8A. Which of the following statements best explain why students continue to need systemic, explicitly instruction to support promote fluency even after they have achieved automaticity?

students need continued guided practice in basic phonics patterns and elements.

vocabulary and academic language continue to be significant facts that disrupt student's fluency.

students need continued guided practice in basic word identification skills.

high frequency irregular sight words continue to be significant factors that disrupt students fluency.

11A. A first grader who demonstrates pre-phonetic writing (it will give you a sample of semi-phonetic spelling)

student does not know that letters make words.

12A. Early in the school year, a first grade teacher wants to conduct an assessment of students ability to read grade appropriate words, including phonetically regular words and high frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?

The teacher prepares a list of grade appropriate words, asks each student to try reading the words aloud and records the results.

The teacher allows each student to select a grade appropriate text from the classroom library and asks each student to try reading the text aloud.

The teacher meets individually with students and asks each student to write a list of words the student knows how to read.

The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performace.

15A. 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 allowed a NEW set of words that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the importance of?

using writing activities to give students opportunities to apply font knowledge to new words.

developing students recognition of common syllable patterns to support accurate reading and writing.

helping students understand the use of invented spelling reinforce their phonics skills and foster self expression.

helping students understand how the morphology of words relate to spelling patterns.

17A. A first 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.

make certain that students have mastered vowel sounds before focusing on consonants.

ensure that students master the spelling of practice words using the target sound before teaching a new sound.

include instruction in related consonant blends when introducing individual consonats.

18A. A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?

practicing alliteration, rhyming, blending and segmentation.

practicing letter identification.

19A. Prosody has which of these characteristics?

reading with excitement and correct intonation like teachers do. A good strategy is choral reading.

20A. Prosodic reading both supports and is supported by reader's

word consciousness and enjoyment of words.

ability to recognize the internal structure of words.

active comprehension processes.

21A. Which of the following questions focuses most directly on a student ability to read with prosody?

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

Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud.

Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading aloud.

The student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud.

25A. Mastery of fluency

continue guidance with word identification.

continue guidance with phonics instruction.

26A. Which of the following factors will most disrupt a second grade student's fluency, where the respect to accuracy.

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

the student does not regularly use mega cognitive strategies to monitor comprehension.

a student is more familiar with the text structures of narrative texts than those of expository text.

a student is not familiar with common textual features.

27A. Which of the following instructional activities would best help upper elementary English learners develop intonations and rhythms of the English language to support fluent reading?

giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

encouraging the student to practice reading aloud a text in which stressed words and punctuation marks are highlighted.

having the student record their own oral reading of a passage and then listen to the recording while silently rereading the passage.

leading a class discussion on an age- appropriate topic, then having each student read aloud a section of a text that is written about the same topic.

29A. 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, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency.

Promoting the student's automatic word recognition.

Enhancing the student's contextual word analysis skills.

30A. Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter- sound correspondence.

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

asking individual students to recite the alphabet while following the letters on an alphabetical chart with their finger.

showing individual students a picture card and asking them to identify another word that begins with the same sound.

having individual students segment the sounds of single-syllable words from a word list in the teachers read aloud (dog= /d/+/o/+/g/

32A. A teacher is helping students learn orthographic generalization for adding suffixes to words ending in "y." In addition to promoting their spelling development, this type of lesson is likely to promote students' reading development by

developing vocabulary knowledge.

improving pronunciation of words.

35A. 2 part question In an oral fluency assessment in January, a second grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student's reading performance on a separate copy of the text, noting the student's reading time and then calculating the students oral reading fluency score. The teacher's annotated copy of the passage appears below. Based on the student's assessment results and reading performance during the assessment, fluency instruction for this student should focus primarily on

providing the student with corrective feedback to increase accurate reading.

encouraging and supporting the student's continued progress in the area of reading rate.

teaching the student to use self- monitoring for comprehension to support prosodic reading.

encouraging the student to use context strategies to improve decoding accuracy.

35B. part 2 The pattern of errors in this assessment most clearly suggests that this student

relies heavily on contextual clues of word recognition.

does not recognize most words automatically.

applies words analysis skills to decode multisyllabic words.

does not have the oral vocabulary to support recognition of many words.

