Subtest 1 RICA

Informal Reading Inventory (IRI)

is a collection of assessments administered individually to students. Determines reading level.

Types of IRI

Word Recognition Lists

Graded Reading Passages

Reading Interest Survey

Assessments measuring concepts about print

Phonemic Awareness

Assessments on Reading Fluency

Structural Analysis

Vocabulary Assessment

word recognition list

10 words for each list; determines reading level, info. on sight vocabulary, and info. about students' ability to use phonics to decode words.

Graded Reading Passages

most important part of IRI. K-8th grade. students read aloud and measure miscue analysis, graphophonemic errors, semantic errors, syntactic errors.

Miscue Analysis

A strategy for categorizing and analyzing a student's oral reading errors.

Graphophonemic Error

an error related to the sound-symbol relationships for English. e.g. "reading feather for father"

Tells teacher that child is relying too much on phonics to read words or reading a passage too difficult for them.

Semantic errors

meaning-related error. understands what is being read, but needs phonics skills to not make errors. "reading dad for father"

syntatic error

error is made in the same part of speech as the correct word. Example: reading into for through. If student makes an error, that means student needs to pay more attention to phonics.

How to define frustration, instructional, and independent reading levels

after reading aloud, he or she is then asked to answer comprehenson questions for the passage. Teacher reads the questions and child responds orally.

Retelling

the form of measuring comprehension with having a child list characters, places, and events in the passage in their own words.

Independent reading level

the highest grade-level passage for which the student reads aloud 95% or more of words correctly and answers 90% or more of the comprehension questions correctly

Instructural Reading Level

highest passage that student reads aloud 90% or more of the words correctly and answersat least 60% of the comprehension questions correctly.

Frustration Reading Level

Passages cannot be read and understood by the child.; child cannot read at least 90% of the words or correctly answer at least 60% of the comprehension questions.

Phonological Awareness

Knowledge that oral English is composed of smaller units

A child who has phonological awareness can identify and manipulate sounds in many different levels of language

1. Individual sounds (phonemic awareness)

2. Sounds in larger units of language, such as words and syllables.

Phonemic Awareness

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

Phonics

knowledge of letter-sound correspondances: phonics

alphabetic principle

states that speech sounds are represented by letters; symbols=sounds

Phoneme

speech sound

graphemes

letters to represent phonemes

Onsets and Rime

Onset and Rime are in single syllable. (Onset =consonant blend or first consonant sound/ Rime = vowel sound and any consonant sounds that follow)

phonograms/rime

words that share the same phonogram are word families: -at ; cat, bat, sat

How to Teach Phonlogical Awareness + Phonemic Awareness

1. Word Awareness

2. Syallable Awareness

3. Word blending

4. Syllable Blending

5. Onset and Rime blending

Word Awareness

the goal is to help children become aware that sentences are made up of words. Requires children to detect and identify word boundaries. Use one-word, two-word, and three-word sentences, each word with one syllable.

To Teach Word Awareness:

Sentences make up words: (I like ice cream) Has 4 words. The teacher has several cards and has each with one word written on it. the Teacher builds two-word sentences and so on. The sentence is read as a whole, then read separately.

syllable awareness

asks children to clap their hands as they say each syllable in a two-syllable or three-syllable word. Say distored and with emphasis.

Word Blending

challenged to take two single-syllable words and combine to make one compound word. One picture of a cow, the other of a boy: put together = cowboy

Syllable blending

Blending 2 syllables into a word (/sis/+/ter/=sister) what do we get when we put /sis/ and /ter/ together? = sister

Onset and Rime Blending

teacher said onset (/b/) and rime (ank) and student will put them together and say "bank"

How to teach phonemic awareness

1. sound isolation

2. sound identity

3. sound blending

4. sound substitution

5. sound deletion

6. sound segmentation

Sound Isolation

Child given a word and asked to tell which sound occurs at beginning, middle and end of word

Word list: cake, day, late, leap, feel, vote, coal, bite, like

Model: teacher says each word and then say medial sound ("leap in the middle sound is /i/)/

Sound Identity

The teacher needs sets of words that all share the same beginning, middle, or ending sound BUT have no other shared sounds. Teacher reads aloud the words and then asks, "What sounds is the same in each of these words?": lake, identity, light, and low (shares only one sound /l/)

Sound Blending

teacher says sounds with only brief pauses in between each sound and students guess the word. Example: Which word am I thinking of? The sounds are /b/, /a/, /t/. The answer should be bat.

sound substitution

teacher asks students to sub one sound for another. "Cat, b for C = bat"

sound deletion

-works best with consonant blends

-to avoid using nonsense words, identify words beginning with blends that will generate a new word if one sound is deleted (e.g. "block," take away /b/ to get "lock" as opposed to "frog," take away the /f/ to get "rog")

sound segmentation (isolate and identify sounds)

requires students to separate the sounds in a word by speaking each of the sounds separately in the order in which they appear in the word. Example: Im going to say the word: bee. /b/ e/. Students: Say sounds for the word

Struggling Readers for Phonemic Awareness

1. focus on key skills such as blending and segmenting with small-group or individualized remediation

2. Reteaching skills that are lacking by

a. changing pace of lesson, mode of delivery, and making task simpler with scaffolds or different materials.

