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RICA Test questions
| Question | Answer |
|---|---|
| Phonological awareness | The knowledge that oral English is composed of smaller units |
| For anemic awareness | The ability to distinguish the separate full names or sounds in a spoken word |
| Phonics | Knowledge of letter sound correspondence Ph in phonics makes /f/. C makes /c/ and /s/ as in city and cake. |
| Graphemes | Are the English letter or letters? Dot represent phonemes. |
| Vowels | A letter, EIOU and sometimes why that represents is speech sound made with once away without stopping or friction of the airflow as it passes through the vocal tract . |
| Consonants | A letter of the alphabet that is not a vowel. A speech sound made by partially or complete closure of part of the vocal track, which obstruct air, flow and causes audible friction and varying amounts. |
| Onset | Initial consonant sound or consonant blend C in cats, Spr in Spring |
| Rime | The vowel sound and any consonants that follow /ats / in cats and ing in spring |
| Phonograms | Rhyme does have the same, same spelling word, families, such as cat bat sat |
| Dyslexia | A language based disorder. It can very in degrees from mild to severe and affects how the brain organizes letters, words, and other symbols. |
| Phonograms | Rhimes that have the same spelling word. Word families: Cat, bat, set. |
| Role of phonological and phonic awareness in reading development. | Phonemic awareness is the foundation for understanding the sound – symbol relationships of English, which will be taught through phonics lessons. |
| Yopp-Singer Test of Phoneme Segmentation | The teacher says 22 words(eg, dog, keep, fine, no). The child must provide each sound of the word in order. So when the teacher says dog, the correct response is /d/, /o/, /g/. |
| Entry level assessment | Used to determine each child’s level of phonological awareness, including phonic awareness, before a sequence of lesson begins. |
| Progress monitoring assessment | Will allow teachers to make two important decisions a which individual student needs more help, whether, at the class level, it is time to stop and re-teach the entire class something |
| Summative assessment | Occurs at the end of instructions and tell a teacher with a student has not met standard, med standard, or exceeded standard. |
| Concept about print | Includes reading left to right, top to bottom and the direction of print on page; the use of space to denote words; and the idea that print represents words and punctuation. |
| Letter recognition | The ability to identify both the uppercase and lowercase letter when the teacher says the name of the letter |
| Letter naming | The ability to say the name of a letter when the teacher points to it |
| Letter formation/production | The ability to write the uppercase and lowercase letters legibly. |
| Alphabetic principle | That English sounds are expressed by letters. This principal is fundamental to the English writing system; each speech sound has its own distinctive, graphic representation, which is a letter or a group of letters of the alphabet. |
| For phonetic spelling | Temporary or invented spelling – what occurs when a child writes a word, but doesn’t know the accurate spelling. |
| Word, identification | The ability to read out loud, or decode, words correctly |
| Four types of sight words | High frequency words Word with irregular spelling Words, that children want to know. Words introduced in content – area lessons in social studies, and science |
| Morphology | The study of the structure and forms of words, including derivation, inflection, roots, base words, and combining forms. |
| Context clues | Words and phrases surrounding a target word that can be used by the reading to understand the target word. |
| Automaticity | Goal of all reading instruction and in essential or fluent reading. Word identification is swift and accurate. Reading occurs at an appropriate peace with appropriate expression. |
| Continuous consonant sounds | Hold and stretched sounds. F, L, M, N, R, S, V, and Z |
| Stopped/clipped consonant sounds | Sound must be ordered quickly B, C, D, G, J, K, P, QU, NT. |
| Digraphs | Two letter combinations that make one sound. Constant digraphs: pH, SH, CH, TH. Vowel digraphs OA. |
| Blends | Are two or three letter combinations, said rapidly, and each letter in a blend makes a sound. Spr, bl, ph, so, etc. |
| Diphthong | A combination of two vowel sounds working together to make a sound it is described as a gliding sound as the tongue moves from one vile sound towards the other. |
| Diphthong | Our glided sounds made by such vowel combinations as pi in oil and it in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another. |
| R – controlled vowels | Are neither long nor short, car, her, girl, hurt, for a night, long nor short. Chalk, help, milk, cold, and bull. |
| Phonetically irregular words | Some words are phonetically irregular because of etymology (word origins) |
| Five stages of spelling development | Pre-Communicative Semi phonetic Phonetic Traditional Conventional |
| Decodable text | Text, written for young children, that use many single Dash syllable words with regular spellings |
| Whole two-part lessons | Also called analytical phonics. Start with sentences, then look at word, and end up with the sound – symbol relationship that is focused on the lesson. |
| Part –to- whole | Also called synthetic phonics. Begin with the sound and then children blend the sound to build words. |
| Analogy phonics | And disapprobation rhymes. -ick |
| High frequency words | A word that appears much more often than most other words in spoken or written language. They are also called sight words. |
| Sight words | A word that is immediately recognized as a whole and does not require word analysis for identification a word taught as a whole. |
| This is teaching phonics incidentally something that is not the central focus of a lesson. For example, after a teacher has read out loud the picture book make way for Ducklings, -take rhyme that appears in make by having students generate words that rhym | |
| Four categories of word, identification lesson that would be included for beginning readers | Sounding/blending of regular VC and CVC words reading single/syllable, regular words and some high – frequency, irregular side words; reading the text for practice, spelling, VC and CVC words. |
