Ready for the Rica

Which of the following instructional practices would be most effective in promoting kindergarten students' understanding of the alphabetic principle?

• routinely saying the sounds in words when writing the words on the board

• creating a writing center in the classroom, stocked with paper and writing implements

• labeling key objects in the classroom such as the clock and tables

• stopping frequently during read-alouds to carefully pronounce and define important words

Early in the school year, a first-grade teacher wants to conduct an assessment of students' ability to read grade-appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?

• The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.

• The teacher meets individually with students and asks each student to write a list of words the student knows how to read.

• The teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.

• The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.

Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading (i.e., automatic word recognition) of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose?

• using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words

• scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary

• providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally

• exposing students to common environmental print to provide frequent exposures to everyday words and phrases

When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:

• write down words the student mispronounces and include them on a list for her to practice reading aloud.

• analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• encourage other students in the class to help the student work on improving her accuracy in pronunciation.

• help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors.

Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing?

• explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection

• using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing

• having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing

• teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words

What are the 3 primary purposes of reading assessment?

• Diagnosis of student's entry level

• Formative to monitor of progress assessment

• Constant to consistently provide frequency levels

• Summative to determine student acheivement

• Sporadic to keep students unaware of the next assessment

How can a teacher reteach skills that are lacking?

• Change the mode of delivery and different materials

• Reteach the same lesson verbatim

• Add more scaffolds and pace it slower

• No reteaching necessary, kids will catch up

What skill does word awareness teach? And what is the goal of it?

• Phonics Skills

• Concepts about print. The goal is for a child to gain letter word correspondence skills.

• Book Concepts

  Sentence Concepts

  Word Concepts

  Syllable Concepts

  Upper/Lowercase Letter names

• The goal is for the child to learn to read.

What are the important elements of Phonemic Awareness?

• Letter Concepts and Book Concepts

• Sound Isolation

  Sound Indentity

  Sound Blending

  Sound Substitution

  Sound Deletion

  Sound Segmentation

• Making sure students can identify the phonics

• It is what the students see while phonological awareness is about what the child sees.

Name some importance activities that teach concepts about print:

• Big Book Readings

• Mult-sensory activities

• Elkonian Boxes

• Morning Meeting