en SC RICA Jumble! 75 Balanced and comprehensive : All literacy programs should be __________________ and ______________________ Ongoing assessment : Instructional decisions should be driven by this Differentiated : Instruction that reaches all levels of students reading abilities Summative : Assessment determining if student has achieved target standard Syntactic : Reading error that substitutes one word for another with similar meaning Independent : Level at which student can read without help from teacher Phonograms : Rimes that have the same spelling Phonics : Letter-sound correspondences Segmenting : Breaking a word into individual sounds Return Sweep : Performed at the end of each line of text Tactile : Ex. Building letters with playdough Pace : One way to address advanced learners- Increase ______of instruction CVVC : Word pattern, often with diagraph Rcontrolled : Vowels that are neither long nor short, one example Phonetic : Spelling Stage in which child spells as it sounds Systematic : Phonics Instruction should be ______________, Direct, and Explicit Practice : Much of this is needed to learn phonics Decodable : Text with single syllable, regular words and a few sight words Orthography : Synonym for Spelling Kinesthetic : Helpful for _________________learners- Writing spelling words in the air with “arm pencil” SyllabicAnalysis : Process of Decoding a multisyllabic word by looking at its syllables Fluency : Reading smoothly with ease Accuracy : First key indicator of fluency Rate : Second key indicator of fluency Prosody : Reading with expression Balanced and comprehensive : All literacy programs should be __________________ and ______________________ Ongoing assessment : Instructional decisions should be driven by this Differentiated : Instruction that reaches all levels of students reading abilities Summative : Assessment determining if student has achieved target standard Syntactic : Reading error that substitutes one word for another with similar meaning Independent : Level at which student can read without help from teacher Phonograms : Rimes that have the same spelling Phonics : Letter-sound correspondences Segmenting : Breaking a word into individual sounds Return Sweep : Performed at the end of each line of text Tactile : Ex. Building letters with playdough Pace : One way to address advanced learners- Increase ______of instruction CVVC : Word pattern, often with diagraph Rcontrolled : Vowels that are neither long nor short, one example Phonetic : Spelling Stage in which child spells as it sounds Systematic : Phonics Instruction should be ______________, Direct, and Explicit Practice : Much of this is needed to learn phonics Decodable : Text with single syllable, regular words and a few sight words Orthography : Synonym for Spelling Kinesthetic : Helpful for _________________learners- Writing spelling words in the air with “arm pencil” SyllabicAnalysis : Process of Decoding a multisyllabic word by looking at its syllables Fluency : Reading smoothly with ease Accuracy : First key indicator of fluency Rate : Second key indicator of fluency Prosody : Reading with expression Balanced and comprehensive : All literacy programs should be __________________ and ______________________ Ongoing assessment : Instructional decisions should be driven by this Differentiated : Instruction that reaches all levels of students reading abilities Summative : Assessment determining if student has achieved target standard Syntactic : Reading error that substitutes one word for another with similar meaning Independent : Level at which student can read without help from teacher Phonograms : Rimes that have the same spelling Phonics : Letter-sound correspondences Segmenting : Breaking a word into individual sounds Return Sweep : Performed at the end of each line of text Tactile : Ex. Building letters with playdough Pace : One way to address advanced learners- Increase ______of instruction CVVC : Word pattern, often with diagraph Rcontrolled : Vowels that are neither long nor short, one example Phonetic : Spelling Stage in which child spells as it sounds Systematic : Phonics Instruction should be ______________, Direct, and Explicit Practice : Much of this is needed to learn phonics Decodable : Text with single syllable, regular words and a few sight words Orthography : Synonym for Spelling Kinesthetic : Helpful for _________________learners- Writing spelling words in the air with “arm pencil” SyllabicAnalysis : Process of Decoding a multisyllabic word by looking at its syllables Fluency : Reading smoothly with ease Accuracy : First key indicator of fluency Rate : Second key indicator of fluency Prosody : Reading with expression

RICA Jumble!

