Which of the following questions focuses most directly on a student’s ability to read with prosody? a. can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud b. can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud c. can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud d. can the student accurately read aloud a grade appropriate passage in a manner that sounds like natural speech

can the student accurately read aloud a grade appropriate passage in a manner that sounds like natural speech

In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark, 51 words per minute. These results suggest the teacher should plan instruction for the student focusing on which dimension of reading fluency?

promoting the students word recognition (automaticity)

Which of the following informal assessments would be most appropriate to use to assess an individual student’s phonemic awareness? a. asking the student to identify the sound at the beginning, medial, or final of a spoken word (what sound do you hear at the end of the word “step”?), b. having the student listen to a tape-recorded story while looking at the book and then answer several questions simple questions about the story, c. asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words, d. having the student listen to the teacher read aloud a set of words with the same beginning sound (train, trap, trouble) and then repeat the words

asking the student to identify the sound at the beginning, medial, or final of a spoken word (what sound do you hear at the end of the word “step”?)

A third-grade teacher develops a word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students, the teacher did a dictation activity with a different set of words that follow the same pattern, and the student wrote down the word. This activity demonstrates the teacher’s awareness of the importance of?

using writing activities to give students opportunities to apply phonics knowledge to new words

When designing activities to teach letter sound correspondence, what should a first-grade teacher do?

provide reading opportunities for student to practice sounds in context after studying the sounds in isolation

Which of the following statements best explain why students continue to need systematic, explicit instruction to support and promote fluency even after they have achieved automaticity? - a. vocabulary and academic language continue to be significant factors that disrupt student’s fluency, - b. students need continued guided practice in basic phonics patterns and elements, - c. students need continued guided practice in basic word identification skills, - d. high frequency irregular sight words continue to be significant factors that disrupt students’ fluency

vocabulary and academic language continue to be significant factors that disrupt student’s fluency

The pattern of errors in this assessment most clearly suggests that this student relies heavily on contextual clues of word recognition.

relies heavily on contextual clues of word recognition

A kindergarten teacher bases a number of reading related activities on “sound of the day.” For one activity, children substitute the sound of the day for the sound in each of their names (if /m/ is the sound of the day, Jack becomes Mack). This activity is most likely to promote the reading development of students by:

preparing them to learn about concepts of onset and rimes

When reading aloud a familiar nursery rhyme, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text (such as “twinkle twinkle, little car” or “one two, chuckle my boo”). Students are asked to identify the “mistakes”. This activity could be used to assess students'

ability to perceive unexpected changes in sound patterns

A kindergarten teacher has designed an “alphabet bingo” game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose tiles. When the teacher calls out “B”, students try to find a tile with a B on it and match it to a B on their cards. The activity is likely to be most effective in promoting which of the following reading skills? - associating the names of the letters with their shapes, - identify sounds that correspond to different letters, - understanding the directionality of print

associating the names of the letters with their shapes

A kindergarten teacher wants to assess a student’s ability to focus attention on the sounds in words. Which assessment strategy would be most appropriate and effective? Options: a. provide a list of words that beginning with the letters b & d and ask the students to circle all the words that begin with the letter b, b. give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme, c. ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list, d. model how to find “hidden words” (example rat in separate) and then give the student a hidden words worksheet to complete.

provide a list of words that beginning with the letters b & d and ask the students to circle all the words that begin with the letter b

A first grade teacher notices that a student who is a phonetic speller has begun placing a silent e at the end of most words. The practice most likely reflects?

the normal tendency of students in this stage of spelling development to overgeneralize phonics rules

