RICA Subtest 1 - FIrst 100

Is the big picture - The ability to manipulate, identify, and isolate words. Understanding word length (which is longer) rhyming words (which words rhyme) etc.

Is a more precise subset - Students are able to segment and blend sounds/letters together

Breaking words apart s/o/n/d/s

Blending words together

Orally - Even though hands-on objects, word walls are used etc.

Rhyming and Songs, Onset-Rime

Students can identify which words rhyme when given a set of words e.g, cat, bat, rock

Students will identify words that rhyme in the nursery rhyme songs

Students are able to identify the beginning sounds l/e/t.
L sound. It can be written on the board to help students identify the beginning letter.

Using Elkonin Boxes and Counters eg. Students will place a counter in he Elkonin box for each sound they hear.

c/a/t... students will place 3 counters in the elkonin box

Is used to count phonemes

Students are able to identify which words are longer

To add or delete sounds from a word. e.g. the word is low, now add an S what does it say? (Slow). the word is stack, now delete the S from stack, now it is (tack)

Differentiated instruction is given within the classroom. Regardless of disabilities or advancements

1) Focus on the key primary skills of segmenting and blending (reduce rhyming, comparing word length) this is needed for reading

2)Pre-teach and reteach the students. Identify their needs

3)Providing additional practice. Add hands on activities e.g. Elkonin boxes and visuals

1) Enlarged text to see

2)Enhanced audio to hear

3) Hands-on to touch

1)Pre-teach the phonemes (letters and sounds) that may not be in their primary language

2)Use the correct sequence of phoneme instruction as a building block. Do not skip anything

3)Differentiate instructions for letters that are similar in sound. e.g. /B/ and /V/ may sound similar. So emphasize instruction on the way the lips move, what it feels like etc.

1)Increase the pace of phonetic awareness (as opposed to giving more work). e.g provide the student with 2-word sounds instead of 1-word sounds. /B/a/t > /TH/a/t

2)Begin blending phonemic awareness and phonics together. Tell them the words while writing them down so they can begin that connection. (Still not giving more work just providing higher level learning)

3)Incorporate simple text to read with visuals so they can begin reading.

1)Phonemic Awareness Survey

2)Yopp-Singer

3)Rhyming-Assesment

4)Observation notes

Is a Phonological Awareness assessment that - assesses students' ability to add or delete sounds correctly.

Is a Phonological Awareness assessment that - assesses the student's ability to identify sounds in words. e.g. what sounds do you year in CAN students would respond /C/A/N/

Is a Phonological Awareness assessment that - assesses the student's ability to identify rhyming word. This can be broken into 3 different levels of assessment.

1) Do The words DOG and HOG rhyme? Yes or no. (Lowest level)

2)Here are 3 words CAT, BAT, ROCK. Please tell me which two words are rhyming words.

3)I am thinking of the word town, which word rhymes with town? It is a color. They will say brown (Higher level)

Is a Phonological Awareness assessment that - assesses students' strengths and weaknesses by note-taking. e.g. which students are able to participate, and what errors the students are making. Since phonological is done orally. Observation notes may be limited

The concept of print.

1) The relationship between spoken and written language (print)

2) The representation of letters, words, and sentences.

1) Language Experience Approach

2) Environmental Print

3) Labeling

Is a way to help students understand print awareness (The relationship between spoken and written language).

The teacher will have a student share a story (going to the park) the teacher will then write the story down on the whiteboard. Allowing the student to understand that what is spoken can be written into words and read aloud.

Is a way to help students understand print awareness (The relationship between spoken and written language)

The teacher will point out letters or words from surrounding posters or items that students bring in (cereal boxes, brochures, game advertisements)

Is a way to help students understand print awareness (The relationship between spoken and written language)

The teacher will print out words to place on objects for students to build connections. Placing a label on doors, windows, chairs

The concepts of print in books.

1) The direction of the text is to be read from left to right by racing our fingers

2) Book-handling skills - Students will need to know how to locate the front, back, spine, title, and pages.

The concepts of letters.

1) Letter Identification - Students are able to understand and identify capital and lowercase letters in isolation. (Not needing to sing a song to identify)

2)Letter formation - Students are able to write capital and lowercase letters correctly using various formats. (paper, pencil, clay, sand)

Is by using letter cards, and having the students pair the capital letters with lowercase letters.

