learn the tonal patterns and word by word and using decoding too
rhythms of English. much; reading passage this is too
difficult. "reading feather for father".
104. High Fantasy story with a struggle between good and 116. Inferential skills that measure the ability of a reader
evil set in a fantastic world. Usually main Comprehension to interpret what they have read. Answers
character goes on a quest. not in the text, must be speculated based
on the surface meaning of the text.
105. Historical realistic stories that are set in the past. make
Skills:
Fiction past come alive.
Inferring main ideas
106. Homogeneous Children in group have same ability making comparisons
grouping IDing cause/effect not in text
107. I + I Strategy independent reading level + personal drawing conclusions
interest = best chance of success making generalizations
making predictions using evidence from
108. Importance of essential in learning to read. Kinders should
the text
letter be able to identify letters. Teaching
recognition in students to read requires letter recognition. 117. Informal collection of reading assessments
reading Reading administered individually. Depend of
development Inventories student's reading level. Typically ID
(IRI) students' frustration, instruction, and
109. Increasing Provide books at appropriate reading levels
independent reading levels; areas of
effectiveness and hold students accountable for
strength and need; and interesting in
of silent comprehension (book reports, oral
reading/preferences.
reading presentations, partner readers, etc.)
118. Instruction Discussions, writing, or visual/graphic
110. Independent books and stories at this level can be read
after Children activities following the gradual release of
reading level and understood by the child without
Read responsibility model should be used.
assistance by the teacher. Highest grade
level passage for which the student reads 119. Instructional Listening and speaking - teachers should
aloud 95% or more words correct and Activities for read aloud nonfiction and fiction texts.
answers 90% or more of the comp. Vocabulary (listening). Oral language allows students
questions correctly. to hear how words can used. Knowledge
of sentence structure, syntax, punctuation,
111. Independent SSR (sustained silent reading); Readers'
and capitalization can increase students
reading Workshop, at home reading (hold students
knowledge of vocab and reading.
opportunities and parents accountable)
in class 120. Instructional balanced and comprehensive
program in
112. Independent No way to show that student is reading
reading and
silent reading fluently on their word. Only correct practice
language arts
for fluecy is good practice.
should be...
113. In-Depth Type of reading behavior in which the
121. Instructional material at this level can be read and
Reading reader slows down and rereads a portion of
reading level understood by the student with help from
a text. The reader might engage in this
the teacher. 90% or more accuracy with
because they are gathering evidence to
60% comp. questions correctly.
support a perspective o because the text is
written in a complex text. Also called close- 122. Instruction of most important sight words.Some do
reading. High- conform to regular phonics patterns, some
Frequency do not. Irregular ones should have more
114. Individual individual with students. Once every three
Words direct explicit lessons.
conferences weeks for about fifteen minutes. Narrow
visual (use of color) - vowel
focus on single standard. Review child's
digraphs/consonants in different colors.
progress and provide corrective feedback.
auditory - write words repeatedly while
115. Individual Charts of how each student is doing in saying each sound/word
profiles regards to the standards (below, at, tactile - use textured surface to write
exceeded). Chart of entire class progress. words w/ fingers
Also use assessment results for
instructional planning.
123. Instruction question classification.answer verification 134. Listening and Listening activities can help students learn
Strategies or and strategic reading. Link what has been reading how to have better comprehension when
Content Area previously read to what will be read in comprehension they read. Strategic read alouds can be
Textbooks textbooks. Review of KWL chart or a data used to increase this. Text is chosen and
retrieval chart. Selective rereading. Using divided into sections (about 250 words
graphic organizers and structured each section), teacher previews section,
overviews before reading. Study guides, teacher reads section, teacher asks
study guides with key questions. comprehension questions after reading,
text is reread, target words reviewed next
124. Interest Students more likely to read if they have
day before rereading.
inventories texts they like. Used to determine students
interests and how much the child enjoys 135. Listening words you understand when listening to
reading. Interpret results to suggest books Vocabulary others speak.
to students.
136. Literal skills that measure the ability of a reader
125. Interpreting Accuracy and time criteria for success. Comprehension to understand the surface meaning of a
Concepts Amount of time it takes shows if students text. clearly verifiable answers in the text.