A kindergartner shows her teacher a picture she has drawn of her kitten and says, “see, it says tigger”. Based on the work sample the student appears to have developed some understanding of the concept that …

there is a difference between writing and drawing

Several students in a second grade class typically make the following type of errors in their writing: the spelling of commonly occurring long vowel patterns

the spelling of commonly occurring long vowel patterns

A 5th grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. What strategy is likely to be most effective in improving students' spelling of unit related vocabulary? Options: - a. showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (waggon, shoppe) and then having them analyze these spelling changes, - b. making sure that they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content, - c. having them categorize and study new words by common features (words with a common suffix, such as taxation, revolution; words with a common root such as colony, colonial, colonizing), - d. preparing a list of key words related to the unit and each week adding a few of the words from the list to the students' regularly scheduled spelling test

having them categorize and study new words by common features (words with a common suffix, such as taxation, revolution; words with a common root such as colony, colonial, colonizing)

At the beginning of the school year, a third grade teacher wants to conduct an assessment of students decoding abilities. Which of the following assessment methods would be most effective for this purpose? a. the teacher observes students during classroom reading activities and makes anecdotal notes, b. each student reads aloud a grade appropriate passage while the teacher notes any miscue or errors, c. the teacher asks students to identify the initial, medial, and final sounds of a spoken word, d. each student silently reads a grade appropriate passage and then answers comprehension questions

each student reads aloud a grade appropriate passage while the teacher notes any miscue or errors

Which of the following is a characteristic of the consonants in a consonant blend? - a. each of the consonants retains its original sound, b. the sound associated with one or more of the consonants is omitted, c. the sound of consonants depends on the vowel that follows them, - d. the sound of consonants depends on their position within the word

each of the consonants retains its original sound

In general, a first-grade teacher should begin providing their English phonemic awareness instruction for English learners as soon as they demonstrate:

some basic comprehension of oral English

A kindergarten teacher should begin instruction in word reading as soon as students have: learned a set of letter sounds that allow the formation of two letter or three letter words.

learned a set of letter sounds that allow the formation of two letter or three letter words.

A first grade teacher has designed an activity using color charts where students arrange blocks from left to right as the teacher says a sequence of words. What skill does this activity promote?

understanding of word boundaries

Difference between phonics skills and phonemic skill?

phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter sound correspondence.

Which of the following factors would be most likely to cause a significant disruption in a first grade students development of reading? a. lack of word consciousness, b. a limited knowledge of content vocabulary, c. lack of familiarity with academic language, d. a limited sight word vocabulary

a limited sight word vocabulary

A second grade student generally misreads more than one out of every ten words when reading grade level texts. In order to promote the student’s reading fluency, the teacher should have the student:

practice reading a variety of texts written at the students independent reading level.

Automaticity in word recognition supports student development of reading fluency primarily by:

allowing them to direct their efforts on the meaning rather than on decoding each word.

The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?

benefit from phonics instruction

A fourth grade teacher notices that some students are having difficulty spelling words with -ed and -ing endings. Which strategy is likely to be most effective in improving the students' spelling of such words? Options: a. showing the student concrete examples of words that follow common syllable patterns and have them practice spelling these words, b. helping the students memorize the correct spelling of words of this type by posting challenging high frequency words on a word wall, c. providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules, d. planning instructional activities to reinforce the students understanding of letter sound correspondence and key phonic blending skills.

providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules

Mastery of which of the following skills best indicates a student's readiness for explicit instruction in reading VCe and CVCe pattern words such as ate and home? Options: - a. recognizing inflected endings in single syllable words, - b. decoding most short vowel phonics patterns in single syllable words, - c. recognizing at least ten high frequency sight words, - d. decoding most vowel digraphs in simple single syllable and two syllable words

decoding most short vowel phonics patterns in single syllable words

A first grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts the syllable as one word. The results of this informal assessment suggest that the student may need help: recognizing the boundaries between words.

recognizing the boundaries between words

Which of the following activities would be most effective in encouraging second grade students to use their developing phonics knowledge to promote their accurate spelling of regular single syllable words? - a. having individual students sort a set of 20 words (boat, low, rope) into different groups of letter combinations that spell the same sound (oa words, ow words, and oCe words that make long o), b. having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns, c. having the whole class compete in various spelling games (spelling bee, spelling baseball) that focus on grade level words that follow complex spelling patterns (throw, right, thought), d. having small groups of students invent plausible phonetic spellings for a group of grade level irregular sight words

having individual students sort a set of 20 words (boat, low, rope) into different groups of letter combinations that spell the same sound (oa words, ow words, and oCe words that make long o)

