RICA subtest 3 Exam Questions And Solutions
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: - ANSWER -pacing during
fluency instruction
An indicator that the teacher needs to decrease the pacing of instruction for her
students in reading comprehension is: - ANSWER -data from a monitoring
assessment.
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: - ANSWER -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: - ANSWER -structured and guided practice.
An important factor a teacher needs to incorporate into the presentation phase of
their instructional delivery is: - ANSWER -explicit modeling of the strategies
necessary to master 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: -
ANSWER -evaluate the survey to find out the types of books her students are
interested in and conduct a daily read aloud.
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: - ANSWER -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: - ANSWER -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? - ANSWER -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
The purpose of implementing informal assessments after teaching a new concept
during whole-group instruction is to:The purpose of implementing informal
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: - ANSWER -pacing during
fluency instruction
An indicator that the teacher needs to decrease the pacing of instruction for her
students in reading comprehension is: - ANSWER -data from a monitoring
assessment.
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: - ANSWER -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: - ANSWER -structured and guided practice.
An important factor a teacher needs to incorporate into the presentation phase of
their instructional delivery is: - ANSWER -explicit modeling of the strategies
necessary to master 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: -
ANSWER -evaluate the survey to find out the types of books her students are
interested in and conduct a daily read aloud.
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: - ANSWER -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: - ANSWER -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? - ANSWER -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
The purpose of implementing informal assessments after teaching a new concept
during whole-group instruction is to:The purpose of implementing informal