About Print is really struggling or just a bit. Can create Skills:
(CAP) class and individual profiles. ID explicitly stated main ideas
assessment ID details and sequences of events
results ID cause and effect relationships
ID components of story grammar
126. Key factors in consider: students' knowledge and skills,
differentiated prerequisite knowledge and skills, pacing 137. Literary having to do with literature.
reading of instruction, complexity of skills/content
138. Literature small group discussion. Students select
instruction to be presented, and scaffolds.
circles what they read and all read same book.
127. KWL Background knowledge activity. "Know,
139. Literature also called reading logs. use a variety of
Want to know, Learned". Can do before
Journals prompts to stimulate writing. a kept record
reading and after reading, what the
or books students have read and their
students already know about a topic, what
experiences with the book.
they want to know about a topic, and what
they learned while reading. 140. Meaning words you understand when reading
(reading) silently.
128. Language Develop and support a child's reading and
Vocabulary
Experience writing abilities. Children share an
Approach experience then dictate experience to 141. Methods for student-maintained reading logs, books
adult who writes it down word for word. monitoring reports, formal and informal oral
Read dictate text with child - saved and student presentations, individual conferences.
put in child's notebook. Teach most CAP. independent
Track when reading - directionality of print. reading

129. L-Controlled neither long nor short, a in chalk, e in help 142. Miscue analysis examining a record of student's oral
Vowels reading to ID and classify errors. Errors
will reveal how student goes about
130. Letter ability to write the lower and uppercase
decoding print.
Formation letters legibly. teaching names of letters,
not sounds. 143. Modern stories that play with the laws of nature
Fantasy and have known authors. animal fantasy,
131. Letter Naming ability to say th name of a letter wen the
with beats that can talk, stories with toys
teacher points to it.
and dolls that act like people, and stories
132. Letter ability to identify both the uppercase and with tiny humans.
Recognition lowercase letters when a teacher says the
144. Monitored oral One on one or small group of students to
name of the letter. Auditory cue, child's
reading with increase fluency. Short, independent
response physical.
the teacher reading level passages. Teacher Model -
133. Level of literal, inferential, and evaluative. Comp. listen to models of fluent, efficient reading;
Comprehension not one thing - need all three to be Student practice - reading the exact same
Skills proficient. passage aloud; Teacher feedback - correct
student's mistakes and model correct
reading.
145. Mood the feeling the author wants readers to have 157. Oral and Evaluating the text (how to texts,
when reading a story. Feeling you have Written persuasive texts), similarities and
when reading. Activities for differences between two texts on the same
Expository topics, summarizing and paraphrasing,
146. Morpheme most elemental unit of meaning in a
Texts creating graphic organizers or semantic
language. Two types: some words and all
maps/webs.
affixes (prefix and suffix). Not all are
syllables, and some words have more than 158. Oral langauge Two are linked. Better oral language skills
one. Examples: desire-able [2] un-desir-abi- and usually means better comprehension skills.
lity [4] comprehension Oral language skills enhance a child's
vocabulary and therefore the child's
147. Morphemic Independent word-learning strategy.
comprehension.
Analysis Students look at word parts to find the
definition of a word. Affixes and roots 159. Orthographic what a person knows about how to spell
looked at. Teach common roots, affixes, Knowledge words.
bound and free morphemes, synonyms and
160. Parts of a.) word analysis, fluency, and systematic
antonyms.
reading vocab development, b.) reading
148. Morphological Word formation. Used to ID words when instructin comprehension, c.) literary response and
Cues they rely on root words, prefixes, and analysis, d.) writing strategies and writing
suffixes (structional analysis and syllabic applications, e.) speaking applications, f.)
analysis) listening and speaking strategies, and g.)
speaking applications.
149. Multi-sensory Visual - write word multiple times. Use
techniques to colors for different letters/digraphs in 161. Percentile- Norm-referenced. Changes students raw
teach spelling words. scores score into number 1-99. Compares students
Auditory - say word each time they write it. score to group of students who have taken
say each letter as they write it. same test. (90 = student has done better
Kinesthetic - writing words in air with than 90% of students who took test.)
motions.