1)Start by singing the alphabet song, so they are geared up and ready to go

2)Introduce the letters in isolation. - Now that we know the alphabet

3)Have the students identify letters in contexts - Use a book have students identify called letters (letter identification)

4)Have students form letters using various hands on objects noodles, yard, cay, sand (letter formation)

Is used for letter identification - a card is given with a missing letter. Students are to identify the correct letter that goes in there. eg. /A_/ C/ what is the missing letter/ Once it becomes easy you can mix the order up /H_/J/

Visually and Auditory similar

1) p and q
2) d and b
3) w and m
4) m and n

1) Have a writing center - where students are able to write postcards and letters without much stress. Leading to more opportunities for practice and exposure.

2) Play alphabet tic tac tow using lowercase and capital letters. This help with letter formation and identification

letters represent sounds

The written representation of a sound

The sound for a written letter

Is the building block before Phonics Instruction. It is typically done in K-1st grade

1)Understanding simple spelling patterns from A-Z and vowels. Short sounds only not long

2)Ability to decode two and three letter words

3)

Consonant Vowel Consonant

Vowel Consonant

CVC and VC words

The Alphabetic Principal

Is when children scribble and have lines. They have no clear connection between letters and sounds.

It is important to focus on the initial and final sounds in a word e.g. for CAT students will need to be able to identify C and T sounds in the words

Is when children are able to identify the initial sound e.g BAT they can write Bic. They know it starts with a B but are unable to identify the rest of the sounds

It is important to focus on the final sounds in a word now

Is when children are able to identify the initial and ending sounds. May have trouble identifying if the letter starts with a K or C. e.g. KAT or CAT

To fix this simply remediation will solve the problem.

1)Prephonetic Spelling Stage (Writing)
2)Semi Phonetic Stage (Writing)
3)Phonetic Stage (Writing)

1)Pre-teach the concept to them.. e.g have students grab a book and identify the title, or something that you will be gng over that day

2)Teach isolated concepts. Do not blend skills. Eg. Have them identify only letters or words in a book, not book handling, sentences all at once etc.

3)Follow-up with small group instructions. I would know which students are struggling and pull them to the side, especially if I did not have the opportunity to pre-teach them

1)Pre-teach the concept to them.. e.g have students grab a book and identify the title, or something that you will be gng over that day

2)Teach isolated concepts. Do not blend skills. Eg. Have them identify only letters or words in a book, not book handling, sentences all at once etc.

3)Follow-up with small group instructions. I would know which students are struggling and pull them to the side, especially if I did not have the opportunity to pre-teach them

4)Provide additional practice

More visuals if needed, enlarged text if needed, auditory if needed. Depending on their disability

1)Pre-teach the concept to them.. e.g have students grab a book and identify the title, or something that you will be going over that day. Display examples for them to utilize

2)Teach isolated concepts. Do not blend skills. Eg. Have them identify only letters or words in a book, not book handling, sentences all at once etc.

3)Follow-up with small group instructions. I would know which students are struggling and pull them to the side, especially if I did not have the opportunity to pre-teach them

4)Provide additional practice

5)Transfer knowledge from the primary language to English using a T-chart

show the word in their primary language on one side, and then transfer it over to english on the other side

1)Increase the pace of instruction

2)Expanding activities to become more advanced

1)Teach a small set of letters and sounds until mastery (about 4 letters e.g M,N,O,P)

2)Use a variety of materials (letter tiles, letter cards, magnetic letters, songs with visuals, etc)

3)Pre-teach and Re-teach in mall groups to isolate unknown skills

4)Repetitive Practice and Instruction

1)Teach a small set of letters and sounds until mastery (about 4 letters e.g M,N,O,P)

2)Use a variety of materials (letter tiles, letter cards, magnetic letters, songs with visuals, etc)

3)Pre-teach and Re-teach in mall groups to isolate unknown skills

4)Repetitive Practice and Instruction

Print larger, more audio, and more visuals depending on their impairment and special needs.

1)Transfer concepts from the primary language to the English language

2)Use a variety of materials (letter tiles, letter cards, magnetic letters, songs with visuals, etc)

3)Pre-teach and Re-teach in mall groups to isolate unknown skills

4)Repetitive Practice and Instruction

1)Assess for mastery to ensure

2)Begin stages of Phonics instruction

3)Small group instruction for reading. Kinder-1st only focuses on decoding 2 and 3-letter words.

4)Begin writing activities. Students are able to start writing and having the connection

Most assessments are done orally. Asking questions to students.

1)Observation notes

2)Monitoring Checklist

3)Concepts of Print survey

The teacher has student's names on a paper, with a checklist of what students have mastered. Quick assessment

The teacher has student's names on a paper, with a checklist of what students have mastered. More specific and detailed, including materials used, and description in detail.