1. CARCACYU

First key indicator of fluency

2. RAUAYCCC

First key indicator of fluency

3. RCUCYCAA

First key indicator of fluency

4. ADPNCDAINACEOSEREVNLEBHM

All literacy programs should be __________________ and ______________________

5. HLEEBCCPRDSEOANADENNMIVA

All literacy programs should be __________________ and ______________________

6. EAEVDIPDCNACNHEBNMAORELS

All literacy programs should be __________________ and ______________________

7. VCVC

Word pattern, often with diagraph

8. CCVV

Word pattern, often with diagraph

9. VCCV

Word pattern, often with diagraph

10. AEBLEOCDD

Text with single syllable, regular words and a few sight words

11. DELDOABCE

Text with single syllable, regular words and a few sight words

12. CBLAEDDEO

Text with single syllable, regular words and a few sight words

13. FNTIEEITREDDAF

Instruction that reaches all levels of students reading abilities

14. FFRDINDTEEIAET

Instruction that reaches all levels of students reading abilities

15. ITDDENETAFIFRE

Instruction that reaches all levels of students reading abilities

16. UELYFNC

Reading smoothly with ease

17. LNFUCYE

Reading smoothly with ease

18. YFUECLN

Reading smoothly with ease

19. NEEPDNITDNE

Level at which student can read without help from teacher

20. DNEIEEPTNDN

Level at which student can read without help from teacher

21. NPETEIDNDNE

Level at which student can read without help from teacher

22. HIEICESTKTN

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

23. IECTKETIHSN

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

24. IETNSKIETHC

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

25. OGNGNAISTMNSSSEOE

Instructional decisions should be driven by this

26. GNSIAESSOMNTGENOS

Instructional decisions should be driven by this

27. TSOGNOENSAESMINGS

Instructional decisions should be driven by this

28. ROTHRYAPGHO

Synonym for Spelling

29. THHRGROYPOA

Synonym for Spelling

30. HOPTRYGARHO

Synonym for Spelling

31. ECAP

One way to address advanced learners- Increase ______of instruction

32. ECPA

One way to address advanced learners- Increase ______of instruction

33. APCE

One way to address advanced learners- Increase ______of instruction

34. ICPETOHN

Spelling Stage in which child spells as it sounds

35. ONTHCIEP

Spelling Stage in which child spells as it sounds

36. HCNIOTEP

Spelling Stage in which child spells as it sounds

37. CHNIPSO

Letter-sound correspondences

38. PHCINSO

Letter-sound correspondences

39. ONPCSHI

Letter-sound correspondences

40. HOANRSPOMG

Rimes that have the same spelling

41. MOPRNAGOHS

Rimes that have the same spelling

42. NORMGOAHSP

Rimes that have the same spelling

43. RATEPCCI

Much of this is needed to learn phonics

44. TEIRACCP

Much of this is needed to learn phonics

45. PERCICAT

Much of this is needed to learn phonics

46. RSOOYPD

Reading with expression

47. RDOOSPY

Reading with expression

48. DOSPORY

Reading with expression

49. RTEA

Second key indicator of fluency

50. ERTA

Second key indicator of fluency

51. ERAT

Second key indicator of fluency

52. NOROLLREDCT

Vowels that are neither long nor short, one example

53. ORONERCLLTD

Vowels that are neither long nor short, one example

54. RLOLDTNEOCR

Vowels that are neither long nor short, one example

55. PRERSUEWENT

Performed at the end of each line of text

56. UPWRTRENEES

Performed at the end of each line of text

57. WEREPNRETSU

Performed at the end of each line of text

58. MGIENGSNTE

Breaking a word into individual sounds

59. TEGMEISNGN

Breaking a word into individual sounds

60. EGMTIGSENN

Breaking a word into individual sounds

61. MTSEVMAUI

Assessment determining if student has achieved target standard

62. VMMSUATEI

Assessment determining if student has achieved target standard

63. UMEISATMV

Assessment determining if student has achieved target standard

64. CIASLYALSLNYISAB

Process of Decoding a multisyllabic word by looking at its syllables

65. CLAIYYLANSSBSALI

Process of Decoding a multisyllabic word by looking at its syllables

66. LLALICSAYSANYSBI

Process of Decoding a multisyllabic word by looking at its syllables

67. TCCNSYIAT

Reading error that substitutes one word for another with similar meaning

68. CNCSATITY

Reading error that substitutes one word for another with similar meaning

69. ACTNIYTCS

Reading error that substitutes one word for another with similar meaning

70. SETTSYAMCI

Phonics Instruction should be ______________, Direct, and Explicit

71. IMYESTCATS

Phonics Instruction should be ______________, Direct, and Explicit

72. SACISYTETM

Phonics Instruction should be ______________, Direct, and Explicit

73. LTIECAT

Ex. Building letters with playdough

74. LCIAETT

Ex. Building letters with playdough

75. TTEILCA

Ex. Building letters with playdough

RICA Jumble!

