RICA subtest 1

What is Phonological awareness?

• The understanding that oral English is made up of small units

• The ability to distinguish individual sounds in a word

• The knowledge of letter-to-sound correspondence

Tags

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.4.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

What is Phonemic awareness?

• The understanding that oral English is made up of small units

• The ability to distinguish individual sounds in a word

• The knowledge of letter-to-sound correspondence

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.K.2

What is Phonics?

• The understanding that oral English is made up of small units

• The ability to distinguish individual sounds in a word

• The knowledge of letter-to-sound correspondence

Tags

CCSS.RF.1.4

CCSS.RF.2.3D

CCSS.RF.3.3B

CCSS.RF.K.3

CCSS.RF.K.4

How do you teach Phonemic Awareness?

• Flash cards

• Sound Isolation, Sound blending, and sound segmentation

• segmentation and sentence practice

• sight word recognition

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.K.2

How do you assess phonemic awareness?

• Individual assessment post-test

• Assessment sheets

• Sound segmentation > Yopp-Singer Test > Sound Blending > sound isolation

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.K.2

How would you differentiate phonemic awareness instruction for struggling readers?

• Focus on key skills using sound blending and sound segmenting

• Teach phonemes that do not exist in English Learner's first language

• Increase pace of instruction and build on current skills

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.K.2

How would you differentiate phonemic awareness instruction for English Learners?

• Focus on key skills using sound blending and sound segmenting

• Teach phonemes that do not exist in English Learner's first language

• Increase pace of instruction and build on current skills

Tags

CCSS.RF.1.3A

CCSS.RF.2.4A

CCSS.RF.2.4B

CCSS.RF.3.3A

CCSS.RF.3.4B

How would you differentiate phonemic awareness instruction for Advanced learners/readers?

• Focus on key skills using sound blending and sound segmenting

• Teach phonemes that do not exist in English Learner's first language

• Increase pace of instruction and build on current skills

Tags

CCSS.RF.1.3G

CCSS.RF.2.4A

CCSS.RF.3.3B

CCSS.RF.3.4B

CCSS.RF.3.4C

What are the four Concepts About Print?

• Meaning, representation, Directionality, and Book-handling skills

• letter and sound awareness

• sound recognition and blending

Tags

CCSS.RF.1.3C

CCSS.RF.2.3B

CCSS.RF.2.4A

CCSS.RF.3.3B

CCSS.RF.K.4

How would you teach Concepts About Print?

• Teacher uses a big book, introduces cover, author's name, title, title page, and other aspects of the book.

• Teacher reads the story with full dramatic punch. Pause for predictions.

• Teacher and students have discussion about the book, share favorite parts

• Re-read story at a later time to reenact later.

Tags

CCSS.RF.1.3F

CCSS.RF.1.3G

CCSS.RF.2.3B

CCSS.RF.2.3F

CCSS.RF.3.3D