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WorksheetsTeacher prep: RICA subtest 3
Total questions: 25
Worksheet time: 13mins
The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to:
A. maintain accurate records for planning flexible groups that meet identified needs for students.
B. collect data for grading and report cards.
C. maintain accurate records for discussion with district personnel.
D. organize seating arrangements to maintain peer group alignment.
After conducting classroom visits, the principal has requested that the learning objectives are identified by teachers in daily lesson plans. It is important for teachers to identify learning objectives because:
A. it teaches academic language.
B. it helps the planning of instruction to be aligned with state standards.
C. it explains why they are teaching a concept a certain way.
D. it was assigned by the principal.
Which area of instruction is not required to provide students with a balanced comprehensive reading program, according to the California (RLA) Framework?
A. Word analysis
B. Writing strategies and applications
C. Reading comprehension
D. Foreign language
A second-grade student assessed below grade level for fluency but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of:
A. phonemic awareness.
B. literal comprehension.
C. pacing during fluency instruction.
D. accuracy during fluency instruction.
An indicator that the teacher needs to decrease the pacing of instruction for her students in reading comprehension is:
A. mastery of the standards.
B. attention deficits.
C. data from a monitoring assessment.
D. inability to answer a verbal prompt related to comprehension.
In order to organize flexible, differentiated reading interventions after analysis of assessment data, according to the California (RLA) Framework a teacher will group students into intervention tiers, labeled as:
A. low, medium, high.
B. purple, green, blue.
C. grade level, below grade level, remedial.
D. benchmark, strategic, intensive.
A teacher has completed a whole group lesson on a grammar topic. She has assigned the students five sample questions to complete while she walks around the room and provides feedback and corrections to their work. This instructional component is an example of:
A. orientation.
B. presentation.
C. structured and guided practice.
D. independent practice and application.
An important factor a teacher needs to incorporate into the presentation phase of their instructional delivery is:
A. explicit modeling of the strategies necessary to master the concepts.
B. monitoring the room to provide feedback to students during guided instruction.
C. explaining the objective of the lesson and the expectations for students learning the concepts.
D. assessing the students’ application of the concepts and determining re-teaching of the concepts.
After conducting an interest survey for reading, a fourth-grade teacher has assessed that many of her students are not reading independently at home. In order to motivate her students to participate in independent reading, she should:
A. meet with their parents and have them monitor their child’s independent reading.
B. buy each child their favorite book.
C. evaluate the survey to find out the types of books her students are interested in and conduct a daily read aloud.
D. have each student share his or her favorite book with the class.
A third-grade teacher uses the results of a CLOZE reading passage in order to provide support to her students with independent reading. This assessment plays an effective role because:
A. it motivates the students to read faster.
B. it determines the students’ interest level for a book.
C. it provides for more reading opportunities.
D. it determines the appropriate independent reading level for the students.
A school runs a daily independent reading program to help promote enjoyment of literature. A student who is a struggling reader has brought in a popular new novel which is at his frustration level. The best way for the teacher to respond would be to:
A. explain that the book is too advanced and have the student instead read the novel they are currently studying in class.
B. allow the student to read the book as free choice is an important element of instilling a love of reading.
C. read the book with the student, stopping regularly to ensure he understands what is happening in the story.
D. give the student a book of a similar genre or style which is at his independent reading level.
A kindergarten teacher assesses her student with a mid-year assessment and he is still unable to recognize all upper and lowercase letters, isolate sounds in CVC words, or produce rhyming words for targeted words. She has provided small group instruction, individual instruction, and has held a conference with the parents to provide additional support in the home. What is the next step the teacher should take to ensure the student can obtain progress in these areas?
A. Ask the principal to retain the student, due to lack of understanding grade level concepts
B. Meet with a school-based team, consisting of administrators, support personnel, select teachers, and reading coach to determine various strategies that can be used to support the student with mastering grade-appropriate skills
C. Transfer student to a different teacher that may have better strategies for teaching the student
D. Provide homework packets that the parents can use at home to reinforce learning because the teacher has done all that she can do
In order for administrators and/or reading coaches to determine the focus for professional development, they need to:
A. summarize and analyze data.
B. analyze past agendas to see what has not been covered during the current year.
C. send out a survey asking teachers to rank their favorite to least favorite professional developments.
D. ask the school district.
The purpose of an entry-level assessment is to determine:
A. long term planning for the organization of small groups, as well as to determine the selection of appropriate instructional tools, create a comprehensive learning environment, and align student needs to California state standards.
