RICA Exam Questions with Accurate
Solutions
A 6th 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? - ANS-breaking down the
student's reading assignments into small steps and helping him learn to monitor his own
attention and progress. Competency 1
When creating lesson plans to promote specific reading skills, a teacher should make
sure that: - ANS-the targeted reading skills relate to an appropriate instructional
progression ans reflect students' needs. Competency 1
An early elementary teacher could most effectively support at-home reading by: - ANS-
recommending books that parents/guardians would likely enjoy reading with their
children. (Competency 1)
A 6th grade teacher wants to ensure that the classroom reading environment supports
content-area learning for the English Learners in the class. Which of the following
strategies is likely to be most effective in addressing this objective? - ANS-making
avalible in the classroom content-area texts at various levels that supplement and
reinforce the information presented in students' textbooks Competency 1
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? - ANS-
How do these findings relate to the student's performance on other recently
administered reading assessments? (Competency 2)
A 4th grade class includes 2 students with Individualized Education Programs (IEPs).
When planning classroom entry-level and progress-monitoring assessments for theses
students, the teacher should: - ANS-consult each students' IEP to determine any
specific testing accommodations required for that students. (Competency 2)
A middle school teacher is preparing the class to take the 6th grade California
Standards Test (CST) in English-language arts. The teacher believes that a student in
the class with a Section 504 Plan would perform significantly better on the assessment
if she were allowed to have frequent supervised breaks within sections of the test.
Which of the following guidelines would be most important for the teacher to follow to
ensure that arrangements for this student during the test are appropriate? - ANS-
, providing the student with this testing accomodation only if it is specified in her Section
504 Plan (Competency 2)
Midway through the year, a 2nd 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? - ANS-a description of the student's assessed strengths and weaknesses that
could serve as a foundation for addressing her needs (Competency 2)
A kindergarten teacher plays the following game with stuetns. The teacher says, "Guess
whose name I'm going to say now?" The teacher then says the initial sound of a
student's name (e.g., /m/ for Mariko), and the children try to guess the name. This
activity is likely to promote the reading development of students primarily by helping
them: - ANS-recognize that a spoken word is made up of sounds. (Competency 3)
Which of the following informal assessments would be most appropriate to use to
assess an individual student's phonemic awareness? - ANS-asking the student to
identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound
do you hear at the end of STEP?") (Competency 3)
This activity is likely to be most effective in helping students: - ANS-strengthen their
ability to comprehend and write complex sentences. (Competency 11)
Structural analysis would be the most appropriate strategy for a student to use to
determine the meaning of which of the following words? - ANS-impassable
(Competency 11)
A 6th grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis
Carroll. The first four lines of the poem are shown below.
'Twas brillig,and teh slithy toves
DId gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
The teacher reads aloud the clause" All mimsy were the borogoves" and asks students
what that might mean. One student responds, "It means that the borogoves were all
mimsy!" This student's response demonstrates skill in which of the following reading
comprehension strategies? - ANS-interpreting unusual grammatical constructions
(Competency 12)
Solutions
A 6th 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? - ANS-breaking down the
student's reading assignments into small steps and helping him learn to monitor his own
attention and progress. Competency 1
When creating lesson plans to promote specific reading skills, a teacher should make
sure that: - ANS-the targeted reading skills relate to an appropriate instructional
progression ans reflect students' needs. Competency 1
An early elementary teacher could most effectively support at-home reading by: - ANS-
recommending books that parents/guardians would likely enjoy reading with their
children. (Competency 1)
A 6th grade teacher wants to ensure that the classroom reading environment supports
content-area learning for the English Learners in the class. Which of the following
strategies is likely to be most effective in addressing this objective? - ANS-making
avalible in the classroom content-area texts at various levels that supplement and
reinforce the information presented in students' textbooks Competency 1
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? - ANS-
How do these findings relate to the student's performance on other recently
administered reading assessments? (Competency 2)
A 4th grade class includes 2 students with Individualized Education Programs (IEPs).
When planning classroom entry-level and progress-monitoring assessments for theses
students, the teacher should: - ANS-consult each students' IEP to determine any
specific testing accommodations required for that students. (Competency 2)
A middle school teacher is preparing the class to take the 6th grade California
Standards Test (CST) in English-language arts. The teacher believes that a student in
the class with a Section 504 Plan would perform significantly better on the assessment
if she were allowed to have frequent supervised breaks within sections of the test.
Which of the following guidelines would be most important for the teacher to follow to
ensure that arrangements for this student during the test are appropriate? - ANS-
, providing the student with this testing accomodation only if it is specified in her Section
504 Plan (Competency 2)
Midway through the year, a 2nd 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? - ANS-a description of the student's assessed strengths and weaknesses that
could serve as a foundation for addressing her needs (Competency 2)
A kindergarten teacher plays the following game with stuetns. The teacher says, "Guess
whose name I'm going to say now?" The teacher then says the initial sound of a
student's name (e.g., /m/ for Mariko), and the children try to guess the name. This
activity is likely to promote the reading development of students primarily by helping
them: - ANS-recognize that a spoken word is made up of sounds. (Competency 3)
Which of the following informal assessments would be most appropriate to use to
assess an individual student's phonemic awareness? - ANS-asking the student to
identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound
do you hear at the end of STEP?") (Competency 3)
This activity is likely to be most effective in helping students: - ANS-strengthen their
ability to comprehend and write complex sentences. (Competency 11)
Structural analysis would be the most appropriate strategy for a student to use to
determine the meaning of which of the following words? - ANS-impassable
(Competency 11)
A 6th grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis
Carroll. The first four lines of the poem are shown below.
'Twas brillig,and teh slithy toves
DId gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
The teacher reads aloud the clause" All mimsy were the borogoves" and asks students
what that might mean. One student responds, "It means that the borogoves were all
mimsy!" This student's response demonstrates skill in which of the following reading
comprehension strategies? - ANS-interpreting unusual grammatical constructions
(Competency 12)