162. Phonemic Oral, HEARING distinct sounds.
Tactile - younger students. write letters or
awareness Ability to distinguish the separate
words in sand, shaving cream, sandpaper
phonemes (sounds) in a spoken word.
(trace), etc.
Prerequisite to learning to read.
Mental imagery - close eyes and imagine
someone else spelling the word. 163. phonemic students cannot learn phonics until they
awareness and have phonemic awareness.
150. Narrative stories. written accounts of actual or
phonics skills
Texts fictional events. short stories or novels.
164. Phonetic Know letters present sounds and at least
151. Nontechnical academic words that run across disciplines.
one letter represents each sound in a word.
Academic
Encourage to write even if they make
Language
mistakes.
152. Norm- allow for a comparisons between the
165. Phonetically don't follow usual syllable patterns.
Referenced students taking the tests and a national
Irregular the/was are examples.
scores average.
Words
153. Note taking, note taking, outlines, and note taking
166. Phonetic Written product of children during the
outlining, and alternatives should be taught. How to scan
Spelling period when they have yet to master
alternatives for important information.
English language. Reflects developing
154. Onset and teacher said onset (/b/) and rime (ank) and sound-symbol relationships. (elfant for
rime blending student will put them together and say elephant)
"bank"
167. Phonics Written, identifying WRITTEN letters make
155. onsets Consonant BEFORE the start of vowels. certain sounds.
Initial consonant sound or blend Knowledge of letter-sound
correspondences.
156. open syllable syllable that ends with a vowel.
For example, ph makes /f/ sound
168. Phonics for Increase pace of instruction and build on
advanced and extend current knowledge and skills of
learners phonics. Skip pre-req lessons.
169. Phonics for ELLs Capitalize on knowledge of phonics 177. Picture Walk Teacher and students look at the
from native language. Explicitly teach illustrations that appear in the story
sounds that do not transfer and the before they read. Can be used to teach
meanings of sight words if needed. vocab if one of the target words is
Analyze patterns of error. illustrated.
170. Phonics for Focus on key phonics skills and high- 178. Plan instruction every student meeting content
struggling frequency sight words. Reteach phonics with goal of... standards of California Board of
readers skills and sight words that are lacking. Education.
Use a variety of concrete examples to
179. Plot in fantasy, struggle between good and
explain concepts or tasks, provide
evil. setbacks. what happens in a story.
additional practice.
rise and fall of action.
171. Phonics Practice Students need opportunities to read the
180. Poetry ballad (story set to music), lyric
sounds in the context of words, phrases,
(personal feelings), couplet, epic,
sentences, and paragraphs. Create
sonnet.
special sentences to let children use
words they know (lower grades) 181. Postreading Tasks Summarizing and retelling the text;
sharing personal perspectives of the
172. Phonics/Sight Start with simplest linguistic units
text; text-to-text, text-to-self, and text-
Word Instruction (consonant sounds) and progressing to
to-world connections; visual/graphic
more complex linguistic units (irregular
representations of what was read.
words).
182. Precommunicative
173. Phonics/Sight facilitates swift and accurate word
(Lowest level)
Words and word identification. eventually can reach
IDing automaticity.
174. Phonics, sight create automaticity.
words, structural
analysis, syllabic
analysis, and
orthographic
knowledge
together
175. Phonograms rimes that have the same spelling. word
families. (cat, bat, sat)
176. Phonological No understanding that letters represent
awareness sounds. Children draw pictures or make
squiggles.
183. prefix a morpheme that appears before a root
word [pre-, un-]
184. PreP The Prereading Plan. Three steps:
Associations with the topic or key
words. Reflections on the associations,
why the student think what they did.
Organizing associations, children tend
to add more as more students volunteer
their thoughts.
185. Primary purposes entry-level, monitoring of progress, and
Large umbrella: knowledge that oral
of reading summative assessments
English is composed of smaller units.
assessments
Can manipulate sounds in many
different levels of language - individual
sounds and sounds in larger units of
language - words and syllables.
186. Print-Rich Labels/Captions - desks, chairs,
Environmental clock, etc. for children to see written
names of common objects ; morning
message - overview of activities,
write in front of and read aloud to
students; Mailboxes - send
messages to friends/adults to see
print carries meaning.