1. CARCACYU

First key indicator of fluency

A	C	C	U	R	A	C	Y

2. RAUAYCCC

First key indicator of fluency

A	C	C	U	R	A	C	Y

3. RCUCYCAA

First key indicator of fluency

A	C	C	U	R	A	C	Y

4. ADPNCDAINACEOSEREVNLEBHM

All literacy programs should be __________________ and ______________________

5. HLEEBCCPRDSEOANADENNMIVA

All literacy programs should be __________________ and ______________________

6. EAEVDIPDCNACNHEBNMAORELS

All literacy programs should be __________________ and ______________________

7. VCVC

Word pattern, often with diagraph

C	V	V	C

8. CCVV

Word pattern, often with diagraph

C	V	V	C

9. VCCV

Word pattern, often with diagraph

C	V	V	C

10. AEBLEOCDD

Text with single syllable, regular words and a few sight words

D	E	C	O	D	A	B	L	E

11. DELDOABCE

Text with single syllable, regular words and a few sight words

D	E	C	O	D	A	B	L	E

12. CBLAEDDEO

Text with single syllable, regular words and a few sight words

D	E	C	O	D	A	B	L	E

13. FNTIEEITREDDAF

Instruction that reaches all levels of students reading abilities

14. FFRDINDTEEIAET

Instruction that reaches all levels of students reading abilities

15. ITDDENETAFIFRE

Instruction that reaches all levels of students reading abilities

16. UELYFNC

Reading smoothly with ease

F	L	U	E	N	C	Y

17. LNFUCYE

Reading smoothly with ease

F	L	U	E	N	C	Y

18. YFUECLN

Reading smoothly with ease

F	L	U	E	N	C	Y

19. NEEPDNITDNE

Level at which student can read without help from teacher

I	N	D	E	P	E	N	D	E	N	T

20. DNEIEEPTNDN

Level at which student can read without help from teacher

I	N	D	E	P	E	N	D	E	N	T

21. NPETEIDNDNE

Level at which student can read without help from teacher

I	N	D	E	P	E	N	D	E	N	T

22. HIEICESTKTN

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

K	I	N	E	S	T	H	E	T	I	C

23. IECTKETIHSN

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

K	I	N	E	S	T	H	E	T	I	C

24. IETNSKIETHC

Helpful for _________________learners- Writing spelling words in the air with “arm pencil”

