Rica 1 September Exam with Complete
Solutions
1. A first grade teacher considers ways to help a new student who is beginning English
learner development skills and phonemic awareness and knowledge of English sounds.
Which of the following steps will be most important for the teacher to take first - ANS-
gaining some basic familiarity with the sound system of the student's primary language
40. Automaticity in word recognition supports student development of reading fluency
primarily by: - ANS-A. Allowing them to direct their efforts on the meaning rather than on
decoding each word
68. A first grade teacher notices one of her students is struggling with reading. He is in
the lowest achieving group. The teacher has tried some strategies to improve his
reading but seems to make no progress. The next step the teacher should take in
working with the student is to? - ANS-A- Assess his reading and target instruction to
meet identified skills needs.
3. Which of the following strategies would best help a kindergarten teacher assess a
student's ability to blend phonemes? - ANS-Say the sounds /s/, /e/, and /t/ separately,
then ask the child to say them as one word
74. Which of the following words have an initial consonant blend? - ANS-Frame
51. A third-grade teacher regularly assigns students who have achieved automaticity
extended passages to read silently to promote their reading fluency.
Which of the following steps would be most important for the teacher to take to ensure
that this activity is effective in supporting fluency development? - ANS-C- monitoring the
students' silent reading during the activity by holding them accountable for
comprehension of the passage
25. A first grade teacher notices that a student who is a phonetic speller has begun
placing a silent -e at the end of most words. The practice most likely reflects - ANS-B-
The normal tendency of students in this stage of spelling development to overgeneralize
phonics rules
23. A Kindergarten teacher wants to assess a student's ability to focus attention on the
sounds in words. Which of the following assessment strategies would be most
appropriate and effective for this purpose? - ANS-B- give several examples of rhyming
words and then ask the student to say whether pairs of spoken words rhyme.
, 9. A first-grade teacher provides students with explicit, systematic phonics instruction to
promote their reading development. When designing activities to teach letter-sound
correspondences, the teacher should: - ANS-A- Provide reading opportunities for
students to practice sounds in context after studying the sounds in isolation
92. Which of the following approaches would be most effective in helping first - grade
students who have the prerequisite decoding skills learn to decode words that end in
the inflectional morpheme -
ing - ANS-A- Explicitly teaching the students to read the unit -ing in isolation before
teaching them to decode familiar words that end in the inflection
105. 85. Early in the school year, a first grade teacher wants to conduct an assessment
of students ability to read grade appropriate words, including phonetically regular words
and high-frequency irregular sight words. Which of the following informal assessments
would be most appropriate and effective for this purpose? - ANS-D- The teacher
prepares a list of grade-appropriate words, asks each student to try reading the words
aloud, and records the results.
91. 69. A kindergarten student recognizes letters and their sounds but struggles to
decode them in words when tested on phonemic awareness. What strategy will help the
student to decode? - ANS-B. Blending
87. Which of the following instructional activities would best help upper elementary
English Learners develop intonations and rhythms of the English language to support
fluent reading? - ANS-A- Giving an expressive oral reading of a short text, then having
the students echo read the text as the teacher reads aloud again.
69. After students master CVC what skill should be focused on next? - ANS-D. CVCC
19. A third grader likes to read and demonstrates strong word recognition skills, but he
typically reads aloud in a halting manner and sometimes has difficulty answering
comprehension questions after reading aloud a simple text. To help address the
student's reading difficulty, the teacher selects familiar texts at his independent reading
level and then marks appropriate phrasing, as illustrated below...... Example: Once
upon a time / In a kingdom by the sea / a brave young princess / decided to explore. -
ANS-B- helping him learn how to recognize and convey idea units as he reads aloud.
88 A second-grade teacher would like to plan an activity to improve the reading rate of
two students who read at about the same rate and level and are both automatic
readers. Which of the following activities would best address the students' needs? -
ANS-A- a cooperative silent reading activity, in which the students read the same
passage together silently, stopping periodically to share their understanding of the text
22. A Kindergarten teacher has designed an "alphabet bingo" game. Each student has
a card with some of the letters of the alphabet printed on it and sets the loose titles.
