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WorksheetsRICA-S3
Total questions: 76
Worksheet time: 1hrs 16mins
A fourth grade student asked the teacher to help with a passage he was reading and not understanding. After the teacher went over the paragraph with him, the student was confident that he could continue on his own. This indicates that the text is:
On the instructional level because he needed help from the teacher to understand it. (needed teacher assistance).
True
False
Effective instructional delivery of content needs to be:
Planned and standardized
Direct and explicit
Approved and relatable
Fun and engaging
- What kind of accommodations should you offer a student with an IEP during standardized testing?
- Question regarding a student with an IEP?
- Whatever accommodations are provided during class instruction with IEP (actual answer).
- Stick to the IEP (Not exact words. memorize the answer will stick).
True
False
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 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 assignment.
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.
EL's family and teacher were in a meeting. EL family doesn’t speak any English, what advice should the teacher give to the parents about helping the student become a fluent reader?
Parents read children books in their native language and send home books in their native language.
True
False
How can a teacher best ensure reading practice gets done at home?
Teach the students how to search for free books on the internet.
Encourage children to check out books from their local library.
Allow children to take home books from the classroom library.
Remind parents about the importance of at-home reading.
A student reads a book independently. After, he answers 10 comprehension questions. He gets 5 correct. What is his reading level?
Frustration level (answered less than 60% correct).
True
False
When creating lesson plans to promote specific reading skills, a teacher should make sure that?
Each planned activity for students is designed to strengthen two or more specific reading skills.
The targeted reading skills relate to an appropriate instructional progression and reflect students' needs.
Each planned activity connects students' reading, writing, listening, and speaking skills.
The targeted reading skills are grade-appropriate and taught to all students using the same instructional methods.
- Reading teachers have a conference. What should they discuss?
- Worded differently, like reading teachers having a conference would be beneficial if:
Discussing whole and small group strategies, not individual students.
Not focusing on their own interests or something like that.
Discuss and analyze significant reading events that occurred in the classroom.
The teacher adds books in her classroom library with a variety of genres and reading levels. What is her next step?
- Organize the books so that students can easily assess books at their independent reading level.
- Word differently.
True
False
What is an Independent reading level?
- Student can read aloud 95% or more of the words correctly and answers 90% or more of the comprehension questions correctly.
- Word differently if only asked what percent of WORD 95%.
True
False
An early elementary teacher could most effectively support at-home reading by:
Sending parents/guardians a regular newsletter describing classroom reading activities.
Sharing with parents/guardians important articles from professional reading journals.
Recommending books that parents/guardians would likely enjoy reading with their children.
Providing parents/guardians with periodic reports on their children's progress in reading.
Question about the Instructional Reading Level:
A student reads accurately 90% of the words correctly and answers at least 60% of the comprehension questions correctly.
True
False
Question about the Frustration Reading Level:
A student CANNOT correctly read aloud at least 90% of the words and CANNOT answer at least 60% of the comprehension questions.
True
False
Question with a chart. The chart has scores and the question asks how many students are reading at the Independent Reading Level.
89%
90%
81%
68%
Only one student
A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?
Replacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more readily.
Providing English Learners with grade-level, English-only content-area books to promote academic language.
Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks.
Setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently.
Homogeneous grouping is:
Students with the same instructional reading level.
True
False
Heterogeneous grouping is:
Groups composed of children with DIFFERENT reading abilities. (heterogeneous is a mixture of levels not too far apart in levels of needs).
True
False
A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should:
Make arrangements for the students to be tested in an environment that is quiet and free from distractions.
Consult the Reading/Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs.
Recognize that these students may require additional time to complete their work on these assessments.
Consult each student's IEP to determine any specific testing accommodations required for that student.
Which of the following questions would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?
How did the student's performance on this assessment compare with that of the student's classmates?
Are these findings sufficient to assign a grade to the student's performance?
- How do these findings relate to the student's performance on other recently administered reading assessments
- Word differently like the teacher should consider work in other content areas.
