RICA Prep 101 Exam with Accurate
Solutions
Systematic and Explicit Instruction - ANS-a simple way to structure something to
understand.
Differentiation - ANS-provide instruction at their level.
Scaffolding - ANS-supports put in place to help students (ex: audio books)
Intervention - ANS-Intervene with what they are struggling with
Skills vs. Strategies - ANS-skills are things students need to master decoding and
fluency.
strategies are what we will do to master those skills.
curriculum based measure (CBM) - ANS-measures, running records, quick check on
students
Formative assessment - ANS-quizes during a unit, check of understanding in certain
parts.
Summative Assessment - ANS-End of unit test (summary of unit) ex: SBAC
Alternative assessments - ANS-observations of students
Progress monitoring - ANS-used in intervention. often quick measures of understanding
that are skills specific. Check every 2-3 weeks to make sure it is working.
Independent, Instructional and frustration levels - ANS-what their level is independently,
instructionaly and their level of frustration.
What are some instructional strategies and activities you could use to plan, organize,
and manage standards-based reading instruction with ongoing assessment? - ANS-
Screen the class before school starts (MAP), we can see who are below benchmark
and how we can help them.
Progress monitor those kids to see if what you are doing is working.
Keep running records or monitor students
, Adjust instruction based on monitoring
Give summative tests to see progress over a long period of time.
What are some assessments you could give to your students? - ANS-San Diego Quick-
screening/words isolation
Fountas and Pinnell Benchamark Assesment- Formative and summative reading level
tests
CTOPP 2- Phonological awarness/ dyslexia screening
Phonological awareness - ANS-Manipulate language with out letters (Only sound)
This is the broad term-the big umbrella.
Ex:
Blending: c-at what word is that?
Segmenting: cat. say the first sound and the rest
Deletion- Say cowboy with out the boy
Phonemic awareness - ANS-manipulate language and breaking down words
What are some instructional strategies and activities for the classroom word analysis,
automaticitcy, recognition & spelling? - ANS--READ!!!
-Teach...prefix, suffix, root
-common vowel combinations
-word families
-word sorts
-white board encoding (writing spelling)
-teach word morphology (study of word formation)
Morpheme - ANS-smallest unit of language that carries a meaning
ex: in-come-ing
Grapheme - ANS-The written form of a morpheme
Affix - ANS-a general term that refers to prefixes and suffixes
Root words - ANS-Base word
writer-root word is write
Multi-sensory strategies - ANS-Give students multiple ways to learn
Solutions
Systematic and Explicit Instruction - ANS-a simple way to structure something to
understand.
Differentiation - ANS-provide instruction at their level.
Scaffolding - ANS-supports put in place to help students (ex: audio books)
Intervention - ANS-Intervene with what they are struggling with
Skills vs. Strategies - ANS-skills are things students need to master decoding and
fluency.
strategies are what we will do to master those skills.
curriculum based measure (CBM) - ANS-measures, running records, quick check on
students
Formative assessment - ANS-quizes during a unit, check of understanding in certain
parts.
Summative Assessment - ANS-End of unit test (summary of unit) ex: SBAC
Alternative assessments - ANS-observations of students
Progress monitoring - ANS-used in intervention. often quick measures of understanding
that are skills specific. Check every 2-3 weeks to make sure it is working.
Independent, Instructional and frustration levels - ANS-what their level is independently,
instructionaly and their level of frustration.
What are some instructional strategies and activities you could use to plan, organize,
and manage standards-based reading instruction with ongoing assessment? - ANS-
Screen the class before school starts (MAP), we can see who are below benchmark
and how we can help them.
Progress monitor those kids to see if what you are doing is working.
Keep running records or monitor students
, Adjust instruction based on monitoring
Give summative tests to see progress over a long period of time.
What are some assessments you could give to your students? - ANS-San Diego Quick-
screening/words isolation
Fountas and Pinnell Benchamark Assesment- Formative and summative reading level
tests
CTOPP 2- Phonological awarness/ dyslexia screening
Phonological awareness - ANS-Manipulate language with out letters (Only sound)
This is the broad term-the big umbrella.
Ex:
Blending: c-at what word is that?
Segmenting: cat. say the first sound and the rest
Deletion- Say cowboy with out the boy
Phonemic awareness - ANS-manipulate language and breaking down words
What are some instructional strategies and activities for the classroom word analysis,
automaticitcy, recognition & spelling? - ANS--READ!!!
-Teach...prefix, suffix, root
-common vowel combinations
-word families
-word sorts
-white board encoding (writing spelling)
-teach word morphology (study of word formation)
Morpheme - ANS-smallest unit of language that carries a meaning
ex: in-come-ing
Grapheme - ANS-The written form of a morpheme
Affix - ANS-a general term that refers to prefixes and suffixes
Root words - ANS-Base word
writer-root word is write
Multi-sensory strategies - ANS-Give students multiple ways to learn
