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.

using listening activities to give students opportunities to apply phonics knowledge to new words.

using speaking activities to give students opportunities to apply phonics knowledge to new words.

A first grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter sound correspondence, the teacher should:

Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

Provide speaking opportunities for students to practice sounds in context after studying the sounds in isolation.

Provide listening opportunities for students to practice sounds in context after studying the sounds in isolation.

Prosody has which of these characteristics?

Variations in pitch and intonation

Prosodic reading both supports and is supported by readers

Interactive comprehension process

Reflective comprehension process

Which of the following questions focuses most directly on a student's ability to read with prosody?

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

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

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

Which of the following factors will most disrupt a second grade student's fluency, where the respect of accuracy?

The student does not recognize common inflected morpheme s when they appear in unfamiliar words.

The student does recognize common inflected morphemes when they appear in familiar words.

The student does not recognize common inflected phonemes when they appear in known words.

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 focus on which of the following dimensions of reading fluency?

Promoting the students automatic word recognition (automaticity)

Promoting the students reading comprehension

Promoting the students reading speed

Promoting the students reading expression

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 write the letters of the alphabet

Asking individual students to read a list of sight words

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 student’s reading development by?

Enhancing reading comprehension

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 students reading performance on a separate copy of the text, noting the students reading time and then calculating the students oral fluency score. The teacher annotated copy of the passage appears below. (2 part question) Based on the students 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.

Providing the student with more opportunities to read silently

Providing the student with more opportunities to read aloud

Providing the student with more opportunities to read independently

(2 part question) The pattern of errors in this assessment most clearly suggest that this student:

Relies heavily on contextual clues of word recognition

Relies heavily on phonetic clues of word recognition

Relies heavily on visual clues of word recognition

Relies heavily on syntactic clues of word recognition

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 a 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

Helping him learn how to recognize and convey idea units as he reads silently

Helping him learn how to distinguish sounds

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 (example. If /M/ is the sound of the day Jack becomes Mack) and call each other by their 'new' names. This activity is most likely to promote the reading development of students by?

Preparing them to learn about concepts of onset and rimes.

Promoting phonemic awareness and sound-letter correspondence

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

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 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. This activity is likely to be most effective in prompting which of the following reading skills?

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 of the following assessment strategies would be most appropriate and effective for this purpose?

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

Children in a kindergarten classwork in teams to decorate cardboard cutouts 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. 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?

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

Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.

Vocabulary development is the process of teaching children the meanings of words.

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 .

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

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

the normal tendency of students in this stage of spelling development to undergeneralize morphological rules.

A kindergartener shows her teacher a picture she has drawn of her kitten and says “see, it says tiger.” 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.

There is a difference between speaking and writing.

There is a difference between drawing and speaking.

There is a difference between reading and writing.

Several students in a second-grade class typically make the following types of errors in writing. Examples: Raining - raning, Stream - strem, Snake - snak. These errors most likely reflect difficulty with?

the spelling of commonly occurring long-vowel patterns.

the spelling of commonly occurring short-vowel patterns.

the spelling of commonly occurring consonant patterns.

the spelling of commonly occurring consonant-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 this unit. The strategy is likely be most effective in improving students spelling of unit related vocabulary.

Having them categorized and study new words by common features (e.g. words with a common suffix such as taxation, revolution; words with a common root such as colony, colonial, colonizing)

Using flashcards to memorize the spelling of each word

Encouraging students to use a dictionary for each new word

Providing a list of words to memorize

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 the most effective for this purpose?

Each student reads aloud a grade-appropriate passage while the teacher notes and miscues or errors

Giving a written test on vocabulary

Using a computer-based reading program

Assigning a reading comprehension worksheet

Which of the following is a characteristic of the consonants in a consonant blend? FR, BR, CR, DR

Each of the consonants retains its original sound

The consonants merge to form a new sound

One of the consonants is silent

The consonants form a vowel sound

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

Some basic comprehension of oral English

Ability to write simple sentences

Understanding of basic grammar rules

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

Started speaking in full sentences

Recognized basic shapes and colors

Illustration below is a set of words that a first grade teacher is using with a small group of beginning readers: I, we, the, cat, is, see, fat, dog, rat. The cards without pictures are words the students can already recognize when showing the students the illustration cards of the dog and rat. The teacher makes sure that the students understand the captions referring to the pictures. Next, the teacher says the sentence such as “the rat is fat” and models for the students how to form a sentence with word cards, the teacher then says another sentence such as “I see the rat” and the students use the cards to form the sentence. This reading activity is most likely to reinforce students understanding that?

