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WorksheetsRICA MC Practice
Total questions: 46
Worksheet time: 30mins
A sixth grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but he has difficulty keeping his attention on the task at hand. Which of the following would be his teacher's best initial strategy for addressing this difficulty?
adapting the student's reading assignments to reduce their complexity and level of cognitive challenge
telling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments
breaking down the student's reading assignments into small steps and helping him learn to monitor his own attention and progress
managing the student's reading assignments so that he generally has only one to work on at any given time
The use of rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:
fostering their phonological awareness
increasing their vocabulary knowledge
enhancing their understanding of story elements
improving their letter recognition skills
An emergent reader frequently reverses some letters and numbers during writing tasks. Which of the following strategies would be most effective in helping this student develop more accurate letter formation skills?
providing the student with supplemental practice writing lists of words that are spelled with the target letters
having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter
providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps
encouraging the student to vocalize words when writing, especially when the rods contain the target letters
In the word chimpanzee, which of the following pairs of letters is a digraph?
ch
mp
an
ee
Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing?
explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in that inflection.
using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words
An eighth grade teacher wants to help students improve their spelling of scientific vocabulary, including the terms listed below: barometer, centimeter, dehydrate, hydrogen, microscope, telescope, thermal, thermometer. Which of the following instructional strategies is likely to be most effective for this purpose?
Showing students how to divide scientific terms into syllables to facilitate accurate spelling
conducting practice drills to help students memorize the irregular spelling patterns of words
familiarizing students with the spelling and meaning of Greek morphemes in scientific terms
helping students determine correct spellings by dividing the words into onsets and rimes.
A fourth grade student who reads grade level narrative texts with fluency and excellent comprehension is struggling to read a grade-level content area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is more likely disrupting the student's fluent reading of the text?
Insufficient background knowledge to support basic comprehension of the text
lack of experience with the academic language structures used in the text
insufficient monitoring of comprehension while reading the text
lack of grade level word analysis skills for accurate decoding of the words in the text
A second grader has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels embarrassed and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency.
encouraging her to serve as an audience for other students' oral reading until she demonstrates willingness to read aloud herself
having her reread text several times using whisper reading to build her fluency and confidence with respect to the text
teaching her how to use self-monitoring as she reads to improve her literal comprehension and ability to read with prosody
providing her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud
To read accurately, at an appropriate rate, and with appropriate expression means:
To read with appropriate "expression" which includes emphasizing certain words, using variation in pitch (intonation), and pausing after punctuation is:
All of the following are components of "monitored oral reading with the teacher" that will help improve a student's fluency except:
An instructional strategy that will improve all components of fluency is repeated readings.
All of the following are key indicators of reading fluency except:
Fluency instruction should be introduced in all of the following ways except:
True or False:
Independent silent reading is an important strategy for increasing fluency.
The following show how to make independent silent reading more effective in supporting fluency development.
A theory to decode words and understand the meaning of the text is called...
True or False:
Fluency can only be assessed through oral reading.
All of the following are characteristics that are found in both fluent and non-fluent readers except:
When a teacher notes any miscues in a student read passage, the fluent reader can pronounce words correctly aiming for 95%...
Effective fluency instruction involves frequent oral reading experiences and appropriate guidance from the teacher.
A fluency standard in Kindergarten is:
When fluent readers quickly decode words and read phrases and sentences in a speedy manner, typically within 1 minute to assess their words per minute (WPM) is...
A fluency standard in 1st grade is:
A fluency standard in 3rd-6th grade is to:
The best way to assess fluency is to measure the rate, accuracy, and prosody of the child's reading using a running record. Furthermore, assessment should include:
The role of decodable text plays an important part in fluent reading for all of the following reasons except:
A fluency standard in second grade is:
For students to transition to more difficult texts, they must...
In order to meet the needs of English learners and speakers of nonstandard English, teachers should do all of the following except:
For students to transition from decodable texts to more difficult texts, they must not only acquire a complete knowledge of high-frequency words, but also...
In order to meet the needs of advanced learners, teachers should do all of the following except:
Instructional strategies for struggling readers and students with learning disabilities include all of the following except:
Phrase-cued reading is all of the following except:
appropriately
Instructional strategies used for Repeat Reading, which will build all three components of fluency (accuracy, rate and prosody) include...
A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teacher 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 consonants.
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 words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.
The teacher meets individually with students and asks each student to write a list of words the student knows how to read.
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 prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.
Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose?
using teacher read-alouds followed by echo reading and then choral re-reading of the students' favorite texts that include some simple words
scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary
providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally
exposing students to common environmental print to provide frequent exposures to everyday words and phrases
When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:
write down words the student mispronounces and include them on a list for her to practice reading aloud.
analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
encourage other students in the class to help the student work on improving her accuracy in pronunciation.
help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors.
Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that en in the inflectional morpheme -ing?
explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing?
having student practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multi-syllabic words.
An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary, including the terms listed: barometer, centimeter, dehydrate, hydrogen, microscope, telescope, thermal, thermometer.
Which of the following instructional strategies is likely to be most effective for this purpose?
showing students how to divide scientific terms into syllables to facilitate accurate spelling
conducting practice drills to help students memorize the irregular spelling patterns of the words
familiarizing students with the spelling and meaning of Greek morphemes in scientific terms
helping students determine correct spellings by dividing the words into onsets and rimes
A sixth-grade teacher observes that several students have misspelled the word pasteurize. After writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the process of pasteurization. Student then discuss how the word Pasteur relates to the word pasteurize. This instructional activity fosters students' reading and writing development primarily by:
helping them learn to use etymology to improve spelling and decoding of multi-syllabic words.
helping them improve their ability to distinguish between similarly spelled words
motivating them to use orthographic patterns to expand their vocabulary knowledge
motivating them to improve their spelling and decoding through the use of systematic study skills
A third-grade student who is an advanced learner has already demonstrated mastery of the derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class decoding and spelling lesson. Which of the following strategies for differentiating instruction for this lesson would be most appropriate for this student?
having the student work on inflectional suffixes
teaching the student the content planned for the following lesson
encourage the student to engage in independent silent reading
introducing the student to higher-level derivational suffixes
Which of the following word pairs are homophones?
answer and reply
playful and replay
table and stable
sight and site
A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:
is most critical for students whose sigh-word knowledge is below grade level
should be limited to narrative texts in the early elementary grades
is most effective when students select texts at or above their instructional reading level
should be limited to students who have already acquired automaticity
