RICA EXAM WITH COMPLETE SOLUTIONS
LATEST UPDATE
Chapter One
Plan instruction with goal of. - Answer every student meeting content standards of
California Board of Education.
Standard - Answer What a child should know and be able to do at each grade level.
Instructional program in reading and language arts should be. - Answer balanced and
comprehensive
Balanced instructional program-Answer strategic selection of what skills should be
taught given a child's level of reading development.
Comprehensive reading program-Answer all grade level standards can be covered.
Does not overemphasize one area of reading development.
Comprehensive instructional program-Answer teacher works on helping students
achieve all grade level standards. Many opportunities for students to read and write.
Parts of reading instructin - Answer a.) word analysis, fluency, and systematic vocab
development, b.) reading comprehension, c.) literary response and analysis, d.) writing
strategies and writing applications, e.) speaking applications, f.) listening and speaking
strategies, and g.) speaking applications.
Explicit, direct instruction: Students answer teacher-directed questions and have
clearly stated objectives which is to teach a student a specific reading skill or strategy.
,An opportunity must be given to students to use the skills/strategy in a number of ways.
Two dimensions of systematic teaching-Answer 1.) teacher knows precisely what skills/
strategies each student should master and 2.) results of assessment drive instructional
planning-struggling students get additional lessons
Goals of systematic teaching-Answer to prevent reading difficulties in lower/younger
grades. Prevention of remediation.
Early intervention programs-Answer focus on youngest readers who are having
difficulties at the earliest possible opportunity.
Differentiated Instruction - Answer meet individual differences. struggling students,
ELLs and advanced students. Small group lessons. Different strategies for different
groups of students. Different resources and materials for different groups of students.
Long-term Goals - Answer For school year. Organized for each month. Teacher plans
time to cover all standards. Goal achieved through several lessons with small number of
learning objectives.
Short-term goals - Answer Brief period. Week or two. Ex: have students compare and
contrast elements of two or more stories. Teachers must use evidence to prove learning
objectives met. Paper/ Pen and observations acceptable evidence.
Key factors in differentiated reading instruction - Answer consider: students' knowledge
and skills, prerequisite knowledge and skills, pacing of instruction, complexity of
skills/content to be presented, and scaffolds.
Flexible grouping - Answer groups formed to teach one skill and then disbanded once
particular goal is met.
Homogeneous grouping - Answer Children in group have same ability
,Basal reading programs - Answer CA state board of education (SBE) reading, ELA
program. Feature teacher's manual, student text (basal reader), student workbooks,
supplemental books, CDs with additional resources, and assessment resources. Must
have programs for struggling readers, advanced readers, and ELLs.
Benchmark, strategic, and intensive groups - Answer benchmark = small difficulty;
strategic = 1 or 2 years behind. special lessons required for students; intensive groups =
more than two years behind. special resources. highest level of differentiation. slower
paced lessons. more manageable chunks of instruction.
Components of effective instructional delivery - Answer orientation, presentation,
structured and guided practices, and independent practice and application.
Book clubs-Answer small formal groups of students assigned by teacher who read same
book. Students meet while reading and immediately after reading. Teacher helps starts
discussion but students should do most of it. Can give roles to students-moderator,
vocab. etc.
Literature circles-Answer small group discussion. Students select what they read and
all read same book.
Author studies-Answer teacher assigns group of students to read books or works by
author of children's literature. Read more than one work by author. Students present
talks on author and works as a group.
Independent reading- promotion and monitoring Should be self selected and self
monitored/ paced. Inform children to select books that are at their level-not too easy,
not too hard. Goldilocks 5 words too hard in a page-too challenging.
Interest inventories- student responds More likely to read if they have texts they like. To
assess the interests of the student and how much the child likes to read. Interpret the
results to recommend books to students.
, I + I Strategy - Answer independent reading level + personal interest = best chance of
success
In-class independent reading opportunities -SSR-sustained silent reading; Readers'
Workshop, at home reading-hold students and parents accountable.
Monitoring student independent reading methods - Students-maintained reading logs,
books reports, formal and informal oral presentation, individual conferences.
Promoting skillful teaching of reading - Reading coaches/literacy coaches, grade-level
meeting, professional development
Chapter Two - Chapter Two
Purposes of reading assessments-primary Answer entry-level, monitoring of progress,
and summative assessments
Entry-level assessments- Answer are conducted before instruction to identify students'
prerequisite skills and knowledge.
Progress-monitoring assessments- Answer occur at some point during instruction unit.
tell teacher what students are making adequate, advanced, or slow progress.
Summative Assessments- Answer identify if students have met standard. Can be given
to measure achievement of single or a group of standards.
Alternative Assessments for IEPs/504s - Answer Give students more time, divide
assessment into smaller units, change the mode of delivery, provide practice
assessments, prove simpler version of the assessment.
Standardized test - Answer has established, consistent testing procedure. Have
manual/script for test administrator. Strict instructions and time limits.
Reliability - Answer test has this is results yield consistent scores across
administrations.