36A. Another question on oral language. What has the student been primarily doing in her reading performance?

there was an answer about automacity.

using contextual analysis to decode.

37A. A third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprehension questions after reading aloud simple text. To help address the student's reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasing, as illustrated below. example: once upon a time/ in a kingdom by the sea/ a brave young princess/ decided to explore.

helping him learn how to recognize and convey idea units as he reads aloud.

enhancing his auditory awareness and ability to segment sounds in words as he reads aloud.

guiding him to apply a variety of word identification strategies as he reads.

improving his ability to analyze grammatical structures as he reads.

41A. A kindergarten teacher plays the following game with her students where she says a word (like a childs name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach? I think this was the one about the teacher using a different onset to say student names based on the letter of the day. Like if the letter was "M" she would pick a student name like "jack" and say "Mack" instead.

preparing them to learn the concept of Onset and rhyme.

how to recognize that spoken words are made up of sounds.

substitution phonemic awareness.

students having the skills of being able to recognize words that have the same ending sounds.

43A. A kindergarten teacher plays the following with students. The teacher says, "Guess whose name I am going to say now?" The teacher then says the initial sound of a student's name (eg. /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 sounds.

understand the principles of phonics.

learn how to spell their own names.

blend separate sounds in words.

44A. When reading aloud familiar nursery rhymes, 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 mistake. This activity could best be used to assess students

ability to perceive unexpected changes in sound patterns.

comprehension of main ideas and supporting details.

awareness of letter- sound correspondences

skill in blending individual phonemes.

46A. 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 titles. When the teacher calls out, "B" for example, 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 directionally of print.

Recognizing that a spoken word consists of separate sounds.

47A. A kindergarten teacher wants to assess a student's ability to focus attention on the sounds in words. Which of the following assessment strategies would be most appropriate and effective for this purpose?

Ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list.

Provide a list of words that begin with the letters B and D and ask the student to circle all the words that begin with the letter B.

Give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme.

Model how to find "hidden words" (example rat in separate) and then give the student a hidden words worksheet to complete.

50A. Children in a kindergarten class work in teams to decorate cardboard cut outs of letters. With the help of their teacher and the physical education teacher, each team figures out how to "look like the letter" assigned to the team (eg. two students face each other and hold hands to form the letter H.) The teacher photographs each team's "human letter" and displays the photos with the decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?

kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners.

visually oriented activities can be especially helpful in strenghthening the decoding skills of students with varied reading needs.

Interdisciplinary activities can strenghthen students' phonemic awareness and understanding of letter- sound correspondences

Multisensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles.

52A. A Kindergartener 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 drawing and writing.

Letter names differ from letter sounds.

Every English word must contain a vowel.

54A. At the beginning of 2nd grade, a teacher notices that her students have letter sounds recognition knowledge but copies words from texts to write. What can the teacher do to promote word building or more writing?

provide students with 1st grade reading material until they master it.

55A. The teacher wants her first graders to write correct spellings. What should the teacher do?

Provide students with print in classroom wall. Concepts of print, environmental print.

57A. Several students in a second-grade class typically make the following types of errors in their writing. Target word Students Spelling Raining Raning Stream Strem Snake Snak Agreed Agr Coat Cot Play Pla These errors suggest that the students would benefit most from spelling instruction that focuses on:

the spelling of commonly occurring long-vowel patterns.

the use of morphology as a spelling strategy.

the use of etymology as a spelling strategy.

the spelling of high frequency irregular sight words.

59A. Question about a kindergarten teacher pointing to words in a big book as she reads aloud, what is she teaching?

show relation of what individual words look like in print.

repeating in back to the students whole omitting the initial letter sound.

sentences are made up of separate words.

61A. 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. The strategy is likely to be most effective in improving students' spelling of unit related vocabulary.

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

showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (eg. waggon, shoppe) and then having them analyze these spelling changes.

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.

preparing a list of key words related to the unit and each week adding a few of the words from this list to the students' regularly schedule spelling test.

63A. 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?