Do these findings provide information about the student's ranking in regard to national norms of reading achievement?
Blue Book pg 17: Understand how to interpret the results percentile scores and Grade Equivalent Scores. The actual question states if a student scores 68% on their reading assessment, then it dictates that:
The students scored higher than the rest of their classmates/peers.
True
False
Question about how to interest a student in reading:
Remember, it's what the students would be more interested in, not the teacher.
True
False
The assessment is valid if it measures what it claims to measure.
Validity
True
False
What does it mean if a standardized test has reliability?
A test has reliability if it has been approved by the California State Commission for teachers.
A test has reliability if the results yield consistent scores across administrations.
A test has reliability if 85% or more students receive a passing mark.
A test has reliability if at least 60% or more students receive a passing mark.
Question about Heterogenous and Homogenous groups:
Hetero grouping so that there's at least one kid with advanced skills in a group.
True
False
What grouping should a teacher use for intervention after whole-class instruction?
Homogenous groups according to the severity of their needs.
Homogenous group according to their reading interest.
The teacher looks at last year’s standards before assigning entry-level assessments to students. What should the teacher know before planning instruction of specific skills? It asked stuff like “ what would you do FIRST:
- What prerequisite skills do students possess that would help them gain specific skills?
- Teacher first needs to know what prerequisite skills they need for reading before she comes up with strategies.
- Definitely what prerequisite skills the students need.
- Key word prerequisite.
True
False
What is the purpose and use of an Informal Reading Inventory (IRI)?
An IRI is an individualized portfolio of assessments collected over the lifetime of the student at school to show an individual student’s reading growth.
An IRI is an individualized portfolio of assessments collected over the year to show an individual student’s reading level.
An IRI is the individualized portfolio gathered by the student to showcase the student's parent of the work that student is most proud of.
An IRI is a list kept by the student of all the books they have read starting from the beginning of the year.
Which strategy should a teacher use with a small group of learners who have not yet met the standard of a particular reading skill?
A teacher can use the monitored oral reading strategy.
A teacher can use independent practice.
A teacher can use flexible grouping.
A teacher can use the peer-pair strategy.
How can a teacher create a support system to promote reading for severely struggling readers?
Facilitate a conference with the student, the student’s parents, the reading coach/ learning specialist, and principle to create reading goals.
Create a reading partner chart and schedule 20 minutes of partner reading each day.
Read with the student one-to-one each morning for 10 minutes.
Provide the student with audiobooks to listen to while they follow along in their book.
A teacher is helping a student find books at the student’s independent reading level at the school library. What strategy should the teacher suggest for the student?
True
False
Teach student how to read a few paragraphs of the book (indicates that a book might be too difficult for them if they can’t read the excerpt).
Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student performing below grade-level reading standards. Other team members include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the success team?
A comparison of the student's reading skills with those of her peers who are performing at grade level.
A list of each of the formal and informal reading assessments that the student has taken so far during this school year.
A list of appropriate formal reading assessments that could be used for the student's summative evaluations.
A description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs.
A student is able to concentrate when reading at school, not at home. What should the teacher suggest parents do?
Have student set weekly reading goals and have parents monitor progress.
The teacher can give the student an interest survey to find out what kind of books they would be more interested in reading at home.
It’s “elicit assessments about the students interest reading material at home”(because it says INITIAL and they’re in a conference).
A student is able to concentrate when reading at school, not at home. What should the teacher suggest parents do?
Offer student a reward for reading as a reinforcer.
Have the parents read aloud to the student until they feel more confident.
Elicit assessment to find out the interest and reading level of the reading materials at home.
- Set weekly goals and have parents monitor progress.
- Worded differently.
When should students be in special education class for reading?
When all other interventions in the classroom from the teacher don’t work.
True
False
- When should students be in special education class for reading? Except it didn't say special education.
- Word differently, like “ When would a teacher need to consult with others regarding the student's progress?”