Solutions
1. A first grade teacher considers ways to help a new student who is beginning English
learner development skills and phonemic awareness and knowledge of English sounds.
Which of the following steps will be most important for the teacher to take first - ANS-
gaining some basic familiarity with the sound system of the student's primary language
40. Automaticity in word recognition supports student development of reading fluency
primarily by: - ANS-A. Allowing them to direct their efforts on the meaning rather than on
decoding each word
68. A first grade teacher notices one of her students is struggling with reading. He is in
the lowest achieving group. The teacher has tried some strategies to improve his
reading but seems to make no progress. The next step the teacher should take in
working with the student is to? - ANS-A- Assess his reading and target instruction to
meet identified skills needs.
3. Which of the following strategies would best help a kindergarten teacher assess a
student's ability to blend phonemes? - ANS-Say the sounds /s/, /e/, and /t/ separately,
then ask the child to say them as one word
74. Which of the following words have an initial consonant blend? - ANS-Frame
51. A third-grade teacher regularly assigns students who have achieved automaticity
extended passages to read silently to promote their reading fluency.
Which of the following steps would be most important for the teacher to take to ensure
that this activity is effective in supporting fluency development? - ANS-C- monitoring the
students' silent reading during the activity by holding them accountable for
comprehension of the passage
25. A first grade teacher notices that a student who is a phonetic speller has begun
placing a silent -e at the end of most words. The practice most likely reflects - ANS-B-
The normal tendency of students in this stage of spelling development to overgeneralize
phonics rules
23. A Kindergarten teacher wants to assess a student's ability to focus attention on the
sounds in words. Which of the following assessment strategies would be most
appropriate and effective for this purpose? - ANS-B- give several examples of rhyming
words and then ask the student to say whether pairs of spoken words rhyme.
, 9. A first-grade teacher provides students with explicit, systematic phonics instruction to
promote their reading development. When designing activities to teach letter-sound
correspondences, the teacher should: - ANS-A- Provide reading opportunities for
students to practice sounds in context after studying the sounds in isolation
92. Which of the following approaches would be most effective in helping first - grade
students who have the prerequisite decoding skills learn to decode words that end in
the inflectional morpheme -
ing - ANS-A- Explicitly teaching the students to read the unit -ing in isolation before
teaching them to decode familiar words that end in the inflection
105. 85. Early in the school year, a first grade teacher wants to conduct an assessment
of students ability to read grade appropriate words, including phonetically regular words
and high-frequency irregular sight words. Which of the following informal assessments
would be most appropriate and effective for this purpose? - ANS-D- The teacher
prepares a list of grade-appropriate words, asks each student to try reading the words
aloud, and records the results.
91. 69. A kindergarten student recognizes letters and their sounds but struggles to
decode them in words when tested on phonemic awareness. What strategy will help the
student to decode? - ANS-B. Blending
87. Which of the following instructional activities would best help upper elementary
English Learners develop intonations and rhythms of the English language to support
fluent reading? - ANS-A- Giving an expressive oral reading of a short text, then having
the students echo read the text as the teacher reads aloud again.
69. After students master CVC what skill should be focused on next? - ANS-D. CVCC
19. A third grader likes to read and demonstrates strong word recognition skills, but he
typically reads aloud in a halting manner and sometimes has difficulty answering
comprehension questions after reading aloud a simple text. To help address the
student's reading difficulty, the teacher selects familiar texts at his independent reading
level and then marks appropriate phrasing, as illustrated below...... Example: Once
upon a time / In a kingdom by the sea / a brave young princess / decided to explore. -
ANS-B- helping him learn how to recognize and convey idea units as he reads aloud.
88 A second-grade teacher would like to plan an activity to improve the reading rate of
two students who read at about the same rate and level and are both automatic
readers. Which of the following activities would best address the students' needs? -
ANS-A- a cooperative silent reading activity, in which the students read the same
passage together silently, stopping periodically to share their understanding of the text
22. A Kindergarten teacher has designed an "alphabet bingo" game. Each student has
a card with some of the letters of the alphabet printed on it and sets the loose titles.
