RICA SUBTEST 3 TEST ||
ACTUAL TEST WITH ALL
QUESTIONS AND CORRECT
ANSWERS ALREADY
GRADED A+|| LATEST AND
COMPLETE UPDATE WITH
VERIFIED SOLUTIONS||
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 he 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?
A. adapting the student's reading assignments to reduce their complexity and level of cognitive
challeng
B. telling the student that his grades will be based in part on his ability to improve his
concentration when he works on reading assignments
C. breaking down the student's reading assignments into small steps and helping him learn to
monitor his own attention and progress
D. managing the student's reading assignments so that he generally has only one to work on at
any given time - ANS C. breaking down the student's reading assignments into small steps
and helping him learn to monitor his own attention and progress
Explanation: It is important to teach the student to do the work so he can build his own ability to
move forward. Thus, ensuring students become independent learners.
When creating lesson plans to promote specific reading skills, a teacher should make sure that:
A. each planned activity for students is designed to strengthen two or more specific reading
skills.
, B. the targeted reading skills relate to an appropriate instructional progression and reflect
students' needs.
C. each planned activity connects students' reading, writing, listening, and speaking skills.
D. the targeted reading skills are grade-appropriate and taught to all students using the same
instructional methods. - ANS B. the targeted reading skills relate to an appropriate
instructional progression and reflect students' needs.
Explanation: You should start with what the students know and build on from there.
Of the following questions, which would be most important for a teacher to consider when
interpreting the results of a reading assessment for a particular student?
A. How did the student's performance on this assessment compare with that of the student's
classmates?
B. Are these findings sufficient to assign a grade to the student's performance?
C. How do these findings relate to the student's performance on other recently administered
reading assessments?
D. Do these findings provide information about the student's ranking in regard to national norms
of reading achievement? - ANS C. How do these findings relate to the student's performance
on other recently administered reading assessments?
Notes/To be considered: How the student did on this test... is this how they scored on the one
before?
Midway through the year, a second-grade teacher convenes a student success team to plan
additional support for a student who is performing somewhat below grade-level standards in
reading. Other members of the team 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. a comparison of the student's reading skills with those of her peers who are performing at
grade level
B. a list of each of the formal and informal reading assessments that the student has taken so
far during this school year
C. a list of appropriate formal reading assessments that could be used for the student's
summative evaluations
D. a description of the student's assessed strengths and weaknesses that - ANS D. a
description of the student's assessed strengths and weaknesses that could serve as a
foundation for addressing her needs
Reasoning:
First, talk about where the child is right now, always start with their strengths!
Then, state "Here are some needs..."
And, how can we use what they are strong in to then build on?
ACTUAL TEST WITH ALL
QUESTIONS AND CORRECT
ANSWERS ALREADY
GRADED A+|| LATEST AND
COMPLETE UPDATE WITH
VERIFIED SOLUTIONS||
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 he 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?
A. adapting the student's reading assignments to reduce their complexity and level of cognitive
challeng
B. telling the student that his grades will be based in part on his ability to improve his
concentration when he works on reading assignments
C. breaking down the student's reading assignments into small steps and helping him learn to
monitor his own attention and progress
D. managing the student's reading assignments so that he generally has only one to work on at
any given time - ANS C. breaking down the student's reading assignments into small steps
and helping him learn to monitor his own attention and progress
Explanation: It is important to teach the student to do the work so he can build his own ability to
move forward. Thus, ensuring students become independent learners.
When creating lesson plans to promote specific reading skills, a teacher should make sure that:
A. each planned activity for students is designed to strengthen two or more specific reading
skills.
, B. the targeted reading skills relate to an appropriate instructional progression and reflect
students' needs.
C. each planned activity connects students' reading, writing, listening, and speaking skills.
D. the targeted reading skills are grade-appropriate and taught to all students using the same
instructional methods. - ANS B. the targeted reading skills relate to an appropriate
instructional progression and reflect students' needs.
Explanation: You should start with what the students know and build on from there.
Of the following questions, which would be most important for a teacher to consider when
interpreting the results of a reading assessment for a particular student?
A. How did the student's performance on this assessment compare with that of the student's
classmates?
B. Are these findings sufficient to assign a grade to the student's performance?
C. How do these findings relate to the student's performance on other recently administered
reading assessments?
D. Do these findings provide information about the student's ranking in regard to national norms
of reading achievement? - ANS C. How do these findings relate to the student's performance
on other recently administered reading assessments?
Notes/To be considered: How the student did on this test... is this how they scored on the one
before?
Midway through the year, a second-grade teacher convenes a student success team to plan
additional support for a student who is performing somewhat below grade-level standards in
reading. Other members of the team 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. a comparison of the student's reading skills with those of her peers who are performing at
grade level
B. a list of each of the formal and informal reading assessments that the student has taken so
far during this school year
C. a list of appropriate formal reading assessments that could be used for the student's
summative evaluations
D. a description of the student's assessed strengths and weaknesses that - ANS D. a
description of the student's assessed strengths and weaknesses that could serve as a
foundation for addressing her needs
Reasoning:
First, talk about where the child is right now, always start with their strengths!
Then, state "Here are some needs..."
And, how can we use what they are strong in to then build on?