A five-year-old writes the following sentence and tells his kindergarten teacher that it says, “I love my baby sister” EX: ILVMIBBSSTR

writing consists of discrete words

Which strategy would best help students learn how to spell vocabulary words like triangle and pentagon? Options: a. the students prepare for a spelling quiz by taking a pretest on the vocabulary words, b. the teacher calls on students to spell the vocabulary words aloud, c. the teacher and the students discuss the morphology of each word, d. the students study a list of the vocabulary words with definitions

the teacher and the students discuss the morphology of each word

A third-grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (one unit focuses on the phonogram ight, and the words right, light, sight, and tonight). This approach to spelling instruction also promotes students reading development primarily by:

enhancing their ability to recognize larger chunks of letter when decoding unfamiliar words

A third-grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which step is most important for the teacher to ensure this activity supports fluency development? Options: a. modeling appropriate silent reading behaviors, b. providing the same target passage at or below independent reading level, c. monitoring silent reading for comprehension, d. using repeated oral reading procedure before silent reading.

monitoring the students silent reading during the activity by holding them accountable for comprehension of the passage

Which instructional strategy is most effective in reinforcing students’ recognition of high frequency, irregular sight words? Options: a. teach the students how to use context clues to determine the meaning of sight words, b. have students make a list of sight words they already recognize and sight words they want to learn, c. model for students how to sound out sight words that students are likely to encounter while reading, d. incorporate a cumulative review of sight words into daily reading instruction

incorporate a cumulative review of sight words into daily reading instruction

A first-grade student is able to pronounce the separate sounds in words as she attempts to read aloud, but she remains unable to decode most words. This student is likely to benefit most from instruction designed to help her:

blend phonemes within words (instruction)

At the elementary level, systematic instruction in phonemic and word analysis skills is effective in supporting students’ literacy development primarily because these skills:

enhance students reading and spelling accuracy and automaticity

A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meanings such as Angel/angle and dessert/desert. Which instructional activity would be most effective for this purpose?

giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang, an,)

A first-grade teacher plans a word-sort activity for students who frequently interchange s and sh when spelling words he can read correctly. The teacher has the student read aloud a set of CVC and CCVC word cards and then separate them into two piles, words that begin with s and words that begin with sh. This activity is likely to promote the student's spelling skills primarily by:

helping him apply his phonics knowledge to improve his spelling accuracy.

Developing second grade students syllabic analysis skills promotes their word identification primarily by helping them: a. use context clues to identify the meaning of unfamiliar syllables in words, b. recognize familiar syllable patterns to support decoding, c. understanding similarities between spoken and written forms of syllables, d. categorize multisyllabic words by their semantic relationship

recognize familiar syllable patterns to support decoding

RICA Subtest 1- Q. 1-75

Flashcard

•

Education

•

5th Grade

•

Practice Problem

•

Hard

Wayground Content

Used 1+ times

FREE Resource

Student preview

70 questions

Show all answers

FLASHCARD QUESTION

Front

Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes? a. say the words: “set”, “pet”, and “map”. Then ask the child which one sounds different b. say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word c. say the words: “sat”, “set”, and “sit”, then ask the child to say them with /m/ in place of /s/ d. say the word set, then ask the child to tap once for each sound the word contains

Back

say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word

FLASHCARD QUESTION

Front

Which of the following factors will most disrupt a second grade student’s fluency, with respect to accuracy? a. the student does not regularly use mega cognitive strategies to monitor comprehension, b. a student is more familiar with the text structures of narrative texts than those of expository texts, c. the student does not recognize common inflected morphemes when they appear in unfamiliar words, d. a student is not familiar with common textual features that can help support comprehension

Back

the student does not recognize common inflected morphemes when they appear in unfamiliar words

