RICA Domain 2 Practice Test 1

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 a student's name (e.g., /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.

• A. Blend separate sounds in words.

• B. Recognize that a spoken word is made up of sounds.

• C. Understand the principles of phonics

• D. Learn how to spell their own names

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, middle, or end of a spoken word (e.g., "What sound do you hear at the end of the step?")

• B. Having the student listen to a tape recorded story while looking at the book and then answer several 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 (e.g., train, trap, trouble) and then repeat the words.

A kindergarten teacher is preparing a student for a phonemic awareness assessment.

Teacher: What is this a picture of? (The teacher displays a picture of a boat).

Student: A boat?

Teacher: A boat, that's right, Now let's say the word boat together very slowly:

/b/.../o/.../t/. (The student pronounces the word with the teacher.)

Teacher: How many sounds do you hear? /b/... /o/.../t/... (The teacher slowly repeats the word.)

Student: Three?

Teacher: That's right, three, Now, I'd like you do do this for some more words.

This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks?

• A. Counting and blending the phonemes in a word

• B. Identifying onsets and rimes.

• C. Recognizing how many phonemes are contained in a word.

• D. Relating phonemes to letters.

The use of rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:

• A. Fostering their phonological awareness.

• B. Increasing their vocabulary knowledge.

• C. Enhancing their understanding of story elements.

• D. Improving their letter recognition skills.

Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters b and d?

• A. Helping the student focus on the directionality of each letter as the student traces it.

• B. Having the student look for the letters within the text of a favorite picture book.

• C. Repeating the name of each letter several times as the student points to the letter

• D. Encouraging the student to observe closely as the teacher writes the letters.

A first-grade teacher is using the reading program adopted by her school district. The program includes decodable texts. the instructional advantage of using decodable texts with beginning readers is that.

• Decodable texts provide abundant practice with previously taught phonic elements and sight words.

• Decodable texts can provide beginning readers with a controlled vocabulary that will enable them to read more books.

• Books with controlled vocabulary are predictable and can be used as literature in a reading program.

• Decodable texts allow the school to accumulate more books in primary classrooms.

When evaluating a student's reading, a primary teacher notes that when reading text orally, the student continually omits the silent e and reads:

hat for hate tap for tape cop for cope

• A. The student is performing poorly in spelling, and the teacher needs to focus on teaching silent e endings to the student.

• B. The teacher needs to focus the student's attention on making sense of what she is reading.

• C. The teacher needs to have the student reread the passage to clarify meaning.

• D. The student would benefit from more explicit skills instruction with attention to vowel sound.

A third-grade student is confusing consonant pairs when writing in her daily journal. She writes JUNCLfor jungle, EFRYONE for everyone, and CARROD for carrot. Which is an appropriate instructional strategy to use with this student?

• A. the teacher should assign related workbook pages from their reading series to. help this student overcome these errors.

• B. The student would benefit from worthwhile practice in sound blending to make meaning of words.

• C. The teacher needs to instruct the student in articulating phonemes.

• D. The student needs to add similar words to her spelling lists and study them.

A fourth-grade teacher is working on syllabication with her class. When she says "misunderstanding" her students clap on the syllables and segment the word into mis-un-der-stand-ing Next, she says "hospitality" and asks the students to clap on the syllables and segment the word into hos-pi-tal-i-ty. Later, during a writing assignment, she encourages students to softly clap on syllables before writing difficult words. Which is the best reason for students to practice segmenting words?

• A. Syllabication will increase their ability to encode the first 100 high-frequency words.

• B. The ability to break words into syllables accuracy with multisyllabic words.

• C. Syllabication helps students connect new words to existing words in their oral vocabularies

• D. Awareness of syllabication and word origin is necessary for students to become proficient readers.

During Daily writing, a third-grade student continually confuses long vowel sounds and writes, hiev for hive, bote for boat and trea for tree. The instructional strategies the teacher should use to meet this student's identified need include which of the following?

• A. Increasing independent reading, assigning additional homework with long vowel sounds, and making frequent assessments.

• B. Providing crossword puzzles and word hunts and encourage independent reading, so the student can encounter similar vocabulary.

• C. Developing weekly spelling words using the look-see say method: sorting pictures: and adding vocabulary hunts.

• D. Direct instruction in long vowel patterns, word sorts and the use of word study notebooks and other activities to practice vowel patterns.