RICA subtest 1

Phonological awareness

Oral English is composed of smaller units

A child who has phonological awareness can identify and manipulate sounds

AFTER PHONEMIC

relationship between sounds (phonemes) and the letters that represent them (decode words by sounding them out)

Phonemic awareness

subcategory of phonological awareness

the ability to distinguish the separate phonemes (or sounds) in a spoken word

When a child can identify duck and luck as rhyming words or say that duck has three sounds and they are /d/, /u/, /k/, he is phonemically aware

PREREQUISITE TO PHONICS

manipulate individual sounds in spoken words (including blending)

Phonics

knowledge of letter-sound correspondences

(the word phonics the letters ph make the /f/ sound)

alphabetic principle

speech sounds are represented by letters.

phoneme

speech sound in a language that signals a difference in meaning

/sh/ /i/ /p/

EX: /v/ and /b/ are English phonemes because there is a difference between vote and boat

Phonemes are the smallest units of speech

2 ways to represent phonemes: the phonetic alphabet and graphemes.

vowels

air leaves, vibrates in voicebox

/y/ and /w/ sometimes vowels (sky, cow)

long vowels say their own name

/r/ controlled vowels are neither long or short

consonants

air flow obstructed by mouth/ lip/ teeth

onset

initial consonant in a sound/ blend

c-at

in --> only rime

spr-ing

rime

vowel sound and any consonants that follow onset

all syllables have a rime

phonograms

rimes that have the same spelling (bat, cat, shat) aka word families

acquisition of phonemic awareness is predictive of

success in learning to read

reading achievement is

word recognition and comprehension

word awareness

sentences are made out of words

word boundaries in a sentence

lessons for word awareness

create 1 to 3 word sentences. use words cards to build them together with students

word blending

two word become compound (cowboy)

use pictures put together

syllable blending example

sis-ter

onset and rime blending

b-ank

phonemic awareness lessons

focus on 1 to 2 tasks at a time

plan activities that involve letters

lessons should be under 20 minutes

Ways to teach phonemic awareness:

sound isolation

students presented with a word, asked to identify beginning, middle and end sounds

start with long vowel sounds in medial position (cake, date, late)

start identifying beginning, then end then medial

Ways to teach phonemic awareness:

sound identity

use words that share a single sound

(like lake low)

"Which sound is the same?"

Ways to teach phonemic awareness:

Sound blending

teacher says sounds with pauses in between letters and students guess what the whole word is

b/a/t

Ways to teach phonemic awareness:

Sound substitution

substitute one sound for another

(cat-->cab)

(be, bo, ba, bi--> ke, ko, ka, ki)

Ways to teach phonemic awareness:

Sound deletion

works best with consonant blends

(block --> lock. Snail--> nail)

Ways to teach phonemic awareness:

sound segmentation

most difficult.

bee--> /b/ /e/

cat--> /k/ /a/ /t/

Differentiated Instruction of Phonics & Phonemic for Struggling Readers

- focus on blending and segmenting (most difficult)

- reteach skills that are lacking (change pace, change mode of delivery ((modeling/clues)) make simpler through scaffolding, use diff materials)

-use variety of concrete examples

-provide additional practice

Differentiated Instruction of Phonics & Phonemic for English Learners

-explicitly teach english phonemes nonexistent in student's first language (nontransferrable)

-sc-, sk-, sm- not in Spanish

Differentiated Instruction of Phonics & Phonemic for Advanced Learners

increase pace of instruction

build on current skills

Assessing Phonemic Awareness

-teach talks, student listens, then respond orally (auditory discrimination)

-Lopp-Singer Test of Phoneme Segmentation: 22 words (d/o/g) students provides sounds

(sound identity, isolation, blending, deletion, substitution, segmentation)

3 types of assessment

-entry level: determine students level before lessons begin

-progress-monitoring: which students need more help? is reteaching the whole class necessary?

-Summative: end of instruction have they met the standard?

how to analyze assessment results

create individual profiles

who needs intervention

Concepts about print

-relationship between spoken and written language (print carries meaning)

-word boundaries

-directionality and ability to track print

-book handling skills

letter recognition

clue is auditory, student action is physical

"point to big A"

letter naming

say name of letter when pointed to

letter formation

write letters legibly

How to teach concepts about print: Teacher Read Aloud

print carries meaning

-does not teach word boundaries

How to teach concepts about print: Shared Book Experience

-big books with predictable word/phrases

-teach kids its fun to read

-pointing out things on cover, dramatic reading, comments/ predictions, discussion, reread other days

How to teach concepts about print: Language Experience Approach

students share an experience, adults writes it down and then they read it together

-teaches almost all concepts about print

How to teach concepts about print: environmental print

printed messages in daily life

candy t-shirts toys

How to teach concepts about print: Print rich environment

classroom language on display

-labels on things

-morning message

-mailboxes: teaches social purpose of language

letter recognition predicts what

how to teach?

word recognition and comprehension

multi-sensory methods: associate letters with names and things (26 boxes, B box has balls books), sing the alphabet, ABC books, practice writing

tactile: write in sand, trace fingers over sandpaper

kinesthetic: write huge letters in the air

things to remember when teaching letters

teach upper and lower case at different times

teach 1 letter at time

visually similar: m, n

auditory similar: p, d

both: b, d

focus on direction and movement. trace letters

alphabetic principle

(phonics instruction)

which graphemes (letters) go with which phonemes (sounds)

when students struggle to spell when writing, they are showing that they know that sounds are represented by at least one letter

phonetic spelling

temporary/ invented spelling.