The teacher will hold the book up, and ask students to point to specific parts of the book e.g. the title, the spine, the front cover, etc.

1)Letter names-lowercase (point to specific lowercase letter)

2)letter names-uppercase

3)letter identification in texts

4)letter recognition (write letters in a graph randomly, not in order or they will sing the song. either in all capital or all lower case)
5)letter sequencing (using letter cards, identify how to sequence the word in order like BAC>> ABC)

5)Letter matching - (having students draw a line to the correct letter)

1)Identify individual sounds - connecting sound with the written form of letters (they are not writing)

2)Identify CVC and VC words

3)Nonsense word fluency assessment/identification (e.g. goj have students read the word to see if they truly understand)

4)Word recognition

5)Identify manipulation of initial, medial, and final sounds. (the word is can, now I change it to con. which letter did I change? medial.

Ensure that the student is able to connect the word with the written concept in mind. ( helps to label items) helps with comprehension

1) Introduce a few short vowel sounds first. (students will read VCV words)

2) Introduce letter sounds that relate to letter names eg. t, which begins with /t/ sound.

3) Introduce letter sounds that do not relate to letter names eg. h, which sounds /h/

4) Separate letter sounds that look or sound similar e.g m and n. or b and d will be taught on separate days

5) Introduce sound spelling that is frequent such a cat, bat, rat

Is writing it letter by letter stopping at the vowel since students have a hard time pronouncing it. eg. bat /BA/T/ blend.

Write the whole word on the board, and still introduce it sound by sound. This helps students who are advanced to continue on

If the word shipwreck is given, a card needs to cover the second syllable. Showing only the word ship, have them say it, then only show wreck, have them read then blend it together. Shipwreck (higher level 2nd and 3rd grade)

You write the word, point to it and students read it aloud

1)Introduce words that are frequently shown in text (the, he, she, I, a) students should know these by sight

2)Introduce words in isolation. ( hold up a card, eg. the word I the, how do you say it? how do you spell it?)

3)Practice identifying and reading the word in context (write it on the board have the students read it and circle it)

4)Multiple exposures to memorize the words (yarn, clay, sand,, cards)

1) Hard and soft sounds (e.g of r letter C. hard is /CK/ soft sea is /ci/ or /ce/) if followed by consonant its hard if followed by vowel it's soft

2)Continuous and abrupt sounds

Two letters that produce one sound eg. sh, ph, ch

Two or more consonants together that make you can isolate each sound eg. /SL/O/W or /STR/E/E/T

Two vowels that make one sound. eg. C/H/EE/SE two vowels but make one sound

These. are two combinations that you can hear but only very quickly. eg. /S/OI/L/ or /H/AW/K/

are words such as st/ar/ or app/le/. It is two letters that make one sound

are ending to words e.g -ed, -er, -est, -ing, and -s

Is identifig the CV or CVC or CCVC in a word.

CVCe > is a word here the e is silent eg.g tape or cake

1)Closed syllable - when a vowel is closed by 2 consonant eg. /h/A/p/ /p/E/n/

2)Open syllable - when the vowel is long sound eg. /RE/V/I/E/W

Words that don't follow the rules of phonics and don't have a pattern eg. said, were, friend. Students will need to now these by sight.

words that frequently occur in texts that are read by students.

examples- just, we, see, him, her

1. Pre-communicative spelling
2. Semi-phonetic spelling
3. Phonetic spelling
4. Transitional spelling
5. Conventional spelling

The first stage of writing - scribbles.

Students know the beginning and ending of the word but does not how to spell it whole. eg. CAT is spelled CIT

Spell words like they sound. eg. phone > fone

Students use some conventional spelling but still misspell many words. e. coin > coyn they understand oi and oy sound the same. Just need to get a quick refresher

Students understand spelling patterns

1)Word sorts - sort word into categories /ai/ , /a/, /ay/

2)Word banks - persona dictionary. students write words beginning with certain letters

3)Word walls - sight words, weekly words, monthly words, words that are important for students to reflect on while working

1) Proofreading - ensure modeling of what is correct and not correct

2)Sentence lifting - a student's sentence gets put on board and students correct it together accurately.

1) CV or CVC words eg.am or ram

2) one syllabus words such as /t/OW/n

3) Irregular sightwords - eg. come words that do not follow phonics

Include
CVCe - make long vowel sound
Uncommon letter combo eg. ph, kn
Word endings range eg. ed, ing etc.

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RICA Subtest 1