K	I	N	E	S	T	H	E	T	I	C

25. OGNGNAISTMNSSSEOE

Instructional decisions should be driven by this

26. GNSIAESSOMNTGENOS

Instructional decisions should be driven by this

27. TSOGNOENSAESMINGS

Instructional decisions should be driven by this

28. ROTHRYAPGHO

Synonym for Spelling

O	R	T	H	O	G	R	A	P	H	Y

29. THHRGROYPOA

Synonym for Spelling

O	R	T	H	O	G	R	A	P	H	Y

30. HOPTRYGARHO

Synonym for Spelling

O	R	T	H	O	G	R	A	P	H	Y

31. ECAP

One way to address advanced learners- Increase ______of instruction

P	A	C	E

32. ECPA

One way to address advanced learners- Increase ______of instruction

P	A	C	E

33. APCE

One way to address advanced learners- Increase ______of instruction

P	A	C	E

34. ICPETOHN

Spelling Stage in which child spells as it sounds

P	H	O	N	E	T	I	C

35. ONTHCIEP

Spelling Stage in which child spells as it sounds

P	H	O	N	E	T	I	C

36. HCNIOTEP

Spelling Stage in which child spells as it sounds

P	H	O	N	E	T	I	C

37. CHNIPSO

Letter-sound correspondences

P	H	O	N	I	C	S

38. PHCINSO

Letter-sound correspondences

P	H	O	N	I	C	S

39. ONPCSHI

Letter-sound correspondences

P	H	O	N	I	C	S

40. HOANRSPOMG

Rimes that have the same spelling

P	H	O	N	O	G	R	A	M	S

41. MOPRNAGOHS

Rimes that have the same spelling

P	H	O	N	O	G	R	A	M	S

42. NORMGOAHSP

Rimes that have the same spelling

P	H	O	N	O	G	R	A	M	S

43. RATEPCCI

Much of this is needed to learn phonics

P	R	A	C	T	I	C	E

44. TEIRACCP

Much of this is needed to learn phonics

P	R	A	C	T	I	C	E

45. PERCICAT

Much of this is needed to learn phonics

P	R	A	C	T	I	C	E

46. RSOOYPD

Reading with expression

P	R	O	S	O	D	Y

47. RDOOSPY

Reading with expression

P	R	O	S	O	D	Y

48. DOSPORY

Reading with expression

P	R	O	S	O	D	Y

49. RTEA

Second key indicator of fluency

R	A	T	E

50. ERTA

Second key indicator of fluency

R	A	T	E

51. ERAT

Second key indicator of fluency

R	A	T	E

52. NOROLLREDCT

Vowels that are neither long nor short, one example

R	C	O	N	T	R	O	L	L	E	D

53. ORONERCLLTD

Vowels that are neither long nor short, one example

R	C	O	N	T	R	O	L	L	E	D

54. RLOLDTNEOCR

Vowels that are neither long nor short, one example

R	C	O	N	T	R	O	L	L	E	D

55. PRERSUEWENT

Performed at the end of each line of text

R	E	T	U	R	N		S	W	E	E	P

56. UPWRTRENEES

Performed at the end of each line of text

R	E	T	U	R	N		S	W	E	E	P

57. WEREPNRETSU

Performed at the end of each line of text

R	E	T	U	R	N		S	W	E	E	P

58. MGIENGSNTE

Breaking a word into individual sounds

S	E	G	M	E	N	T	I	N	G

59. TEGMEISNGN

Breaking a word into individual sounds

S	E	G	M	E	N	T	I	N	G

60. EGMTIGSENN

Breaking a word into individual sounds

S	E	G	M	E	N	T	I	N	G

61. MTSEVMAUI

Assessment determining if student has achieved target standard

S	U	M	M	A	T	I	V	E

62. VMMSUATEI

Assessment determining if student has achieved target standard

S	U	M	M	A	T	I	V	E

63. UMEISATMV

Assessment determining if student has achieved target standard

S	U	M	M	A	T	I	V	E

64. CIASLYALSLNYISAB

Process of Decoding a multisyllabic word by looking at its syllables

65. CLAIYYLANSSBSALI

Process of Decoding a multisyllabic word by looking at its syllables

66. LLALICSAYSANYSBI

Process of Decoding a multisyllabic word by looking at its syllables

67. TCCNSYIAT

Reading error that substitutes one word for another with similar meaning

S	Y	N	T	A	C	T	I	C

68. CNCSATITY

Reading error that substitutes one word for another with similar meaning

S	Y	N	T	A	C	T	I	C

69. ACTNIYTCS

Reading error that substitutes one word for another with similar meaning

S	Y	N	T	A	C	T	I	C

70. SETTSYAMCI

Phonics Instruction should be ______________, Direct, and Explicit

S	Y	S	T	E	M	A	T	I	C

71. IMYESTCATS

Phonics Instruction should be ______________, Direct, and Explicit

S	Y	S	T	E	M	A	T	I	C

72. SACISYTETM

Phonics Instruction should be ______________, Direct, and Explicit

S	Y	S	T	E	M	A	T	I	C

73. LTIECAT

Ex. Building letters with playdough

T	A	C	T	I	L	E

74. LCIAETT

Ex. Building letters with playdough

T	A	C	T	I	L	E

75. TTEILCA

Ex. Building letters with playdough

T	A	C	T	I	L	E