some sounds may show no spelling or wrong letters

- do not overcorrect

- provides helpful assessment data

how to teach concepts about print to: struggling readers

-reteach directionality

- 1:1 intervention

- add kinesthetic element: guide finger

- letters vs words: concrete examples (count # of words)

- letter tiles (analogous activity to blend sounds)

how to teach concepts about print to: English learners

-capitalize on relevant transfer of knowledge

-remember not all languages are alphabetic

how to assess concepts about print

- ask students to point and identify

- do they draw pictures or write letters

- entry level: 1:1

- summative: formal 1:1

analyze results: accuracy and time, create individual profiles

word identification

ability to read aloud, decode words correctly. pronounce

does not include the word's meaning

word recognition

making a connection between a word being pronounced and its meaning

word identification leads to word recognition (chocolate ice cream)

4 word identification strategies: Phonics

association between sounds and symbols (letter c sometimes makes c sound (cake) or s sound (city))

helps students sound out words

4 word identification strategies: sight words

words taught to be identified as whole units without being broken down

- high frequency words: as, of, the

- irregular spelling: dove, great

- words they want to know: dinosaur, mcdonalds

- content specific: butterfly, insect

4 word identification strategies: morphological clues

morphology: study of word formation

identify words through root, prefix, suffix (structural/ morphemic analysis)

4 word identification strategies: context clues

use surrounding words

Autonamticity

word identification is swift and accurate

fluent reading is essential to

reading comprehension

continuous consonant sounds

f l m n r s v z

stop sounds

b c d g j k p q u t

consonant digraphs

2 letter combo, one sound (ph)

consonant blend

2-3 letter combo , each letter makes a sound

(spr-ing)

vowel digraphs

2 vowels, single sound (boat)

dipthongs

glided sound (boy, oil)

combo of sounds i guess

morphological units

prefixes, suffixes and words without them like pizza and elephant

inflected morpheme

units that are suffixes that do not change part of speech of the root word (-ed, -er -est -ing)

walked is still a verb EX

word patterns: vc

normally short vowel

cvc

medial vowel is short

cvcc

normally includes words ending in consonant digraph (fish)

ccvv

normally start with a consonant blend and has short vowel

cvvc

most vowel digraphs (team)

cvce

normally long vowel (made)

exceptions: live, love

Rules of dividing syllables: compound words

between words foot-ball

Rules of dividing syllables: single syllable prefix

divide. un-kind

Rules of dividing syllables: consonant digraphs

never divide, teach-er

Rules of dividing syllables: 2 consonants in the middle of a words that are not digraph

divide between (but-ter sis-ter)

Rules of dividing syllables: consonants next to vowels in middle of word

long vowel divide right after (be-long)

short vowel, divide after the consonant (lev-el)

phonetically irregular words

will never be decodable

of, the, was

taught as sight words

are commonly function words like prepositions pronound and conjunctions

spelling development stages: precommunicative

unfamiliar with phonics and alphabetic principle

still draws pictures

spelling development stages: semi-phonetic

attempts to use letters

banana--> baa

spelling development stages: phonetic

knows sounds represented by at least one letter

spelling development stages: transitional

knows most orthographic patterns

spelling development stages: conventional

almost completely correct

Explicit teaching of phonics: whole to part instruction

analytic phonics

start with sentences --> words --> sound-symbol

students read aloud with teacher

explicit teaching of phonics: part to whole approach

begin with sound then blend to create word

-sh

then add ca- fi-

explicit teaching of phonics: analogy phonics

shown easier words (kick, tick) before introduced blend, brick

explicit teaching of phonics: embedded phonics

not central to lesson

rhyme one word from the book kinda vibe

word identification lessons for beginners

- sounding and blending cvc and vc words: sound out letters separately then blend slowly

- single syllable and high frequency: the, to, is , you

-decodable text: highly controlled vocab

- spelling vc and cvc: use phonics knowledge

explicit instruction in sight words

best to teach whole to part

-high frequency words with regular spelling (in is that on as)

-irregular: the that they this

consonants that make the same sound in spanish

b d m p t

cognates

words that look alike and mean the same thing in diff languages

Assessing phonics

decode in isolation :read words aloud

in context: read story

word identification strategy: structural/morphemic analysis

combine knowledge of affix and root word (higher grades)

morpheme, bound, free

most elemental unit of meaning

-some words and all affixes

(walk-ed, chair-s)

all syllables must have

open syllable ends with a

closed ends with

a vowel

open: vowel

closed: consonant

how to teach syllabic analysis

clap hands while reading

common patterns (compound words)

prefix separation

never divide consonant digraph

divide consonants in middle of word

good spelling test words

similarly spelled word

high frequency

common need words (harder for most students)

content area words

synonyms. antonym

multi-sensory techniques for spelling

visual: write it, color code patterns

auditory: say each letter as you write

kinesthetic: write in air

tactile: shaving cream, sand

reading fluency is

accurate timing expression (prosody)

pitch/ intonation

low or high tone

factors that disrupt fluency:

weak word analysis (they end up forgetting what they've read)

lack of background knowledge

complex syntatic structures (clauses)

silent reading

not the best

make sure its appropriate level

hold them accountable: book report, journal

how to teach fluency: oral reading

listen to teacher, student reads, give feedback

how to teach fluency: repeated reading of same text, whisper reading

teacher, then indnepedent students, timed, listen to recording of reading, partner