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A comprehensive overview of the ric rica subtest 3 exam, offering insights into the structure, content, and assessment strategies. It covers key topics such as teaching methods, reading comprehension, assessment techniques, and standardized testing. Particularly valuable for educators seeking to understand the exam's requirements and prepare students effectively.
Typology: Exams
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Presentation - ANS ✓Second Phase
Read alouds! - ANS ✓read with enthusiasm, energy, to model ideal fluency Engaging and Motivating Students: Book clubs, literature circles, and author studies - ANS ✓Book club: Teacher choses the book for small groups to then discuss with roles and questions to help facilitate Literature circles: small group discussion based where groups of students can chose the book they want to read Author studies: discussions focus on the author, the books read are all done by the same author The potential advantages of Independent Reading - ANS ✓1. provides greater familiarity with language patterns
Miscue Analysis - ANS ✓A way of acquiring insight into children's reading strategies by studying the mistakes they make when reading aloud. (Ex. Running records) Graphophonemic Errors - ANS ✓error related to sound-symbol relationship. Errors result of: reading word by word and using decoding too much; reading passage this is too difficult. "reading feather for father" Graphophonemic errors come from: - ANS ✓errors come from: relying too heavily on decodable text or the passage is too hard to read/decode semantic error - ANS ✓a meaning-related error, such as reading dad for father syntactic error - ANS ✓error where student substitutes a word that is the same part of speech as the target word. (through for into). Understanding of meaning but not of phonics. Independent reading level - ANS ✓Student is reading at their level, books are read and understood by a student without the help of their teacher Students read 95% of the words correctly and answers 90% of the comprehension questions correctly Instructional reading level - ANS ✓Reading at students level, books are readable and understood with the help of a teacher (ex. textbook) the highest passage that a student can read aloud 90% of the words correctly and answer 60% of comprehension questions right Frustration reading level - ANS ✓Student cannot read or understand even with teachers help
Progress Monitoring - ANS ✓Assessment of the progress a Student makes towards a goal or skill mastery Instruction and Activities (Assessment) - ANS ✓- Screen your class at the beginning of the year (provides Teacher with starting point for instruction and helps find students with common needs)
Developmental Reading Assessment - ANS ✓(DRA) formative reading assessment to help test Student reading level: combination of Running record with comprehension questions (can be timed in the upper levels) Fountas and Pinell Benchmark assessment - ANS ✓(BAS) formative and summative assessment: accurate and reliable tools to identify the instructional and independent reading levels of all students and document student progress through one-on-one formative and summative assessments. CTOPP II - ANS ✓Phonological awareness and dyslexia screening: Determine strengths and weaknesses among developed phonological processes, Document individuals' progress in phonological processing as a consequence of special intervention programs Quick Phonics Survey - ANS ✓QPS - Phonics Skill Assessment Usage of ELA Content Standards - ANS ✓Plan every instruction/lesson with this goal: every student will meet the content standards adopted by CA State Board of Education A Standard... - ANS ✓States what every child should know or be able to do at the end of every grade level Balanced instructional program - ANS ✓strategic selection of what skills should be taught given a child's level of reading development. (Ex. First grade chooses to focus more time word recognition whereas 6th grade doesn't need too... they focus on comprehension skills) Comprehensive instructional program - ANS ✓This is structured so all grade level standards are covered, rather than overemphasizing one area of reading development
These programs have: teacher manual, student text, student workbooks, supplemental books, CDs with extra resources, and a package of assessment tools ( also provides adaptations for ELs, struggling learners, and advanced ) How to Classify/group students - ANS ✓BY: benchmark: students with small level of difficulty in achieving standards strategic: students who are 1-2 years behind their peers (Teacher plans special lessons Intensive: Intervention group and needs considerable help (has the highest level of differentiation and slower pace Components of effective instruction delivery: - ANS ✓Orientation, Presentation, Guided Practice, Independent study and Application (Contents of SJSU lesson plan temp.) Orientation - ANS ✓First phase