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

the teacher observes students during classroom reading activities and makes anectodal notes.

the teacher asks students to identify the initial, medial, and final sounds of a spoken word.

Each student silently reads a grade appropriate passage and then answers comprehension questions.

Rica Subtest 1

Quiz

•

English

•

1st - 5th Grade

•

Practice Problem

•

Medium

•

CCSS

RF.1.3C, RF.5.3A, RF.3.3A

+36

Standards-aligned

Araceli Lopez

Used 106+ times

FREE Resource

42 questions

Show all answers

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

1.
A first grade teacher considers way 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 teacher to take first VERBATIM?

collecting a set of simple rhyming poems in English to practice reciting with the student.

preparing a list of simple English words with different vowel sounds for the student to study.

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

making a study tape for the student by recording an oral reading of high frequency English words.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2.
A first grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word "sat" on the board. In keeping the research-based practices, the most appropiate step for the teacher to take next in this lesson would be to:

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

ask the student to suggest words they know that rhyme with sat and write these words on the board.

teach students to first silently scan all the letters in the word sat and then pronounce the word aloud.

have the students practice identifying the word sat in a variety of connected text.

3A.
Which of the following informal assesments 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 a spoken word (eg. what sound do you hear at the end of step?"

having the student listen to a tape-recorder story while looking at the book and then answer several simple questions about the story.

asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words.

having the student listen to the teacher read aloud a set of words with the same beginning sound (eg. train, trap, trouble)

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What strategy is best used to teach phonemic awareness?

saying the alphabet aloud

sing old mcdonald

break apart words from a list

say the individual sounds of a word

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5A.
Pre-teaching phonemic awareness is good for

prepare students for phonics instruction

words carry meaning

concepts of print

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

6A.
A student who joins a first grade classroom in October performs poorly on a phonemic awareness activity. To address the student's reading needs, which of the following steps would be most important for the teacher to take first?

engaging the student in a variety of beginning phonics games and activities.

consulting informally with the special education teacher to see if the student might benefit from an individualized education program.

conducting formal phonemic awareness assessments with the student.

making immediate plans for a sequence of differentiated instruction for the student in phonemic awareness skills.

7A.
Automaticity in phonemic awareness is a skill required to obtain what type of instruction?

phonic skills

increased vocabulary

enhancing reading rate

increasing fluency

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Rica Subtest 1

42 questions

1.A first grade teacher considers way 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 teacher to take first VERBATIM?

3A.Which of the following informal assesments would be most appropiate to use to assess an individual student's phonemic awareness?

What strategy is best used to teach phonemic awareness?

5A.Pre-teaching phonemic awareness is good for

6A.A student who joins a first grade classroom in October performs poorly on a phonemic awareness activity. To address the student's reading needs, which of the following steps would be most important for the teacher to take first?

7A.Automaticity in phonemic awareness is a skill required to obtain what type of instruction?

8A.Which of the following statements best explain why students continue to need systemic, explicitly instruction to support promote fluency even after they have achieved automaticity?

9A.Teacher is trying to give words to a student moving from semi phonetic to spelling. What kind of words should be given?

11A.A first grader who demonstrates pre-phonetic writing(it will give you a sample of semi-phonetic spelling)

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Popular Resources on Wayground

Discover more resources for English

1.
A first grade teacher considers way 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 teacher to take first VERBATIM?

3A.
Which of the following informal assesments would be most appropiate to use to assess an individual student's phonemic awareness?

5A.
Pre-teaching phonemic awareness is good for

6A.
A student who joins a first grade classroom in October performs poorly on a phonemic awareness activity. To address the student's reading needs, which of the following steps would be most important for the teacher to take first?

7A.
Automaticity in phonemic awareness is a skill required to obtain what type of instruction?

8A.
Which of the following statements best explain why students continue to need systemic, explicitly instruction to support promote fluency even after they have achieved automaticity?

9A.
Teacher is trying to give words to a student moving from semi phonetic to spelling. What kind of words should be given?

11A.
A first grader who demonstrates pre-phonetic writing
(it will give you a sample of semi-phonetic spelling)