WorksheetsRICA Subtest 1
Total questions: 38
Worksheet time: 19mins
A kindergarten grade teacher is preparing to give a phonemic awareness assessment. The teacher and student sit together, and the teacher asks, "What do you see in this picture? [The teacher shows a picture of a coat.] The student says, "It's a coat." The teacher says, "A coat, that's correct. Now, let's say the word coat together slowly: /c/.../ō/.../t/." [The student pronounces the word with the teacher.] The teacher says, "How many sounds do you hear in the word coat? The student says, "Three." The teacher says, "Great job! There's three sounds in the word coat. Now, I'd like you to do this for some more words." This assessment is an effect way to measure a student's ability to perform which of the following phonemic awareness tasks?
Segmenting and blending the phonemes in isolation
Using onsets and rimes
recognizing the amount of phonemes contained in a word
relating phonemes to whole words
Which of the following spelling development stages do students usually begin to demonstrate an understanding of the correspondence between letters and sounds?
precommunicative
semiphonetic
phonetic
transitional
There is a small group of first graders who have demonstrated the ability to sound out and blend words that use the simple short-vowel phonics pattern. Their teacher would like to help them begin to develop whole-word reading, such as building automatic word recognition skills to identify words that follow this patterns. Which of the following instructional strategies would most effectively work for this purpose?
Begin the lesson with a teacher read-aloud that follows an activity of Echo Reading and then moves into using the Gradual Release of Responsibility model to choral reread the students' favorite texts that include some simple words
The teacher should schedule silent independent reading practice using the i + i strategy from word lists based on the students' oral language vocabulary
Provide modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally
Exposing students to the environmental print found within the classroom to provide exposure to everyday words and phrases
Which method would most effectively in helping second-grade students who show the ability to decode skills in order to read 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 the inflection
use the think-aloud method during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
have students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
directly and explicitly teach the -ing ending in the context of an instructional unit
A fourth-grade teacher would like to implement a regular silent reading time to continue providing the student with the opportunity to build their reading fluency. The teacher designs differentiated reading lessons that build fluency skills for individual students in the class. While doing this, the teacher should keep in mind that using silent reading to promote fluency:
requires students' sight-word knowledge to be at grade level.
should be limited to narrative texts in the early elementary grades
is most effective when students use texts at or above their instructional reading level.
should be limited to students who have already acquired automaticity in their reading.
A student in the sixth-grade has been assessed at reading grade-level narrative texts fluently. This student also demonstrates a high level of comprehension with narrative texts; however, the student struggles to read aloud a grade-level expository passage about a topic with which this particular student lacks background knowledge in. When reading aloud, this student hesitates to read the passage and often stops to read sentences again and even reread whole paragraphs. Afterward, the student demonstrates limited comprehension of what was read. Which of the following is most likely causing this student's difficulty for reading the expository passage fluently?
the student's insufficient background knowledge does not support basic comprehension of texts
the student's lack of exposure with this type of academic-language structure presented in the text negatively affects his reading comprehension
the student is not able to monitor information while reading, called the Monitoring-of-Progress strategy.
the student lacks grade-level phonemic analysis skills needed for accurate decoding of the words in the text.
A second-grade teacher designs a lesson to help a small group of students read at a more appropriate rate. Two students in the group have been assessed at the same level for both reading rate and reading automaticity. Given this information, which strategy should the teacher use to most effectively improve the students' reading need?
Create a paired silent reading lesson, where the students read the same passage silently while sitting together. They stop after a specified amount of time to talk about their understanding of the text.
Use Repeated Reading, where each student takes turns reading aloud from the same text to the other student while the other student follows along silently.
Create a paired reading activity, in which the students read side by side and share text aloud in unison, gradually increasing their pace as they proceed through the text.
Use a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop.
A first grade teacher is conducting a 1-to-1 reading assessment with a student. When the student comes to the word, tentacles, they pause and try to pronounce it by sounding it out. The student's pronunciation sounds like "ten-tac-oles." This assessment best shows which of the following reading pronunciation error?
This child pronounces the root word but doesn't know that phonological shifts should be used to segment the sounds.
This child doesn't yet demonstrate the ability to pronounce consonants contained in the middle of a word.
This child doesn't yet use the correct phonics rules to ending syllables.
This child demonstrates an understanding of pronunciation through syllabication and phonics awareness correctly but does not recognize the word.
