RICA Written Exam (Practice Test) 100%
Verified
A sixth grader who is advanced in most areas of reading has difficulty completing assigned
reading selections. He appears motivated when he begins reading, but he has di
...
RICA Written Exam (Practice Test) 100%
Verified
A sixth grader who is advanced in most areas of reading has difficulty completing assigned
reading selections. He appears motivated when he begins reading, but he has difficulty keeping
his attention on the task at hand. Which of the following would be his teacher's best initial
strategy for addressing this difficulty? ✔✔breaking down the student's reading assignments into
small steps and helping him learn to monitor his own attention
When creating lesson plans to promote specific reading skills, a teacher should make sure that:
✔✔the targeted reading skills relate to an appropiate instructional progression and reflect
students' needs
An early elementary teacher could most effectively support at-home reading by:
✔✔recommending books that parents/guardians would likely enjoy reading with their children
A sixth-grade teacher wants to ensure that the classroom reading environment supports contentarea learning for the English Learners in the class. Which of the following strategies is likely to
be most effective in addressing this objective? ✔✔making available in the classroom contentarea texts at various levels that supplement and reinforce the information presented in students'
textbooks
Of the following questions, which would be most important for a teacher to consider when
interpreting the results of a reading assessment for a particular student? a. How did the student's
performance on this assessment compare with that of the student's classmates? b. Are these
findings sufficient to assign a grade to the student's performance? c. How do these findings relate
to the student's performance on other recently administered reading assessments? d. Do these
findings provide information about the student's ranking in regard to national norms of reading
achievement? ✔✔c. How do these findings relate to the student's performance on other recently
administered reading assessments.
A fourth-grade class includes two students with IEPs. When planning classroom entry-level and
progress-monitoring assessments for these students, the teacher should: ✔✔consult each
student's IEP to determine any specific testing accommodations required for that student.
A middle school teacher is preparing for the class to take the 6th grade CST in ELA. The teacher
believes that a student in the class with a Section 504 Plan would perform significantly better on
the assessment if she were allowed to have frequent supervised breaks within sections of the test.
Which of the following guidelines would be most important for the teacher to follow to ensure
that arrangements for this student during the test are appropiate? ✔✔providing the student with
this testing accommodation only if it is specified in her Section 504 Plan
Midway through the year, a 2nd grade teacher convenes a SST to plan additional support for a
student who is performing somewhat below grade-level standards in reading. Other members of
the team include the student and her parents, another teacher who works closely with the student,
a school admin. In the context of developing an improvement plan for the student, which of the
following pieces of information woul dbe most important for the teacher to communicate to the
SST. ✔✔a description of the student's assessed strengths and weaknesses that could serve as a
foundation for addressing her needs.
A kindergarten teacher plays the following game with students. The teacher says "Guess whose
name I'm going to say now?" The teacher then says the initial sound of the student's name (/m/
for Mariko), and the children try to guess the name. This activity is likely to promote the reading
development of students primarily by helping them: ✔✔recognize that a spoken word is made up
of sounds
Which of the following informal assessments would be most appropiate to use to assess an
individual student's phonemic awareness? ✔✔asking the student to identify the sound at the
beginning, middle, or end of spoken word (What do you hear at the end of step?)
How many sounds do you hear? b/o/t ✔✔recognizing how many phonemes are contained in a
word
The use of rhyming texts for kindergarten read-alouds is likely to promote the reading
development of kindergarten students primarily by: ✔✔fostering their phonological awareness
Which of the following strategies would best help a Kindergarten student who is having
difficulty visually distinguishing between the letters b and d? ✔✔helping the student focus on
the directionality of each letter as the student traces it
A 1st grader can identify the letters of the alphabet and decode a number of simple words. He
becomes confused, however, when tracking print in consecutive lines of print. Which of the
following strategies is likely to be most effective in helping the student read a short paragraph of
simple text? ✔✔Have him use his finger or a marker as he reads the text.
