Scott71 , Jul 8, Joined: Jul 11, Messages: 6 Likes Received: 0. Jul 11, Hi, TeacherLA. I tend to agree that the word analysis essay is more heavily weighted for grading and that was what brought your overall grade down. However, I think the tester should provide more explanation for such inconsistent results. There is something with this test. I just received notification that I failed to pass for the second time. The explanation was like yours, inconsistent and unusable.
I have never failed to pass a test in my life and hold several significant master degrees. At first I thought there was something wrong in my approach to my answers and spent considerable time trying to correct this but to no avail. I feel that the test has the rater bias for test-takers to contend with.
The multiple choice questions are okay since success here is dependent solely on my ability to study the key books on the RICA domains and answering correctly.
The case study test results for me were somewhat consistent even though the explanation for not getting a higher score were limited and useless for improving myself. The essay questions are a different matter. No explanations. Therefore, I conclude that the test-takers are at risk of not answering the question to the liking of raters, that is, the rating process can become biased. So, for my next test I am studying as many essay questions as possible and seeking a "buddy" test-taker to work together by reviewing each others answers.
This may not get better results but it is worth trying. It is unfortunate that teaching professionals have to be subjected to this farcical testing in order to get a credential.
About how many words do you think you wrote for your responses in fluency and vocabulary? Did you introduce and conclude each, and did you write in full sentences?
TeacherGroupie , Jul 22, Joined: Nov 6, Messages: 8 Likes Received: 0. Jsasss , Dec 14, Dec 15, Welcome to A to Z, Jsasss. You've replied to a thread that had last been posted in five and a half years ago, so it's possible that you won't get an answer from TeacherLA after all this time. TeacherGroupie , Dec 15, Joined: Feb 18, Messages: 6 Likes Received: 2. Angie13 , Mar 7, TeacherGroupie , Mar 8, Angie13 , Mar 8, There's also the matter of the distribution.
That's the domain in which the other person got one plus mark more than you did, and that one plus mark could easily make all the difference in the scores. Tell me what you think word analysis consists of. You should be able to list and define four major components. Hint: to analyze something is to break it up into smaller chunks. What kinds of chunks can words be broken up into?
Joined: Apr 18, Messages: 6 Likes Received: 1. I compared my scores to two other friends and I did way better on the domains that were worth more. I feel like there has to be a mistake. I got higher scores on the domains with higher percentages! I love my job but I regret choosing to be a teacher.
Mamabygrace likes this. Joined: Jun 27, Messages: 4, Likes Received: 1, Environment preferences, like lots of space or a quiet area to work, is also a way teachers can differentiate. When a teacher differentiates content, the material being learned is changed. For example, if the objective is for students to read short vowel words, some may work to read one syllable short vowel words while others read multisyllabic short vowel words.
Differentiation of process refers to the way in which a student accesses material. One student may read ebooks while others read printed books. Differentiation of product refers to the way in which a student demonstrates mastery. One student may give verbal responses while other students write their responses. Flexible grouping is when students are intentionally and fluidly organized for different learning experiences over a relative short period of time.
These groupings are matched to task purpose and created by assessment results and other student characteristics. Groups may be formed and reformed according to specific goals, activities, and individual needs.
Groups range from individual, partner, small group, to whole-class. Teachers may group students who do not understand a reading concept or skill. Students may be grouped with others who are reading on approximately the same reading level. They may be partnered with someone who reads at a higher reading level for modeling purposes. Individualized instruction focuses on the needs of the individual student. Teachers target one specific need at a time.
Some students who receive individualized instruction need remediation. Special education is an example of individualized instruction. Other students participating in individualized instruction may skip topics or skills they have mastered to advance or enrich the lesson.
During whole class reading instruction, the teacher leads the direct instruction using traditional textbooks or reading materials with minimal differentiation. It is a good first step in the learning process before other instructional groupings occur. The orientation is the planning phase of the lesson. The teacher maps out learning opportunities for students to master the reading objective to be taught.
The teacher considers the objective to be mastered along with relevant vocabulary, materials to be used, and outcomes. The teacher then scaffolds a plan for lesson delivery, considering appropriate grouping, differentiation, and scaffolding. Guided practice is when the students practice the intended learning to master the objective with minimal assistance. As soon as the teacher observes the student can perform the skill or objective to be mastered, the guided practice ends and independent practice starts.
Independent practice is the part of the lesson when the student demonstrates mastery of the objective taught. During the application phase, the student uses the skill or objective mastered in a different setting or text other than what was used to teach the lesson.
This section tests your knowledge of the three main purposes of reading assessments: entry-level, monitoring of student progress, and summative. During progress monitoring, consideration should focus on the reliability and type of evidence-based tools used, while attending to cultural and linguistic responsiveness and recognition of student strengths.
Summative assessments evaluate student learning at the end of an instructional unit. Student learning is compared against a standard or benchmark.
At this level, teachers are able to assist students in acquiring reading skills. The text is challenging enough for growth to occur without the reader becoming frustrated. Domain 2 has about 24 multiple-choice items and 1 focused educational problem and instructional task to word response. This section tests your knowledge of the difference between and roles of phonological awareness and phonemic awareness.