A group of fifth-grade students are having trouble spelling vocabulary from their science textbook, such as condensation, dissolve, insulator, temperature, precipitation, and sedimentary. Which instructional strategy would likely be most effective in helping these students improve their scientific term spelling?
Demonstrating to the students that we can to split scientific vocabulary into syllables to find their correct spelling.
Providing pop quizzes to make students accountable for memorizing these scientific terms.
Teaching a lesson on etymology with these terms, so the students have an understanding where their root spelling derives from.
Keeping a small stack of scientific dictionaries made for young learners and teaching them how to look up the words that they don't know.
A fourth-grade teacher gave a spelling test and noticed that multiple students misspelled the word schist, which is a type of rock. To help the students remember the correct spelling, this teacher wrote the word schist on the whiteboard. Then, the teacher explained how schist derived from the the Greek word, skhistos, which means "to split". The students then found ways to relate the spelling with its original term and meaning. This activity helps develop students' reading skills primarily by:
Providing historical context to improve their ability to decode multisyllabic words.
Teaching them the skills to distinguish similarly spelt words.
Generating motivation through expanding their vocabulary knowledge.
Teaching them methods for spelling and decoding through the use of systematic study skills.
The use of rhyming texts for kindergarten read alouds is likely to promote the reading development of students by
increasing their vocabulary knowledge
promoting phonological awareness
improving their letter recognition skills
developing their understanding of story elements
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:
blend separate sounds in words.
recognize that a spoken word is made up of sounds.
understand the principles of phonics
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?
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 step?")
having the student listen to a tape-recorded 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 (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/.../ō/.../t/. [The student pronounces the word with the teacher.]
Teacher: How many sounds do you hear? /b/.../ō/.../t/ . . . [The teacher slowly repeats the word.]
Student: Three?
Teacher: That's right, three. Now, I'd like you to 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?
counting and blending the phonemes in a word
identifying onsets and rimes
recognizing how many phonemes are contained in a word
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:
fostering their phonological awareness.
increasing their vocabulary knowledge.
enhancing their understanding of story elements.
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?
helping the student focus on the directionality of each letter as the student traces it
having the student look for the letters within the text of a favorite picture book
repeating the name of each letter several times as the student points to the letter
encouraging the student to observe closely as the teacher writes the letters
A first grader can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping the student read a short paragraph of simple text?
Help him sound out unfamiliar words included in the text before he attempts to read the entire paragraph.
Have him use his finger or a marker as he reads the text.
Help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph.
Modify the paragraph by using a yellow highlighter to identify natural groupings of words and phrases within the paragraph.
Which of the following instructional practices would be most effective in promoting kindergarten students' understanding of the alphabetic principle?
routinely saying the sounds in words when writing the words on the board
creating a writing center in the classroom, stocked with paper and writing implements
labeling key objects in the classroom such as the clock and tables
stopping frequently during read-alouds to carefully pronounce and define important words
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 words contain the target letters
In the word chimpanzee, which of the following pairs of letters is a digraph?
ch
mp
an
ee
A kindergarten student has demonstrated the ability to write words phonetically, but she is reluctant to write because she is worried about misspelling words. The teacher could best promote the student's reading and writing development by:
reassuring her that it is okay for now to express herself in writing by spelling words as they sound.
giving her a spelling list of high-frequency sight words to copy and learn each day.
helping her make a list of words that she already knows how to spell correctly.
suggesting that she spend time copying some of the words found in her favorite stories.
During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds?
precommunicative
semiphonetic
phonetic
transitional
Function words such as to, the, and of are most appropriately taught in the context of which of the following areas of reading instruction?
phonics skills practice
structural analysis skills
academic-language development
sight-word vocabulary
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 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 irregular sight 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 (i.e., automatic word recognition) 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 rereading 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 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 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 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 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. Students 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 multisyllabic 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
encouraging 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 sight-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.
A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling to read aloud 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 most likely disrupting the student's fluent reading of this 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
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?
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
having the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again
encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted
A second-grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the students' needs?
a cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text
a repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently
a paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the text
a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop
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 a 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
Based on the student's reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on:
enhancing the student's contextual analysis skills.
promoting the student's automatic word recognition.
improving the student's academic-language skills.
expanding the student's oral vocabulary knowledge.