187. Progress-monitoring take place during instruction unit. tell
assessments teacher what students are making
adequate, advanced, or slow
progress.
188. Promoting and Should be self selected and self
monitoring monitored/paced. Tell children to
independent reading pick books at their reading level (not
too easy or too hard - Goldilocks) 5
words too hard on a page, too
difficult.
189. Prosody read with appropriate expression.
emphasis on certain words, pitch,
and pausing.
190. Question-Answer Good for grades 2 through 6. Four
Relationship (QAR) types: Right there; think and search
(in text, but in more than one spot),
author and you, on my own.
Students then explain the basis of
the answer. Cite a source or provide
textual evidence for
opinions/throughts.
191. Question Children challenged to first
Classification/Answer determine which type of question is
Verification being asked. Once an answered is
offered, students should then be
challenged to verify their answer
and explain their answer.
192. Rate fluency is not reading too fast or too
slow. fast enough to show
decoding/reading ability, slow
enough to understand.
193. R-Controlled Vowels neither long nor short, a in car, e in
her, i in girl.
194. Readability a measure of the difficulty of a text.
Used to determine is a student can
read a text or not. Formulated by
word length and the number of
syllables in a passage, the number
of words in sentence.
195. Reading Results should be standards based. Use
Assessment results to figure out why students are below
Results for expectations.
Fluency Weak word analysis skills - student stops to
decode words often. pauses often when
reading.
Lack of understanding content vocab -
student only has trouble reading fluently with
certain subjects.
Lack of BG Knowledge - student has trouble
reading fluently with certain subjects
Lack of understanding of complex syntactic
structures - students not fluent with any texts
written at their grade level.
196. Reciprocal Part of the gradual release of responsibility.
Teaching Teaches strategies of predicting, generating
questions, clarifying, and summarizing.
Teacher describes strategy and how to do it,
teacher models strategy, teacher and small
group will practice the strategy together,
students do strategy on their own with
teacher supervision, and finally students do
strategy on their own.
197. Reference Encyclopedias, almanacs, thesauruses,
Texts atlases, and dictionaries. These texts now
appear more frequently in computer-based
versions than in hard copy.
198. Relationship Better phonics instruction makes children
between better spellers. Pick common suffix or prefix
phonics, to use in word list and define it (micro -
spelling, microscopic, microscope)
and
decoding
199. Reliability test has this is results yield consistent scores
across administrations.
200. Repeated Increase fluency. Reading the same text
Reading multiple time. Read alone after student has
heard adult read; Timed readings to
determine accuracy ratings; Media-Assisted
Reading to have student read along with
fluently read text; Paired Reading with a
Partner. All children should receive fluency
lessons in every stage of reading
development.
201. Research- Instruction must fit the age and ability of the
based students (definitions should be kid friendly).
principles Lessons must provide examples o how target
of words are used in the context of sentences and
Vocabulary paragraphs. To learn the meanings of words,
Instruction child must have repeated exposure to the
words.
Four components of Vocab instruction:
-Direct instruction of specific words
-Teaching students independent word-learning
strategies
-Developing word consciousness
-Encouraging wide reading
202. Research Teach lessons on the organization of an
Skills encyclopedia, lessons on how to use the
index, guide words, and cross references, how
to scan for specific information.
203. Research to help write research papers - identify
Skills: research topics (find a topic they like, find
Specific researchable question about the topic),
Process developing an academic arguments, using
Skills multiple sources (academic sources), use
technology (internet, word processors) to
organize and present information.
204. Rimes START of vowel! Vowel sound and any
consonants that follow
211. Semiphonetic
Attempt to use letters to represent sounds.
Do not write at least one letter for each
sound in a word.
212. Sentence How sentences are formed. Simple
Structure (independent clauses) sentences.
Compound sentences (two independent
clauses linked by linked by coordinators -
for, and, nor, but, yet, and so). Complex
sentences (one independent and one
dependent clause).
213. Setting where a story takes place. in fantasy, can be
a fake place. five functions: basis of conflict
for characters, as the antagonist, to amplify
character, to establish mood, to serve as a
symbol.

