A student is adding E at the end of all words that he has spelled (lot-lote, put-pute, ball-balle).

Overgeneralizing vowel sound OR student overgeneralizing phonic patterns

Students need more practice sounding out words

Overgeneralization of ‘e’ students needs instruction in phonics rules.

Kindergarten student going up to her teacher and her paper had a drawing of a cat and random letters spelled from left to right. She told her teacher that “It says tigger”. What is the student showing awareness of?

Precommunicative Stage From Zarillo: Pre-communicative- spelling shows no understanding that letters represent sounds. Rather than writing letters, the child in this draws pictures or makes squiggles, letters appear randomly assigned, no understanding of the

Alphabetic principle. Example, a child might write aaLLo Sbav to represent My Dad’s new car.

Math lesson on triangles, polygons, pentagons. What strategy should the teacher use to teach these words? She was also reading books about these words through other lessons

Greek, Latin roots Morphology of words

CVC = MAT CVCC = LOCK words that end with two consonants that make one sound will confuse students, insteadi use words like /cost,film,balk (rica book) CCVC = THAT CVVC = SOAP CVCE = MATE Or Vowel digraphs = OA, EW, OO, AI, OW, EA OR basically, before blending, a child must know the individual sound

VC = it, at, on… CVC = MAT CVCC = LOCK words that end with two consonants that make one sound will confuse students, insteadi use words like /cost,film,balk (rica book) CCVC = THAT CVVC = SOAP CVCE = MATE Or Vowel digraphs = OA, EW, OO, AI, OW, EA

Basically, before blending, a child must know the individual sound.

The teacher wants her first graders to write correct spellings. What should the teacher do?

Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling. (Zarrillo 46)

Provide students with print in classroom, wall :Concepts of print, to rich environmental print

What are potential benefits for a struggling 3th grader if he is assigned to write a text for younger students who are in kindergarten?

Student written text is a highly motivating technique because it provides a real life purpose for writing.

The 3rd grader will know what the student needs

While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher’s most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?

Provide direct instruction on syllabication, look for affixes as in words and use contact to confirm the pronunciation of multisyllabic word

What is consonant blends?

Two consonants blended to retain its original sound

Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?

Assess the student and plan instructions based on his need

Make a referral for the student to be placed in Special Ed?

a kindergarten teacher plays the following game with her students where she says a word (like a child’s name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach?

How to recognize that words are made up of sounds

Prosodic reading for the development of what?

- read with appropriate expression - includes emphasis of certain words - variations in pitch - pausing - natural It reflects the reader’s understanding of the structure of sentences, punctuation, and to a large extent, the author’s purpose (Zarillo pg 68) It’s an indication of ready fluency.

It reflects the reader’s understanding of the structure of sentences, punctuation, and to a large extent, the author’s purpose (Zarillo pg 68) It’s an indication of ready fluency.

Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?

Assess and plan instructions based on her needs

There is a question similar to this one…a kindergarten teacher plays the following game with her students where she says a word (like a child’s name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach?

How to recognize that words are made up of sounds. 3/28

How to recognize letters have meaning

There was a question about teaching a kinder class student about difficult sounds.

Words and rhyme sounds because the question focused on Kinder level sounds not letters. Also because b, d,p,q are the last set of letters that are taught because they are the most difficult.

Provide a list of words that start with b and d and have students circle the words that start with b.

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

When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?

Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

Take notes on the students pronunciation of letters

Which of the following instructional activities would best help upper elementary English Learners develop intonations and rhythms of the English language to support fluent reading?

Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd. The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd. The student says, “ball” What does this activity demonstrate?

Phonemic awareness based on beginning sounds

Phonemic awareness based on ending sounds

Teacher asks students to provide information about a topic of signs and writes the words students provided on the board creating a web graphic organizer, what is the next step?

Organize the words into categories

Organize the words into vowel or consonants

Digraphs: just know the difference between blends and diagraphs

Consonant blends. Blends are two- or three letter combinations, said rapidly, and each letter in a blend makes a sound (or keeps its sound). Example, of consonant blends are pl in play and spr in spring, and bl in blend. Consonant digraphs are two-letter combinations that make one sound. For example, ph in phone, sh in share, ch chair, ph in digraph. Zarrillo p. 44.