When all other interventions in the classroom from the teacher don’t work.
True
False
A 13 year old student with a disability and needs help with organizational skills and planning. What should the teacher do to help?
Give student grade-level content area texts and provide differentiated instruction such as graphic organizers.
Break the project into smaller, more manageable tasks.
Word differently, like consulting with the special ed teacher.
Question about heterogenous and homogenous because it has students of all abilities.
Homogeneous because it’s for intervention purposes only and will be temporary.
True
False
What is the goal of standards-based reading instruction?
Every student will meet the content standards adopted by the California State Board of Education.
At least 95% of students will meet the content standards adopted by the California State Board of Education.
At least 90% of students will meet the content standards adopted by the California State Board of Education.
At least 80% of students will meet the content standards adopted by the California State Board of Education.
A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?
- Providing the student with this testing accommodation only if it is specified in her Section 504 Plan.
- Provide the same accommodations you do during instruction.
- Provide the accommodations as the ones in the classroom.
Using good teacher judgment to determine if such an accommodation is warranted.
Following whatever accommodations are generally recommended for students with Section 504 Plans.
Requesting testing accommodations for the student in writing at least eight weeks before the test is given.
Question about the CCSS literacy framework:
Reading is taught throughout the different subjects.
True
False
A chart with different percentages of students' reading levels and how many students were at the Independent Reading Level.
Look at that chart, maybe 1?
True
False
Question about the Instructional level and asked how many students were at the Instructional level. A graph showed how many students there were: these percentages are not the same on our test.
91%
89%
83%
69%
Only 1
- At what grade level are students officially competent (a different word was used) percentage-wise?
- Question about Independent Reading Level and asked which percentage the student was in if he was classified under this category.
95%
True
False
The question that talked about a teacher creating a space for independent readings, what else could the teacher do to get students to read more or something like that?
Organizing books so students can read independently or find what interests them.
True
False
- Please know the topic of the Reading Inventory.
- The question stated about a young boy writing something about a butterfly and his mom instead of writing the butterfly, is going to the zoo.
Literal comprehension
True
False
A new teacher sets up her classroom for reading. Book reading shelves varied. What should she do next to motivate and promote reading from the books on the shelf (Not exact wording, but it relates to #58 on pg. 186 of Cliffs notes third edition and #51 on pg 184 of Cliffs notes third edition)
- Student log records.
- Keep track of what students have read.
True
False
The question had the teacher create a reading corner.
- Books are organized in a way that students can easily choose based on their interests.
- Related question on top but its' on a based level.
True
False
The student joins at the end of January, the teacher goes through inventory records to decide on reading goals for the student, and the inventory records are shared. What should the teacher do next?
Doing weekly assessments I think the answer said to compare with his weekly assessments so I chose this one.
Look at data such as previous test records or assessments from the student’s previous school at the beginning of the year.
Use it as a baseline to start the IRI. To get an independent and instructional reading level and place them in a guided reading group.
I choose look at students other writing samples in journals or something like that.
In higher elementary grades, how would you plan for long-term instruction?
According to language arts standards.
True
False
For an upper elementary ELD student who is proficient in English, worded differently like something to be aligned with other subjects for long-term curriculum goals:
Feedback from formal and informal assessments.
True
False
When developing an improvement plan for a student, a teacher will often reach out to people, such as the principal, student support specialist, and the parents of the student. When organizing a time to meet, which of the following would be most important for the teacher to prepare prior to meeting?
A report comparing this student's performance to another student's performance at the same grade level.
There's no need to prepare physical papers because the meeting at this time is simply a discussion.
The records of the student's recent reading assessments.
A report showcasing the student's social and academic strengths and weaknesses.
How should teacher test English language learners in class?
Use both formal and informal reading assessments.
True
False
When should a teacher begin immediate intervention?
decoding multisyllabic words.
pre-phonetic spelling.
When should a teacher begin immediate intervention? A 1st grade student who hasn’t mastered a skill by the end of the year:
decoding multisyllabic words.
pre-phonetic spelling.