205. Rosner This test evaluates a child's ability to identify 214.
Test TAAS separate sounds in a spoken word in order. It is
different from the Yopp Singer test in how it is
administered. The test is administered by
asking a child to delete a sound in a word and
to voice what is left after the deletion. The
TAAS is typically given to four year olds
through kindergartners.
206. Scanning Rapid reading of a text to find specific
information. the reader examines the page 215.
looking for key words that will lead the reader
to the information he or she wants to find.
Shared book Teachers read aloud to students to teach
experience them reading is fun. Steps: 1.) teacher
introduces book, looks at cover, authors
name, ask prediction questions. 2.) teacher
reads story with dramatic flare. can pause to
encourage comments. 3.) discussion occurs
before, during, or after reading. 4.) story is
reread on subsequent days with whole
group.
Sight words you can recognize and correct
(reading) pronounce.
Vocabulary

207. Science story with futuristic technology. time machines, 216. Sight Words words that children should be taught to
Fiction spaceships, and holographic worlds. identify as whole units without breaking
them down. High-frequency words. Irregular
208. Semantic meaning-related error. understands what is spelling (dove, great). Words children wan
errors being read, but needs phonics skills to not to know. Words introduced in content areas.
make errors. "reading dad for father"
217. Skill something a reader does automatically or
209. Semantic For words that share at least one common with automaticity
Feature characteristic. Grid that IDs traits of the target
Analysis words. vertical axes - target words. horizontal 218. Skimming A fast reading of a text, usually for the
axis - characteristics. + for trait, - for no trait. purposes of review or preview.

210. Semantic Word maps. Diagrams. Activate prior 219. Sound teacher says sounds with only brief pauses
Maps knowledge to find meaning of target word. blending in between each sound and students guess
Target word in center, and satellite bubbles the word.
appear around word and students place 220. Sound avoid nonsense words. "take b away from
characteristics or examples in the bubbles. deletion block to get lock"
221. Sound identity words that share the same beginning,
middle, and end sound but no other
shared sounds. (Light, Leap, Let, all have L
at the start)
222. Sound children given a word and asked to tell
isolation which sound occurs at the beginning,
middle, and end of the word. Teachers
model the sound at each stage (in leap, L
occurs at the beginning).
223. Sound children isolate and identity sounds in a
segementation spoken word. start with words with only
two sounds at first. word to sound.
224. Sound teacher asks students to sub one sound for
substitution another. "Cat, b for C = bat"
225. Speaking words you use when you talk. smaller than
Vocabulary listening vocab.
226. Spelling and writing shows what sound-symbol
Vocab relationships students have mastered.
Development
227. Standard What a child should know and be able to
do at each grade level.
228. Standardized has established, consistent testing
test procedure. Have manual/script for test
administrator. Strict instructions and time
limits.
229. Stanine Scores Norm-referenced. Standard nine scores.
Nine point scale. 5 is average, 9 is the
highest, 1 is the bottom.
230. Story challenges students to identity the
Grammar specifics of each literary elements.
Outline contains all the elements, other focus on
characters, setting, and plot.
231. Story Maps visual representation of certain elements of
the story. helps students think about the
structure of a story and how the elements
relate to each other. used to identify the
structural elements of a plot.
232. Strategies for Additional instruction in word IDing skills -
Building build automatic word IDing. Systematic
Accuracy direct instruction in phonemic awareness,
phonics, and sight words.
233. Strategies for Phase-Cued Reading - teacher has marked
Building up a piece of text to cue students to read
Prosody the text differently. Students in small group
of same independent reading level. The
students have a passage where one slash
(/) is used for commas and two slashes
(//) are used for periods. Teacher models
correct pauses. Everyone reads aloud. Just
students read aloud.
234. Strategies for Whisper reading - students read
Building Reading aloud quietly to themselves and
Rate teacher monitors each student.
Students who have good accuracy
but bad rate can use Independent
reading to improve rate.
235. Strategy something a reader consciously
chooses to implement
236. Structural/Morphemic process of decoding a multisyllabic
analysis word with an affix added to a base
word. Upper grades combine
pronunciation of these words with
their definitions
237. Study Guides Documents prepared by a teacher
that help students comprehend an
expository text. Can be prepared in
many formats - sample questions,
chart based on a text structure.
