RICA ACTUAL EXAM QUESTIONS AND ALL CORRECT ANSWERS

RICA ACTUAL EXAM QUESTIONS AND ALL CORRECT ANSWERS Frustration Reading Level - ANSWER- 89% or less Instructional Reading Level - ANSWER- 90 - 95% Independent Reading Level - ANSWER- 96% - 100% When planning phonemic awareness instruction, form groups in - ANSWER- Flexible skill groups and providing differentiated instruction based on data from reading inventories Phonemic awareness - ANSWER- the ability to notice, think about and work with the individual sounds in spoken words The understanding that SPOKEN language work together to make words Phonics - ANSWER- associating letters w/ sounds. The sounds that letters make Phonemes - ANSWER- smallest units of sound in the human language, like consonants or vowels Graphemes - ANSWER- letters of the alphabet The Matthew effect - ANSWER- the idea that good readers tend to read more and become stronger readers and poor readers stay the same or get worse. Decodable text - ANSWER- refers to words containing only the phonetic code the child or student has already learned. If they struggle with fluency what intervention/steps do you use? - ANSWER- 1. Model reading with expression 2. Provide decodable text 3. Have them whisper read 4. Re-read passages If they omit using the silent e Hat for hate, Tap for tape, Cop for cope You should..... - ANSWER- Give more explicit instruction around vowel sounds. Explicit instruction - ANSWER- directly instructing on the topic of concern Activities to teach silent vowel sounds - ANSWER- word sorting Word sorting activity - ANSWER- Good for teaching spelling at any grade. It's sorting words into categories like CVC CVVC Make week Take peel Make words activity - ANSWER- ALL GRADES -- to learn spelling patterns and become good decoders. It is also a great hands-on activity to help struggling readers. a k h e n "Make the word .....He" "Make the word.... Hank" Alphabetic principle - ANSWER- the relationship between letters or combinations of letters (graphemes) and sounds (phonemes) How to Promote Independent and At-Home Reading - ANSWER- 1. I + I: interesting books at student's independent reading level 2. SSR 3. Reader/writers workshop. An hour or more a day when children read silently, small groups work on projects, and teacher meets with individual students and groups of kids who have similar needs. One or 2 days a week Story mapping is used for - ANSWER- Comprehension of stories. A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. Digraphs - ANSWER- When two letters are used to spell a single sound, for example the ph in phone. Two letters, one sound (/ch/, /th/, /sh/, /oa/, /ea/) Diphthong - ANSWER- A long vowel consisting of two sounds. Two letters, one sound /oi/, /ow/ Fluency - ANSWER- accuracy, rate, and expression Fluency Strategies - ANSWER- Readers Theatre, Parner Reading, Choral Reading, and Listening Center. Readers Theatre - ANSWER- Helps fluency Students are actors and they read aloud from a script based on a story they are reading Choral Reading - ANSWER- Helps fluency Students read aloud at the same time as the teacher Different Levels of Comprehension - ANSWER- 1. Literal - The answer can be found "right there" in the text (it is stated explicitly) 2. Inferential - The reader must understand beyond what is "right there" in the text (How? Why?) 3. Evaluative - The reader must distinguish fact from opinion, detect bias. Letter Recognition strategies - ANSWER- 1. Display large letter on blackboard, students whose name starts with that letter line up underneath it. 2. Sing the Alphabet- Sing song slowly as point to letter 3. Tactile and Kinesthetic Methods: tactile-children make letters from clay or trace their fingers over letters cut from sand paper. Kinesthetic- Pretend to write letters in air that are 2 feet in height. How to teach sight words - ANSWER- 1. Word Banks - A child's personal collection of words that he/she knows well enough to recognize in isolation 2. Word Walls 3. Explicitly teaching of Sight words What are five categories of multi-sensory techniques that teach spelling? - ANSWER- 1. visual: looking & repeated writing (doesn't work for all) 2. visual use of color-use crayons to highlight spelling patterns 3. auditory: child says the letter aloud as he writes 4. kinesthetic-write large letters in the air 5. tactile-use sandpaper, window screens,& shaving cream What are 2 ways of assessing spelling? - ANSWER- Spelling tests and using everyday things they write How can you support the reading development of ELLs? - ANSWER- 1. Differentiated Vocabulary Instruction: Use Visual aids and real objects. 2. Preview-Review- A preview of the lesson including objectives is given in the student's first language. After the lesson, a review of what was learned is provided in the first language. 3. Graphic Organizers/Outlines. Help ELs activate background knowledge and predict what they are about to read. 4. Teacher Model/Explicit Instruction- teachers should model any behavior they want students to do themselves. Teachers should be very clear when they ask ELLs to do something. Alphabetic principle - ANSWER- The use of a letter or group of letters to represent a speech sound in a language. Words are composed of letters that represent sounds Homophones - ANSWER- Words which sound exactly the same but which have different meanings ('maid' and 'made'). Homographs - ANSWER- Words that are spelled the same but have different meanings (bat = baseball bat // bat = animal) Concepts about Print - ANSW