A sentence consist of separate words arranged in a particular order

A sentence is arranged from right to left

A first grade teacher has designed the following as one activity to build literacy skills of a student who has a reading disability. The teacher will use the color charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students?

Understanding of word boundaries

Understanding of word relationships

Understanding of sentence structure

The difference between phonics skills and phonemic skills is...

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

Phonemic awareness is ability to count numbers

Phonemic skills is the knowledge of words

A second grade student generally misreads more than one out of every 10 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.

Practice reading texts above grade level

Practice reading texts significantly below the students independent reading level

Automaticity in word recognition supports students’ development of reading fluency primarily by?

Allowing them to direct their efforts on the meaning rather decoding each word

Reading slowly and inaccurately

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

benefit from phonics instruction

understand the alphabetic principle

A fourth grade teacher notices that some students are having difficulty spelling words with -ed, -and -ing endings. Which of the following strategies is likely to be most effective in improving the students spelling of such words?

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

having students memorize lists of words that contain these endings.

encouraging students to use a dictionary to check the spelling of words with these endings.

providing students with opportunities to read and write texts that contain words with these endings.

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?

Decoding most short vowel phonics patterns in single syllable words.

Recognizing common consonant digraphs in words.

Identifying the number of syllables in a word.

Blending sounds to decode simple words.

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

recognizing the boundaries between words.

understanding the concept of a sentence.

identifying syllables in words.

distinguishing between short and long vowel sounds.

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?

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

having students write sentences using words that contain the same vowel sounds.

providing students with a list of words to memorize that contain the same vowel sounds.

having students read aloud a list of words that contain the same vowel sounds.

A five year old writes the following sentence and tells his kindergarten teacher that it says “I love my baby sister “ (ILVMIBBSSTR) this writing sample suggest that the student has not yet developed the concept that?

Writing consist of discrete words

Students in middle school class have been reading and discussing a math test. To help promote the students reading proficiency, the teacher targets a number of vocabulary words in the test, such as triangle and pentagon. These words are the focus of several instructional activities. Which of the following strategies would best help the student learn how to spell the vocabulary words?

the teacher and the student discuss the morphology of each word

Memorize the words without understanding their meanings

Ignore the vocabulary words and focus only on math problems

Use the words in unrelated contexts

A third grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (e.g 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 letters when decoding unfamiliar words.

Enhancing mathematical reasoning skills

A third grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development?

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

Assign only easy passages for students to read silently

Skip monitoring students' progress during the activity

Allow students to read aloud instead of silently

RICA SUBTEST 1

Authored by GR00VY T

English

12th Grade

CCSS covered

Used 4+ times

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90 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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?

Assign complex reading assignments

Focus on teaching advanced grammar rules

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

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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 appropriate 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.

Teach the student to identify the individual letters in the word.

Teach the student to recognize the word as a whole.

Tags

CCSS.RF.4.3A

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following strategies would best help a kindergarten teacher assess a student's ability to blend phonemes?

Ask the student to identify the sound at the beginning of a word.

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

Ask the student to identify the sound at the end of a word.

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following informal assessments would be the most appropriate to use to assess an individual student's phonemic awareness?

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

Asking the student to identify the letters in a word.

Asking the student to read a passage aloud.

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.K.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What strategy is the best to use to teach phonemic awareness?

Teach the student to recognize whole words.

Teach the student to identify letters in words.

Say the individual sounds of a word.

Say the pronunciation of CAT.

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

Conducting a formal phonemic awareness assessment with the student.

Teaching the student to recognize whole words.

Teaching the student to identify letters in words.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

They can read complex texts with understanding.

They can read quickly and accurately.

Vocabulary and academic language continue to be significant factors that disrupt student fluency.

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