238. Style how a story is written. how the
author uses words, phrases,
sentences, and paragraphs.
239. suffix a morpheme that appears after a
root word [-est]
240. Summative determine if students have met
Assessments standard. Can be given to measure
achievement of single or a group of
standards.
241. Syllabic analysis process of decoding a multisyllabic
word by examining the words
syllables. Students recognize the
word by putting together their
knowledge of the word's syllables.
242. Syllabic/structural/ Teach common English roots and
analysis and affixes. Use previous knowledge of
orthographic roots and affixes from native
knowledge for ELLs. language.
243. Syllabic/structural/ Focus on key skills - most common
analysis and affixes/roots (less not les, ion not
orthographic shun). orthographic patterns having
knowledge for to do with adding suffixes
struggling readers. (dropping final e in bake to baking
and doubling a final consonant in
bat to batting)
244. syllable pronounced with a single,
uninterrupted sounding of the voice.
can be single vowel. all must have
at least one vowel.
245. Syllable awareness Students clap hands as they say
each syllable in a word. Easier if
pronunciation of the syllables is
distorted and said slowly/distinctly.
246. Syllable blend two syllables into a word. Sis + ter = 256. Teaching Teach as sight words. Not sounding out.
bledning sister single-
syllable,
247. Syntactic error where student substitutes a word that is
regular
error the same part of speech as the target word.
words, and
(through for into). Understanding of meaning
high-
but not of phonics.
frequency,
248. Synthetic Part-to-whole phonics. Lessons being with the irregular
Phonics sound and then the children blend the sounds sight-words
to build words. Write letter(s) on board, say
257. Teaching Sound out separate sounds in these words.
sound it makes. Children say target sound
sounding Display each letter in word and have
when it is pointed to. Teacher adds letters to
out/blending children sound out each letter aloud. After,
sound to make words.
of regular teacher models blending of sounds to make
249. Teaching increase pace of instruction and building on VC/CVC word and children then blend.
advanced and expanding current skills. words
learners
258. Teaching Selecting spelling words - (10-20 words) -
phonemic
Spelling common orthographic patterns, rimes,
awareness
blends, digraphs, etc. high frequency words,
250. Teaching read aloud to students; shared book common-need words, content area words,
Concepts experience. words that relate
About Print (synonyms/antonyms/homophones)
(CAP) Self study - say word/each letter to sel,
251. Teaching hardest part is being able to hear and close eyes spell word to self, write word,
ELLs manipulate sounds that are not phonemes in check spelling, repeate.
phonemic their first language. Explicitly each phonemes 259. Teaching focus on key skills (blending and
awareness that do not exist in their first language. struggling segmenting); reteaching skills that are lacking
252. Teaching Multi-sensory experience. Associating names readers (changing pace of lesson, mode of delivery,
letter and things with letters (A for apple, B for phonemic add additional scaffolding, using different
recognition, boat...); Singing the alphabet; ABC books; awareness materials. add more practice, use variety of
naming, Practice writing upper and lowercase letters examples.
and and writing words; tactile lessons touching 260. Technical words related to a specific descipline
formation letters/kinesthetic tracing letters. Academic
253. Teaching Give students examples and characteristics of Language
Literary each genre. Go over the elements of a story 261. Text-Based can facilitate reading comprehension.
Genres that will help them determine genre. Those Discussions Instructional conversations - students explain
elements are characters, plot, setting, mood, their answers on a text by elaborating
and theme. answers. Questing author - what are they
254. Teaching phonological awareness should be taught trying to tell you? why is the author telling
phonemic before. focus on one or two phonemic you this? does the author say it clearly?
awareness awareness tasks at a time. plan some could it be more clear? what would you say
phonemic awareness activities that involves instead?
the use of letters of the alphabet (relationship 262. Theme the message of a text. can be explicitly
between phonemic awareness and reading), stated, but is more often implied. Important
and instruction should not exceed 20 more message. Books with similar ones should be
minutes for one lesson. introduced to students.
255. Teaching Whole to part or part to teach methods work. 263. Three Performing below expected level of
Regular Focus on regular spellings (cave, make, cake, different performance (have not yet met the standard);
CVCe not love or dove) categories Performing at expected level of performance
Words of students (met the standard); and performing above
based on expected level of performance(exceeded the
assessments standard)
264. Three-Level Guide with questions at the literal, inferential,
Study Guide and evaluative level.