Which of the following instructional strategies would be most effective in promoting
kindergarten students' understanding of the alphabetic principle? ✔✔routinely saying the sounds
in words when writing the words on the board
An emergent reader frequently reverses some letters and numbers during writing tasks. Which of
the following strategies would be most effective in helping this student develop more accurate
letter formation skills? ✔✔having the students practice tracing the target letter shapes with a
finger while saying aloud the sequence of steps to form each letter
In the word chimpanzee, which of the following pairs of letters is a diagraph? ✔✔ch
A kindergarten student has demonstrated the ability to write words phonetically, but she is
reluctant to write because she is worried about mispelling words. The teacher could best promote
the student's reading and writing development by: ✔✔reassuring her that is is okay for now to
express herself in writing by spelling words as they sound
During which of the following stages of spelling development do students typically begin to
show an understanding of the correspondence between letters and sounds ✔✔semiphonetic
Function words such as to, the, and of are most appropriately taught in the context of which of
the following areas of reading instruction? ✔✔sight-word vocabulary
A 1st grade teacher provides students with explicit, systematic phonics instruction to promote
their reading development. When designing activities to teach letter-sound correspondences, the
teacher should: ✔✔provide reading opportunities for students to practice sounds in context after
studying the sounds in isolation
Early in the school year, a 1st grade teacher wants to conduct an assessment of students' ability
to read grade-appropiate words, including phonetically regular words and high-frequency
irregular sight words. Which of the following informal assessment would be most appropiate and
effective for this purpose? ✔✔The teacher prepares a list of grade-appropiate words, asks each
student to try reading the words aloud, and records the results
Several first graders have mastered sounding out and blending words that follow simple shortvowel phonics patterns. Their teacher would like to help them begin to develope whole-word
reading of words that follow these patterns. Which of the following instructional approaches
would be most effective for this purpose? ✔✔providing modeling and guided student practice
sounding out simple, regular words subvocally and then reading them aloud normally
When reading aloud texts, a second-grade English Learner often makes errors in pronunciation
that are unrelated to her ability to accurately decode the words. The teacher's best response
would be to: ✔✔analyze the student's pronunciation patterns and plan an intervention to address
difficulties that may affect her reading comprehension.
Which of the following approaches would be most effective in helping first grade students who
have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme
-ing. ✔✔expicitly teaching the students to read the unit -ing in isolation before teaching them to
decode familiar words that end in the inflection
An 8th grade teacher wants to help students improve their spelling of scientific vocabulary,
including the terms listed below. barometer, centimeter, dehydrate, hydrogen, microscope,
telescope, thermal, thermometer ✔✔familiarizing students with the spelling and meaning of
Greek morphemes in scientific terms
A 6th grade teacher observes several students have misspelled the word pasteurize. After writing
pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the process
of pasteurization. Students then discuss how the word Pasteur relates to the word pasteurize. This
instructional activity forsters students' reading and writing development primarily by:
✔✔helping them learn to use etymology to improve spelling and decoding of multisyllabic
words
A 3rd grade student who is an advanced learner has already demonstrated mastery of the
derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class
decoding and spelling lesson. Which of the following strategies for differentiating instruction for
this lesson would be most appropiate for this student? ✔✔introducing the student to higher level
derivational suffixes
Which of the following word pairs are homophones? ✔✔sight and site
A 2nd grade teacher would like to include independent silent reading as one of several
approaches used to promote students' fluency development. When planning differentiated
fluency instruction for individual students in the class, the teacher should keep in mind that using
independent silent reading to promote fluency: ✔✔should be limited to students who have
already acquired automatically
A 4th grade student who reads grade-level narrative texts with fluency and excellent
comprehension is struggling to read aloud a grade-level content-area passage about a topic with
which the student is familiar. The student reads the passage hesitantly , frequently stopping to
reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of
what was read. Which of the following factors is most likely disrupting the student's fluent
reading of this text? ✔✔
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