LATEST UPDATE
Chapter One
Plan instruction with goal of. - Answer every student meeting content standards of
California Board of Education.
Standard - Answer What a child should know and be able to do at each grade level.
Instructional program in reading and language arts should be. - Answer balanced and
comprehensive
Balanced instructional program-Answer strategic selection of what skills should be
taught given a child's level of reading development.
Comprehensive reading program-Answer all grade level standards can be covered.
Does not overemphasize one area of reading development.
Comprehensive instructional program-Answer teacher works on helping students
achieve all grade level standards. Many opportunities for students to read and write.
Parts of reading instructin - Answer a.) word analysis, fluency, and systematic vocab
development, b.) reading comprehension, c.) literary response and analysis, d.) writing
strategies and writing applications, e.) speaking applications, f.) listening and speaking
strategies, and g.) speaking applications.
Explicit, direct instruction: Students answer teacher-directed questions and have
clearly stated objectives which is to teach a student a specific reading skill or strategy.
,An opportunity must be given to students to use the skills/strategy in a number of ways.
Two dimensions of systematic teaching-Answer 1.) teacher knows precisely what skills/
strategies each student should master and 2.) results of assessment drive instructional
planning-struggling students get additional lessons
Goals of systematic teaching-Answer to prevent reading difficulties in lower/younger
grades. Prevention of remediation.
Early intervention programs-Answer focus on youngest readers who are having
difficulties at the earliest possible opportunity.
Differentiated Instruction - Answer meet individual differences. struggling students,
ELLs and advanced students. Small group lessons. Different strategies for different
groups of students. Different resources and materials for different groups of students.
Long-term Goals - Answer For school year. Organized for each month. Teacher plans
time to cover all standards. Goal achieved through several lessons with small number of
learning objectives.
Short-term goals - Answer Brief period. Week or two. Ex: have students compare and
contrast elements of two or more stories. Teachers must use evidence to prove learning
objectives met. Paper/ Pen and observations acceptable evidence.
Key factors in differentiated reading instruction - Answer consider: students' knowledge
and skills, prerequisite knowledge and skills, pacing of instruction, complexity of
skills/content to be presented, and scaffolds.
Flexible grouping - Answer groups formed to teach one skill and then disbanded once
particular goal is met.
Homogeneous grouping - Answer Children in group have same ability
,Basal reading programs - Answer CA state board of education (SBE) reading, ELA
program. Feature teacher's manual, student text (basal reader), student workbooks,
supplemental books, CDs with additional resources, and assessment resources. Must
have programs for struggling readers, advanced readers, and ELLs.
Benchmark, strategic, and intensive groups - Answer benchmark = small difficulty;
strategic = 1 or 2 years behind. special lessons required for students; intensive groups =
more than two years behind. special resources. highest level of differentiation. slower
paced lessons. more manageable chunks of instruction.
Components of effective instructional delivery - Answer orientation, presentation,
structured and guided practices, and independent practice and application.
Book clubs-Answer small formal groups of students assigned by teacher who read same
book. Students meet while reading and immediately after reading. Teacher helps starts
discussion but students should do most of it. Can give roles to students-moderator,
vocab. etc.
Literature circles-Answer small group discussion. Students select what they read and
all read same book.
Author studies-Answer teacher assigns group of students to read books or works by
author of children's literature. Read more than one work by author. Students present
talks on author and works as a group.
Independent reading- promotion and monitoring Should be self selected and self
monitored/ paced. Inform children to select books that are at their level-not too easy,
not too hard. Goldilocks 5 words too hard in a page-too challenging.
Interest inventories- student responds More likely to read if they have texts they like. To
assess the interests of the student and how much the child likes to read. Interpret the
results to recommend books to students.
, I + I Strategy - Answer independent reading level + personal interest = best chance of
success
In-class independent reading opportunities -SSR-sustained silent reading; Readers'
Workshop, at home reading-hold students and parents accountable.
Monitoring student independent reading methods - Students-maintained reading logs,
books reports, formal and informal oral presentation, individual conferences.
Promoting skillful teaching of reading - Reading coaches/literacy coaches, grade-level
meeting, professional development
Chapter Two - Chapter Two
Purposes of reading assessments-primary Answer entry-level, monitoring of progress,
and summative assessments
Entry-level assessments- Answer are conducted before instruction to identify students'
prerequisite skills and knowledge.
Progress-monitoring assessments- Answer occur at some point during instruction unit.
tell teacher what students are making adequate, advanced, or slow progress.
Summative Assessments- Answer identify if students have met standard. Can be given
to measure achievement of single or a group of standards.
Alternative Assessments for IEPs/504s - Answer Give students more time, divide
assessment into smaller units, change the mode of delivery, provide practice
assessments, prove simpler version of the assessment.
Standardized test - Answer has established, consistent testing procedure. Have
manual/script for test administrator. Strict instructions and time limits.
Reliability - Answer test has this is results yield consistent scores across
administrations.