| Six categories of word, identification lesson that should be included for advanced readers | Regular CVC,C, CVC, and CVVC words; regular CVCe Words; words with less common elements; use a decode text; words formed by adding a common inflection ending; and spelling more complex orthographic patterns |
| Structural analysis (morphemic analysis) | The process of identifying and recognizing words by analyzing prefixes, suffixes, and root words. |
| Suffix | And a fix placed at the end of the base root, or stem Changes the meaning of grammatical function of the word, such as -en added to ox to form oxen, and -est added to loud to form loudest. |
| Syllabic analysis | The process of identifying and recognizing words, but analyzing syllables. |
| Morpheme | The smallest unit of meaning in the English language. It can be a letter, syllable, a fix,root, or base wor |
| Prefix | An affix that appears in front of a root word, for example none in the word nonsense. |
| Orthographic knowledge | What a person knows about how to spell words. |
| Scaffolding | Temporary support, guidance, or assistance provided to a student on a new or complex task |
| Syllabication | The division of words into syllables |
| Syllable | And phonology, a minimal unit of sequential speech sounds composed of a vowel sound or a vow, consonant combination, such as in /a/,/ba/, /ab/, and /bab/. |
| Synthetic method of phonics | A way of teaching beginning reading by starting with word parts or, such as sounds or syllables, and later, combining them into words. |
| Segmenting (also called phoneme segmentation) | The ability to break words down into individual sounds. For example, the word run can be broken down into threephonemes: /r/u/n/. segmenting teacher students to decode words when reading. The opposite of segmenting is blending. |
| Prosody | A component of fluency that refers to reading with expression, which includes the use of appropriate emphasis, stress, intonation, pitch, pauses, and freezing, that demonstrate understanding of syntax and mechanics |
| R-controlled vowel sound | The modified sound of a vow immediately proceeds /r/ in the same syllable, such as in care, never, sir, and curse. |
| Recognizing vocabulary | The number of different words that one recognizes without word analysis; word understood quickly, and easily, and site vocabulary. |
| Rhyme | Two or more words or lines of verse that have a corresponding sound. |
| Schwa | A diacritical mark.indicates a vowel sound in an unstressed syllable of a word. It can’t be spelled with any of the vowel letters and is represented by the symbol /ə/. |
| Visual discrimination | The process of receiving similarities and differences in stimuli by side, and ability to engage in such a process. |
| Word bank | A list of related words posted vocabulary words that they would usually encounter only in specialized context. The word can all be related to one topic of study, or in other cases can be related by common spelling patterns. |
| Word, family | A group of consisting of VCC or CVCC. Word, families are also known as spelling patterns or phonograms; for example -all, ball, call, wall, mall, and stall. |
| Word Play | Charles manipulation of sounds and words for language, exploration, and practice or for pleasure for example, using alliteration, creating rhymes, singing songs, and clapping syllables. |
| Orthography | The spelling system of language, it includes the rules for spelling, punctuation, capitalization, emphasis, and the word breaks. |
| Primary language | The first language, a child learns to speak. |
| Fluency in regards of reading | The ability to read accurately, smoothly, and with expression, as if speaking naturally reading fluency is important because it provides a bridge to comprehension. |
| Emergent literacy | The beginning stage of reading development when students associate print with meaning. Emergent literacy Starts early in a child’s life and continues until the child reaches the stage of conventional reading and writing. |
| Digraph | A combination of two letters, either a consonants or vowels, that represent is single song. The consonant digraphs in English are th, sh, ch, wh, ph, ck, and tch. |
| Context clue | Information that appears near a word or phrase that helps identify the word or the group of words by recognizing words, phrases, sentence, illustration, syntax, etc. hints and clues appear in the text. |
| Auditory blending | The ability to fuse discrete phonemes into recognizable spoken words. |
| Rate (in reading) | How fast a person reads |
| 4 factors that affect fluency (in reading) | 1) week word analysis skills; 2) lack of familiarity with content vocabulary; 3) lack of background knowledge; and 4) lack of familiarity with complex sentence structures; |
| 3 components of monitored oral reading | 1) teacher model; 2) Student practice; 3) teacher your feedback |
| Goals of fluency (in reading) | Swift identification of letters; single syllable, words with regular letter, sound correspondence and sight words., Accurate reading off, multisyllabic words. |
| How to calculate words correct per minute (WCPM) | The teacher subtracts the total number of errors from the total number of words read to find the students words correct per minute. |
| Assessment result | Assessment result should tell the teacher which students level of performance is 1) below expectation 2) add the expectations 3) above expectation for standards. |
| Sound isolation | Children are given a word and asked what sound occurs in the beginning middle or end |
| Sound identity | Using sets of words that all have the same beginning, middle or end sound, but do not share out the sounds. Lake, light, low – what sound is the same in each of these words? The beginning /l/. |
| Sound bling | Teacher assist the sound with only brief pauses in between each sound the children, and guess the word which word am I thinking of? /b/ /a/ /t/-bat. |
| Sound segmentation | Children are challenged to isolate and identify the sound in a spoken word. Bee /b/ /e/ cat—/c/ /a/ /t/. If this is too challenging, ask how many sounds are in the word dog, three sounds. |
| Tactile and Kinesthetic Methods | Tactile methods include concrete materials to practice, forming letters like modeling, clay or shaving cream. Kinesthetic method, children pretend to write a letter using exaggerated movements of their hands and arms. |
Created by:
Gabriele1960
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