RICA 3.4

38. 38. Which of the following situations suggests the need for prompt instructional intervention?

• 1. At the end of first grade, a student has just begun to use transitional spelling

• 1. At the end of kindergarten, a student shows little phonemic awareness

• 1. At the beginning of first grade, a student is unable to decode many two-syllable words

• 1. At the beginning of second grade, a student is unable to demonstrate evaluative comprehension

39. 39. Toward the end of the school year, a first grade teacher should plan an intervention for a student who?

• Has difficulty decoding multisyllabic words

• 1. Demonstrates only prephonetic spelling and writing

• 1. Is unable to use prefixes and suffixes in word identification

• 1. Lacks the ability to identify the subject and verb of a sentence

40. 40. Teacher selects a mystery novel at most of her students’ independent and instructional reading levels. She reads a bit of it to the class, stopping at one point. The students ask her to read more of the text, but she declines. She tells them to predict what will happen next. She says that if they want to continue reading, they can borrow the book from her in the classroom library. Why did the teacher do that?

• Encourage student to read more advanced texts

• 1. Stimulate students interest in a variety of genres (answer did not have the word interest, it had something about broadening knowledge in other genres)

• Encourage students to want to continue reading

41. 41. Question about a middle school teacher: What should she do to ensure reading instruction for the whole class?

• Limit the instruction to what is only being needed

• Teach the whole class strategies and instruction on reading

• Group students to make instruction easier

42. 42. According to RICA Content Specifications, the two aspects that all reading and language arts programs need to include are?

• 1. Balanced instruction and individualized instruction

  
  

• Balanced instruction and comprehensive instruction

• Individualized instruction and comprehensive instruction

• Comprehensive instruction and standardized instruction

  
  

43. 43. Which of the following is the most accurate definition for differentiated instruction?

• 1. Facilitating a lesson that caters to different personalities and learning styles to achieve academic and social development

• 1. Meeting the needs of all learning, including making adjustments to meet the needs of individual learners

• 1. Facilitating differentiated lessons for the kids to receive instruction by experts

• 1. Providing different materials to different students to give differentiated instruction

44. 44. A fourth grade teacher confers regularly with students as they edit written compositions related to their reading. During the editing process the teacher helps each student develop an editing checklist that lists writing skills the students consistently applies correctly as well as skills that need development. One important advantage of this method of assessing students' written language development is that it?

• 1. Allows students to concentrate more on content than form when they write

• 1. Motivates students to take responsibility for identifying and achieving writing goals

• Helps students understand the importance of minimizing errors in the first draft of a composition

• 1. Encourages students to rely on feedback from other readers to identify necessary revisions

45. 45. A fifth grade teacher is working with a first grade teacher to plan a reading buddy program, in which interested fifth graders will visit the first grade classroom once a week to read aloud to and/or with individual students. To ensure that the program is effective in engaging the participants in reading and motivating them to progress in their reading development, which of the following steps is most likely for the fifth grade teacher to take first?

• 1. Arranging for students to meet with the first grade teacher to discuss the younger children’s reading curriculum

• 1. Having students discuss the goals of the buddy program and providing them with explicit strategies for successfully achieving the goals

• 1. Establishing some guidelines for the behavior of the fifth graders who will be participating in the program

• Having students visit the first grade classroom to meet and talk with the children who will be participating in the reading buddy program

46. 46. A third grade teacher creates a form to use to record assessment data for each student in a particular area of reading (e.g. phonics, spelling, comprehension, vocabulary) An example of the form is shown below. It will be used to record information about a student’s phonics assessments.

    Name:__________ Area of reading: Phonics

    Date

    Type of Assessment

    Skills Measured

    Assessment Results

    Which of the following statements describes the primary benefit of using this form to record assessment data?

• 1. The form makes it easier for the teacher to plan integrated instruction for the class that addresses multiple reading needs

• The format facilitates the teachers ability to track a students ongoing progress in mastering specific reading skills

• 1. The layout of the form facilitates comparative analysis of the reading performance of different students in the class

• The design of the form highlights the reading skills that are most important for students in the class to master

47. 47. At the beginning of the school year, a third grade teacher consults the second grade standards in the Reading/Language Arts Framework for California Public Schools when conducting entry-level assessments of students' reading skills. In this context, the state standards are likely to be most useful in helping the teacher?

• 1. Determine any differences between students current reading skills and grade-level expectations

  
  

• 1. Select appropriate reading materials for instructing students individually and in groups

• 1. Determine students independent, instructional, and frustration levels of reading

• Identify appropriate methods for documenting students development in specific areas of reading