FLASHCARD QUESTION

Front

In a lesson focused on decoding simple words, what is the most appropriate step for a teacher after writing the word “SAT” on the board? Options: a. teach the student to blend the sounds in the word “sat” slowly and continuously without pausing, b. ask the student to suggest words they know that rhyme with “sat” and write these words on the board, c. teach students to first scan all the letters silently in the word “sat” and then pronounce the word aloud, d. have the students practice identifying the word sat in a variety of connected texts

Back

teach the student to blend the sounds in the word “sat” slowly and continuously without pausing

FLASHCARD QUESTION

Front

A student who joins a first-grade classroom in late October performs poorly on a phonemic awareness activity. To address this student’s reading needs, which of the following steps would be most important for the teacher to take first? Options: a. engaging the student in a variety of beginning phonics games and activities, b. consulting informally with the special education teacher to see if the student might benefit from the individualized education program, c. conducting formal phonemic awareness assessments with the student, d. making immediate plans for a sequence of differentiated instruction for the student in phonemic awareness skills

Back

conducting formal phonemic awareness assessments with the student

FLASHCARD QUESTION

Front

What strategy is best used to teach phonemic awareness? Options: a. saying the alphabet aloud, b. sing “old McDonald”, c. break apart words from a list, d. say the individual sounds of a word

Back

say the individual sounds of a word

FLASHCARD QUESTION

Front

A first-grade teacher considers ways to help a new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first? Options: a. collecting a set of simple rhyming poems in English to practice reciting with the student, b. preparing a list of simple English words with different vowel sounds for the student to study, c. gaining some basic familiarity with the sound system of the student’s primary language, d. making a study tape for the student by recording an oral reading of high-frequency English words

Back

gaining some basic familiarity with the sound system of the student’s primary language

FLASHCARD QUESTION

Front

Which of the following informal assessments would be the most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter sound correspondence? a. asking individual students to recite the alphabet while following the letters on an alphabetic chart with their finger b. showing individual students a picture card and asking them to identify another word that begins with the same sound c. having individual students segment the sounds of single syllable words from a word list in the teachers read aloud (dog = /d/ + /o/ + /g/) d. asking individual students to say the sound a letter makes the teacher points to individual letters in randomly organized list of letters

Back

asking individual students to say the sound a letter makes the teacher points to individual letters in randomly organized list of letters

Access all questions and much more by creating a free account

Create resources

Host any resource

Get auto-graded reports

Continue with Google

Continue with Email

Continue with Classlink

Continue with Clever

or continue with

Microsoft

Apple

Others

Already have an account?

Similar Resources on Wayground

50 questions

1 samuel 11 al 15

Flashcard

•

7th Grade

60 questions

GCSE English Advanced Topic Vocabulary Flashcards

Flashcard

•

9th - 10th Grade

83 questions

Vocabulary Flashcards

Flashcard

•

8th Grade

48 questions

Ôn tập tổng hợp Chinese kids

Flashcard

•

1st Grade

40 questions

GRADE 3 - Q3 ENGLISH REVIEWER

Flashcard

•

3rd Grade

58 questions

G1 Unit 2 School Activities

Flashcard

•

7th Grade

68 questions

G2 Unit 2 Koshien Project in Africa

Flashcard

•

8th Grade

50 questions

Science Bee Practice - General Science

Flashcard

•

6th - 8th Grade

Popular Resources on Wayground

8 questions

Spartan Way - Classroom Responsible

Quiz

•

9th - 12th Grade

15 questions

Fractions on a Number Line

Quiz

•

3rd Grade

14 questions

Boundaries & Healthy Relationships

Lesson

•

6th - 8th Grade

20 questions

Equivalent Fractions

Quiz

•

3rd Grade

3 questions

Integrity and Your Health

Lesson

•

6th - 8th Grade

25 questions

Multiplication Facts

Quiz

•

5th Grade

9 questions

FOREST Perception

Lesson

•

20 questions

Main Idea and Details

Quiz

•

5th Grade

Discover more resources for Education

16 questions

Equivalent Fractions

Quiz

•

5th Grade