A kindergarten student who hasn’t mastered a skill by the end of the year:
- phonological awareness.
- phonemic awareness.
True
False
Teacher selects a mystery novel at most of her students’ independent and instructional reading levels. She reads a bit of it of the text 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.
Encourage students to read a variety of genres.
Question about a middle school teacher, what should she do to ensure reading instruction for the whole class?
Teach the whole class strategies and instruction on reading.
True
False
According to RICA Content Specifications, the two aspects that all reading and language arts programs needs to include are:
Comprehensive instruction and standardized instruction.
Individualized instruction and comprehensive instruction.
Balanced instruction and individualized instruction.
Balanced instruction and comprehensive instruction.
There was one about standardized testing and a student who has a disability and that he may not be able to participate in the STAR test and score like his grade-level peers.
Petition for an accommodation to be set so he can participate in the testing along with his peers.
Check if his IEP allows him to participate in the STAR alternative test.
Should you provide reading intervention for a student at the end of kinder/first grader?
They are lacking phonemic awareness. (know what's expected of beginning first grade when it comes to writing, phonemic, phonological awareness).
True
False
A teacher is conferring with a 4th grade student. He helps the student create a writing checklist of things that she does well and what she could improve on. What is the purpose of the checklist?
Rely on peer editing, Meets with the teacher.
One-on-one, something about grading.
- Motivate students to use a checklist to revise independently. (worded differently did not use the word, independently)
- It was to help the student take personal accountability.
- Worded differently, like help the student take responsibility.
Standardized test what are they and or what is the purpose of these tests:
Able to assess data on a large scale of students.
True
Fasle
Which of the following is the most accurate definition of differentiated instruction?
Facilitating a lesson that caters to different personalities and learning styles to achieve academic and social development.
Providing different materials to different students to give differentiated instruction.
Meeting the needs of all learners, including making adjustments to meet the needs of individual learners.
Facilitating differentiated lessons for the kids to receive instruction by experts.
The question asked about standardized tests regarding validity.
Assess what it meant to assess or measure.
True
False
Validity was the answer and it was the last question on the test.
5th grade teacher doing buddy reading with 1st grade - what should the teacher do FIRST?
The teacher would begin by discussing goals and purpose.
True
False
Reading assessment form that asked what it’s used best for:
Worded like, showed where the students are and using instructional strategies.
True
False
Question about the teacher creating lesson plans to promote a specific reading skill should make sure that:
The targeted reading skill relates to instructional progression and appropriately reflects the students' needs.
True
False
A table of data (reading performance assessment) was given, and the question was something like, which would be most important for the teacher to consider when interpreting the results of a reading assessment for a student who joined the class at the end of January?
- How the findings relate to the student’s weekly work assessments.
- Daily reading assignments because the student joined the class in the middle of the year, and the teacher did not collect the student's assessment at the beginning of the year so needs to be compared to recent work.
True
False
Question about what rate a student should read at an independent reading level.
95%
True
False
Question about a 3rd grade teacher consulting the 2nd-grade standards for entry-level assessment. This will help the teacher to:
Determine independent, instructional, and frustration reading levels.
Worded like, the California standards and the student's level .
Which would require prompt intervention?
A Kindergarten student who performs poorly in phonemic awareness at the end of the year.
A first grader who can’t decode multisyllabic words.
Transitional spelling at the end of first grade.
Which assessment at the end of the year would be concerning if not passed yet?
At the end of kindergarten not having phonemic awareness mastered.
True
False
A new fourth-grade teacher reviews students' assessments and portfolios at the beginning of the year. What should she do next to plan instruction?
Consult with school administration and curriculum guidelines about fourth-grade content standards.
Order a research-based book to find various instructional strategies.
Question about an empty graph that asked what the purpose of it:
To see if children are reading challenging books.
True
False
Which one of the following shows Differentiated Instruction?
Worded like, “preteach and reateach”
True
False
