RICA Subtest 1- Q. 1-75

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

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

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

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

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

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

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

Front

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

Back

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

Front

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?

Back

promoting the students word recognition (automaticity)

Front

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

Back

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”?)