B. if the students mastered all of the grade level standards in the previous year.
C. student retention of information over the summer.
D. long term groupings for small group and individual instruction.
A teacher has recently begun a new unit on poetry techniques. She has just taught a lesson on similes and metaphors and wants to check her students’ understanding of these concepts. The best way to assess this would be to:
A. give the students a 20-question quiz on similes and metaphors.
B. create a volume of original poems written by class members that demonstrate the use of poetry techniques.
C. ask the students to independently label the similes and metaphors in a poem.
D. assign a homework task where students find and bring in a poem featuring similes and metaphors.
Data from the previous year’s state assessment reveals that twenty-four students in a class have successfully met all fluency objectives for their grade level, while three have not. Based on this information, the teacher should:
A. deliver a new reading assessment to identify the specific fluency skills which the three class members lack, then use whole-class instruction to reteach these skills until all students have achieved competency.
B. adhere to the reading progression framework by moving on to teaching comprehension skills as the vast majority of students in the class are performing at benchmark level for fluency.
C. consult with the parents then meet with the learning support team to suggest that the students who did not meet grade-level objectives should be retained.
D. conduct an entry-level reading assessment, then based on the results, progress to whole-class instruction in comprehension while using small groups and individual instruction to provide additional targeted support to the three students.
Standardized assessments can be best defined as:
A. large-scale tests which are conducted annually and assess student performance over time.
B. tests which are widely administered and establish academic standards that students are measured against.
C. tests which use a consistent question and grading style that allows large groups of students to be compared.
D. high-stakes assessments created by professional testing organizations that can be used to measure teacher performance.
In the beginning of the year, a fourth-grade teacher received the standardized test results for his class. The data displayed that 72% of his students scored below basic in the area of reading comprehension. The most effective step the teacher should take before implementing instruction is:
A. have a meeting with the previous teachers of his students to determine what skills were taught and what problems they encountered when teaching their class.
B. provide students with multiple assessments that focus on individual skills each week.
C. provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading.
D. have students write a journal entry on why they have difficulties with understanding reading comprehension questions.
Which of the following assessments would elicit the least useful data for a classroom teacher to consider in their lesson planning?
A. National Assessment of Educational Progress (NAEP)
B. English Language Proficiency Assessment for California
C. Smarter Balanced Summative Assessments for ELA/Literacy
D. District Periodic Assessments
Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student’s IEP to determine:
A. if the wording of the test needs to be modified.
B. if the student is capable of taking the test.
C. if the student should take an assessment that is at their instructional level.
D. the accommodations and/or modifications that must be implemented during the testing period.
Standardized assessments for students with special needs are used to:
A. compare their reading levels with students at grade level.
B. motivate students to try harder.
C. support the teacher in designing activities with scaffolds aligned to the state standards.
D. support the teacher in justifying why students are unable to meet the criteria of the state standards.
The assessments that are used in order to determine accurate reading levels for expository texts are:
A. CLOZE tests.
B. data retrieval charts.
C. reading logs.
D. read alouds.
A first-grade teacher has devised her intervention groups for decoding skills. In order to ensure that the groups are flexible and not composed of the same students for the entire year, she will need to implement:
A. summative, curriculum-based assessments that determine the goals have been achieved within a 3–6-week time period.
B. curriculum-based assessments that relate to the expected skills for the grade level.
C. curriculum-based monitoring assessments on an ongoing basis.
D. observation notes to determine the progression of students’ mastery of the specific skills.
The most effective method of communicating a student’s performance on an assessment is to:
A. post all student scores on a chart and place it on the bulletin board.
B. announce the scores from highest to lowest to the entire classroom.
C. conference with individual students and explain how they are showing improvement, as well as identify the areas that need improvement.
D. wait for the disbursement of the school report card and explain the reasoning behind each grade with the student and parents.
The primary purpose for a teacher to communicate assessment results for reading progress for her students to district personnel is:
A. to justify the scores from a standardized assessment aligned to state standards.
B. to justify an observation lesson that was implemented during a school visit.
C. to justify the use of materials outside of the state-adopted curriculum.
D. to justify the method of discipline being used in the classroom.
