RICA Competency 5, Phonics and Sight Words: Terminology and Concepts and RICA

Competency 6, Phonics and Sight Words: Instruction and Assessment go hand in hand with one
another. RICA 5 talks about word identification, The ability to read aloud, or decode, words
correctly (Zarrillo, 2011, pg. 41). The purpose is not for the children to know what the word
means, but instead have the ability to pronounce and recognize it by sight without having to
decode the word. RICA Competency 6 provides the means to teach and assess phonics.
Three experiences I have had with this competency include encounters with my tutees,
observations in the classroom, and witnessing it being modeled. For my first week of tutoring we
used the Phonics and Decoding assessment where the tutees were asked to read words with short
vowels, di/trigraphs, consonant blends, long vowels, vowel diphthongs, and r- and i- controlled.
On top of that they were also asked to read words that were made up (pseudo). By using this
assessment I was able to assess if my tutees could make the correct association between the
sounds and symbols of language (Zarrillo, 2011, pg. 41). By administrating this assessment the
first week of tutoring, it provided me with the results of where my tutees were in their reading
process. This helped me in prepping for the next several weeks of tutoring, planning
developmentally appropriate activities for my tutees, their knowledge of phonics builds a
relationship with their ability to spell and decode words. Phonics knowledge leads to swift word
identification, which is necessary for fluent reading. Phonics knowledge also supports the childs
development as a speller (Zarrillo, 2011, pg. 45). I was then able to choose level appropriate
text to read, word study to teach, and writing activities that met where they were at. I have also
seen this observed in the classroom in watching my master teacher use a similar assessment tool
to place her students in appropriate level SIPPS (Systematic Instruction in Phonological
Awareness, Phonics, and Sight Word) groups. Teachers should administer tests that ask students
to decode in isolation and in context (Zarrillo, 2011, pg. 54). I was able to observe my teacher
administer a test that had students decode in isolation and in context, with that she was able to
place them in the appropriate SIPPS group, where they would be able to work at different stages.
The teacher in charge of the beginner level group teaches how to sound out and blend regular VC
CVC words, teaches whole word reading of single syllable, regular words and some high
frequency, irregular sight words, uses decodable text for practice, teaches students to use phonics
to spell VC and CVC words, which helps students in sounding out letter by letter and move to
recognizing words. The more advanced group focuses on teaching the regular CVCC, CCVC,
and CVVC words, teaches regular CVCe words, teaches words with less common elements, uses
decodable text, teaches words formed by adding a common inflected ending, and teaches how to
use phonics knowledge to spell more complex orthographic patterns (Zarrillo, 2011, pg. 49-50).
In observing my teacher teach the more advanced SIPPS group I have been able to see her model
what is focused in the more advanced group. I have been able to watch her model using the part
to whole approach, by starting off teaching what the suffix est implies, then having the students
add common inflected suffixes such as est to form a word (big > biggest).

This relates to TPE 1.2, Candidates strategically plan and schedule instruction that
ensures that students meet or exceed the standards (California Teaching Performance
Expectations, 2013). By administering the Phonics and Decoding assessment my first week of
tutoring, I was able to strategically plan and schedule instruction during my one hour of tutoring
per week over a several week time span, that was developmentally appropriate, meeting the
students needs. Even in my observations and witnessing this be modeled, my master teacher has
also met TPE 1.2. Knowing that she leads the more advanced group for one of her SIPPS groups,
she has to plan material and schedule instruction that meets their level of understanding, she then
has to adapt and change what she does for the beginning level group to meet their level of
understanding.
I can apply RICA Competencies 5 and 6 Phonics and Sight Words: Terminology and
Concepts and Phonics and Sight Words: Instruction and Assessment by planning the appropriate
terminology and concepts and applying them to the appropriate groups. Going beyond that I have
to be able to teach to my plan and be able to assess each individual, knowing it will differ with
their levels of understanding.

Works Cited
Commission on Teacher Credentialing. (2013). California teaching performance
Expectations. Retrieved from http://www.ctc.ca.gov/educatorprep/TPA-files/TPEs-Full Version.pdf
Zarrillo, J. J. (2011). Third Edition Ready for Revised RICA. Boston : Pearson .