3. Additional Practice

4. concrete examples

English Learners: Phonemic Awareness

Look for positive transfer of language. Teach nontransferable phonemes that do not exist in L1's language

Advanced Learners for Phonemic/Phonological Awareness

1. Increase pacing of instruction

2. Building and extending current skills

Assessment for Phono/Phonemic Awareness

Yopp Singer Test of Phoneme Segmentation with 22 words. child must provide each sound of the word in order. Also test sound identity, sound isolation, sound deletion, sound substitution, and sound segmentation.

Before testing phonemic awareness/Phonological awareness, Students must know

word awareness- how many words are in a sentence? Fred ran to school

Concepts about Print

basic principles about how letters, words, and sentences are represented in written language

Letter recognition (instructional strategy)

the ability to idenify both the uppercase and lowercase letters when a teacher says the name of the letter

Letter naming

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

letter formation

Ability to write the uppercase and lowercase letters legibly

What are concepts about print?

1) the relationship between spoken and written English and that print carries meaning 2) recognizing letter, word, and sentence representation 3) directionality of print/tracking of print 4) book-handling skills

book handling skills

illustrates a children's knowledge of how books "work". How to hold the book, tracking print from left to right, front and back cover, title page, dedication page etc.

How to teach concepts of print

1) reading aloud to students

2) the shared book experience

3)language experience approach

4) environmental print

5) print - rich environment

6) explicit teaching of concepts of print

Reading Aloud

teachers children that print carries meaning.

The Shared Book Experience

Teachers use big books. includes introduction (prereading) ask predictive questions. read story with dramatic punch and point to text (tracking of print). Have discussion, reread on subsequent days with the whole group

Language Experience Approach (LEA)

uses students' words to create a text that becomes material for a reading lesson ; similar to shared reading; teaches directionality and tracking of print

environment print

signs, labels, and other print found in the community

print-rich environment

A setting in which printed materials are used throughout the classroom in meaningful ways

Explicit (Direct teaching of concets about Print

Have a clear, direct teaching of one concept about print using picture books, morning message, encironmental print, LEA narratives, or etc.

Letter Recognition Instructional Strategies

1. Associating Names and things with letters (scavenger hunt looking for objects that begins with a letter )

2. Singing the alphabet (while pointing to alphabet letter)

3. ABC books (Read aloud)

4. Practice writing uppercase and lowercase letters and writing words (Children learn names of letters by writing them)

5. Tactile and Kinesthetic methods (clay models of letters or tracing fingers in the sky)

How to teach systematically introduce visually and auditory similar letters

1. Teach either all the lowercase letters first or all the uppercase letters first

2. teach one letter at a time

Phonetic spelling

temporary spelling; which is when a student does not know the correct spelling of a word (lum for lump) Some sounds has no letters or other sounds have wrong letters. (Kindergarten-1st grade)

Struggling Readers for Concepts about Print

1. Focus on key concepts and skills

2. reteach concepts, letters, and skills lacking

3. use concrete examples to explain concept or task

4. extra practice

5. use kinesthetic, auditory, visual, and tactile techniques. (Letter Tiles)

EL's for Concepts about Print

1. Concepts about Print

2. Book-Handling Skills

3. Print carries Meaning

4. Directionality and Tracking of Print

5. Letter and Word representation

6. Letter recognition, naming, and formation

Advanced Learners for Concepts about Print

1. Increasing pace of instruction

2. building on and extending current knowledge and skills

(compare and contrast how alphabetic principle applies to other languages from English)

Assessing Concepts about Print

1. Concepts about Print TEST: teacher asks students to do things like point to the cover of the book, identify where the teacher should start to read on a page, and to recognize the beginning and ending of a word. (measures book orientation, directionality, beginning and ending of a story, word sequence, and recognition of punctuation and capital letters)

2. letter recognition of letter lists and writing

3. Alphabetic Principle: read alouds and writing

Struggling Readers for Concepts abt Print

1. Focus on key skills and concepts

2. reteach concepts, letters, and skills lacking

3. use concrete examples to explain

4. use visual, auditory, kinesthetic, and tactile techniques.