265. Transitional Knows most orthographic patterns of 275. Vocab for Focus on key vocab and nontechnical
English. All sounds have letters and child Struggling academic language, reteach what is not
chooses correct letter or letter readers mastered, provide concrete examples, and
combinations to represent sounds. use visual, kinesthetic, and tactile activities.
266. Two 1.) teacher knows precisely what 276. Vocabulary set of words and phrases.
dimensions skills/strategies each student should master
277. Vowel two-vowel combinations that make a single
of systematic and 2.) results of assessment drive
Digraphs sound
teaching instructional planning (struggling students
get additional lessons) 278. Vowels speech sounds made when air leaving your
lungs is vibrated in your voice box, and
267. Using Text Teach students about table of contents,
there is a clear passage from the voice box
Features index, glossary, guide words, and
to mouth. (a, e, i, o, u)
typographical features in order to help them
better learn how to engage with expository 279. While Comprehension strategies. Visualizing,
texts. use gradual release of responsibility children paraphrasing, clarifying, predicting,
when teaching. reading - generating questions, summarizing, adjusting
strategic reading rate. All done on own.
268. Using Text cause and effect in science text books,
reading
Structures compare and contrast texts can be
explained with a venn diagram. can use to 280. Wide students can learn words through
create graphic organizer to use before Reading independent reading. the more read, the
reading, study guide to use while/after more words a student encounters.
reading, and to assess the content area- 281. Word goal to help children become aware
reading comprehension. can be used to awareness sentences are made up of words. Requires
become more efficient readers. students to detect and ID word boundaries (I
269. Using the Words can be looked up. Children need to like ice cream = 4 words).
Dictionary be taught how to look up the words (guide 282. Word teacher has several cards with one word
words, parts of speech, etc.) Do not rely on awareness written on each card. Teacher builds two
this as dictionary definitions may confuse lessons word sentences, reads then as a whole, then
children more than help. each word is read separately, teacher
270. Validity test is this if it measures what it claims to tapping each word as it is read. Third word is
measure. added to the sentence with teaching tapping
word card. Teacher reads two, three, or four
271. VC (Vowel, vowel is short. am, it, up
word sentences then asking student how
Consonant )
many are in each sentence.
272. Visually and teacher either all upper or all lowercase
283. Word taking words and combine into other words.
Auditorily letters first. Visually similar letters (B/D) one
blending Pictures can be used. cow + boy = cowboy
Similar after another. Auditorily similar letters (P/D)
Letters one after another. Helps students hear the 284. Word Ability to read aloud, or decode, words
differences. Identification correctly.

273. Vocab, The more developed a child's vocab,
Academic Academic Language, and BG Knowledge
Language, and Reading Development, the better they
and BG will be at all aspects of reading. Knowing
Knowledge words helps in the swift accurate word
and Reading recognition. Vocab is a key indicator of if a
Development student understands what they are reading.
Academic language and BG knowledge can
affect fluency if the student does't have
good academic language or BG knowledge.
274. Vocab for Teach cognates (words the same in both
ELLs languages); provide concrete examples
(illustrations, real things, charts, etc.); build
knowledge of English morphemes (common
roots/affixes)
285. Word making a connection between the word
Recognition being pronounced and its meaning
286. Word graded word lists. List for each reading level
Recognition (about 10 words per list). 2 lists of K -
lists preprimer and primer. for grades K-8th.
Child read aloud words for assessments.
Measure: estimate of child's reading level;
info on child's sight vocab; and info on
child's ability to use sound-symbol
relationships (phonics) to decode words.
287. Writing Literature journals, essays (length and writing
Activities based on grade level), writing can focus on
with features of the genres (fantasy on setting,
Literature historical fiction on characters, etc)
288. Writing Vocabulary words you use when you write.
289. Written summaries summaries on several standards. Monthly or quarterly. In form child can understand. What standards have or
of progress have not been met.
290. Yopp-Singer Test tests phonemic segmentation. This is a test of a student's ability to separately articulate the sounds of a
spoken word in order. Given individually. K-2nd grade.