Phonological awareness is the identifying and manipulating of sounds. It includes distinguishing and manipulating the sounds within a spoken word. Included in phonological awareness are parts of spoken words, spoken syllables, and spoken onsets and rimes.
Phonemic awareness is the ability to focus on and manipulate individual phonemes, or sound units, in spoken words. It does not involve print, yet it is necessary for the learning of sound-print relationship critical to proficient reading and spelling. An onset is the initial phonological unit of any word. A rime is the string of letters that follow an onset, usually beginning with a vowel and the final consonants of the word. Concepts about print is the idea, that for a given language, print is organized in a way to promote meaning.
The alphabetic principle is the idea that letters and letter patterns represent sounds of spoken language. It is the understanding that there are systematic and predictable relationships between spoken sounds and written letters.
This section tests your knowledge of the role of phonics and sight word instruction in reading development.
You will be tested on your understanding of how accurate, automatic word recognition supports development in reading fluency, vocabulary, and comprehension. There are two basic sounds in the English language, vowels and consonants. Vowels are sounds where, when spoken, the mouth is open and vocal cords vibrate or are voiced.
Consonant sounds are sounds that are not vowels. When spoken, the mouth may be open and unvoiced, closed and voiced, or closed and unvoiced. A vowel digraph is two adjacent vowels in the same syllable that make one sound. Take a look at these vowel digraphs:. A vowel diphthong is two adjacent vowels in the same syllable that make an unexpected sound. When the sound is spoken, the mouth moves more than one time.
Take a look at these vowel diphthongs:. A vowel r combination, or bossy r, is a vowel followed by an r. Vowel r combinations make unique sounds. Words are taught around common patterns such as syllables or onsets and rimes. A syllable is a word or part of a word with one vowel sound. There are six basic syllables:. This section tests your understanding of how to instruct students in phonics and promote sight word automaticity. A high-frequency word is a word that is immediately recognized as a whole and does not require word analysis for identification.
Good readers instantly recognize high-frequency words without having to decode them. Two types of high-frequency word lists are the Dolch List and the Fry List. Decodable text is reading material, used during beginning reading instruction, that fits a certain phonics pattern being taught. It is designed so that beginning readers can use their newly acquired phonics skills to practice decoding in context and begin to access meaning while decoding.
Syllabic analysis is the study of syllable types and syllable division patterns to help students decode words. There are six basic syllable patterns in the English language which we talked about earlier.
Beginning readers start by learning one syllable words. Then they progress to two and three syllable words. Syllable division patterns are introduced. Here decoding becomes more complex when some syllables are accented and some are unaccented. Phonograms are groups of letters which share the same combinations associated with a sound think rhyming words. Teaching words in phonograms gives students consistency in learning to decode and spell.
Orthographic knowledge is stored memory that tells the student how to represent spoken language in written form. Orthography is the conventional spelling pattern of a language. It is putting sounds together to form words. Domain 3 has about 8 multiple-choice items and 1 focused educational problem and instructional task to word response. There are four components of fluency: accuracy, rate, prosody, and automaticity. Accuracy is the percentage of words read aloud correctly.
Accuracy percentage equals the number of words read correctly divided by the total number of words in the passage. Rate is the speed at which a passage is read. Readers should read words fast enough so that comprehension can be constructed. Rate is expressed as words per minute. The formula for rate or words per minute equals the number of words read correctly times 60 seconds divided by the time the reader took to read the passage in seconds.
Prosody is used to convey meaning. Effective readers read in meaningful phrases or chunks. Their use of intonation is their verbal demonstration of punctuation marks. The goal of decoding is automaticity. Automaticity is when readers are able to spontaneously identify words without having to decode the words. Automaticity allows readers the ability to access prior knowledge and build meaning for comprehension.
If a reader takes too long to decode text, meaning can be lost. Teachers create phrase-cued text passages. A phrase-cued text is a written passage that is divided according to natural pauses that occur in and between sentences.
Domain 4 has about 15 multiple-choice items and 1 focused educational problem and instructional task to word response. The Matthew Effect is the idea that the rich get richer and the poor get poorer. The Matthew Effect applied to reading theorizes that readers who have a slow start learning to read do not progress as quickly as readers who have a strong foundation. As time passes, this gap only widens. This is a strong argument for early intervention and developing pre-reading skills during the preschool years.
This section tests your knowledge on the components of research-based instruction for vocabulary development. Semantic maps, sometimes called graphic organizers, are webs of words that visually display the meaning-based connections between a word or phrase and a set of related words or concepts. Morphological maps are visual displays of the meaning-based connections of morphemes units of meaning. These maps are a graphic representation of a morpheme linked to its meaning. A synonym is a word or phrase that means exactly or nearly the same as another word or phrase.
An antonym is a word or phrase that means the opposite as another word or phrase. Domain 5 has about 13 multiple-choice items and 1 focused educational problem and instructional task to word response. Give your rationale for why you selected that specific strategy or activity for that student. You want to answer the questions, "What would you do about it? Important note: The more specific you can be, the better your score will be.
If you can name specific programs or assessments that address the student's weaknesses, you should. It is also helpful to give the names of specific types of materials or titles of books to use as examples. If you aren't sure that a specific program or assessment actually addresses the specific need, then don't mention it; it's better to be general than to be inaccurate. My Preferences My Reading List. Pop Quiz!
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