At the beginning of 2nd grade, a teacher notices that her students have letter sound recognition knowledge but copies words from texts to write. (What can the teacher do to promote word building or more writing.... something like this

Display words on walls etc. this is the only option that seemed right to me from the list - is this the right answer?

Provide students with 1st grade reading material until they master it.

Which sentence demonstrates the student using the Alphabetic Principle to write?

I will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

What are the rules for the sound of the consonant and consonant diagraph?

One sound (I believe is one sound. Zarrillo pp. 43-44

Depends on the vowel following the consonant

Each constant has its own sound

Why do students with automaticity still need phonics instruction.

All need continued guidance in phonics instruction (I chose this one)

Academic language and vocabulary continue to be a struggle with students

A third grade teacher is working with a small group of phonics issues. They were working on a previous lesson. The teacher is also working on a new one for the whole class. What is the purpose of this?

they are using writing strategies on top of the new phonics lesson

Prosodic features question?

Prosody promotes that words have meaning

Changing the letter M from Mack to J and for Jack. The teacher would write this on the board and the students had to figure out the new word of the day. So the teacher deleted the initial sound and added a new consonant. What this activity is preparing the students for.

Introducing the concepts of onset and rimes

A kindergarten student wrote “ILVMIBBSISR” What stage is he not in?

Writing consists of discrete words

Writing consists of run on sentences

Something about patterns and errors regarding fluency… and in it had an assessment that the student does not recognize all scores automatically and needs to apply (look at #27 ctc).

Relies heavily on context clues

A teacher is helping students learn the orthographic generation for adding suffixes to words ending in “Y” in addition to promoting their spelling development thi type of lesson is likely to promote student’s reading development by enhancing?

Developing vocabulary knowledge

There was one about a third grade class was working on how to take off the “y” and add inflectionally. Ending and ask how will this improve students.

Developing vocabulary knowledge

There was one about new vocabulary for a science and what strategy would help students understand where they come from.

Teacher and students discuss the MORPHOLOGY of each word

Blending words: The teacher says the sounds /s/ /a/ /t/ And the children do it to teach them blending words

Something about fables, reader’s theater teacher gathering data about gathering data about something

Reciting lines with fluency expression

Reciting lines with comprehension

A kindergarten teacher plays the following game with students. The teacher says, “Guess whose name I’m going to say now?” The teacher then says that initial sound of a student’s name 9e.g., /m/ for mariko), and the children try to guess the name. This TVinactivity is likely to promote the reading development of students primarily by helping them

Recognize that a spoken word is made up of sounds

Understand the principles of phonics

Learn how to spell their own names.

RICA Subtest 1 3/3-4/2

Authored by Elissa Hurley

English

12th Grade

CCSS covered

Used 112+ times

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65 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Teacher asked students to identify words in a sentence. Students were counting two syllables as two different words?

Boundaries

Steps

Transitions

Tags

CCSS.RF.4.3A

CCSS.RF.2.3A

CCSS.RF.1.2A

CCSS.RF.K.1D

CCSS.RF.K.2A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Second grades and how they will motivate each other to practice words with irregular patterns?

1:1

Whole class activities (Spelling Bee and Spelling Baseball)

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Students' fluency was 98% and 39 words per minute. Student was like 51% below the norm.

Play on words

Rhyming

Automaticity

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A question about the teacher wanting students who were at automaticity level to read silently?

Modeling reading silently by picking up a book

Asking open ended questions

Hold students accountable by having them follow up with comprehension questions

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?

Fun, sit

IDK

Carry, carried, carries

Tags

CCSS.RF.2.3A

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3B

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How should a teacher begin teaching an EL student phonemic rules?

Student must know phonetic awareness before rules

Use native language sounds to start

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Students who spelled wear to where, and forward to forward and to-too what type of instruction should the teacher provide students?

Morphemes only

The students requires conventional spelling instruction with homophones

Tags

CCSS.L.4.1G

CCSS.L.K.4A

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