RICA Practice Test Questions And Answers

RICA Practice Test Questions And Answers The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to: A. maintains accurate records for planning flexible groups that meet identified needs for students. B. collects data for grading and report cards. C. maintains accurate records for discussion with district personnel. D. organizes seating arrangements to maintain peer groups alignment. - ANS- A. maintain accurate records for planning flexible groups that meet identified needs for students. 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: A. phonemic awareness B. literal comprehension C. pacing during fluency instruction D. accuracy during fluency instruction - ANS- C. pacing during fluency instruction A teacher has completed a whole group lesson on a grammar topic. She has assigned the students to complete five sample questions while she walks around the room and provides feedback and corrections to their work. This instructional component is an example of: A. orientation B. presentation C. structured and guided practice D. independent practice and application - ANS- C. structured and guided practice A third grade teacher uses the results of a Cloze Assessment in order to provide support to her students with independent reading. This assessment plays an effective role because: A. It motivates the students to read faster. B. It determines the students' interest level for a book. C. It provides for more reading opportunities . D. It determines the appropriate independent reading level for the students. - ANS- D. It determines the appropriate independent reading level for the students. 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? A. Ask the principal to retain the student, due to lack of understanding grade level concepts. B. 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. C. Transfer student to a different teacher that may have better strategies for teaching the student. D. Provide homework packets that the parents can use at home to reinforce learning because the teacher has done all that she can do. - ANS- B. 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 an entry-level assessment is to determine: A. long term planning for the organization of small groups, determine the selection of appropriate instructional tools, create a comprehensive learning environment, and aligning student needs to CA State Standards. B. if the students mastered all of the grade level standards in the previous year. C. student retention of information over the summer. D. long term groupings for small group and individual instruction. - ANS- A. long term planning for the organization of small groups, determine the selection of appropriate instructional tools, create a comprehensive learning environment, and aligning student needs to CA State Standards. Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student's IEP to determine: A. if the wording of the test needs to be modified. B. if the student is capable of taking the test. C. if the student should take an assessment that is at their instructional level. D. the modifications that must be implemented during the testing period. - ANS- D. the modifications that must be implemented during the testing period. In the beginning of the year, a fourth grade teacher received the standardized test result for his class. The data displayed that 72% of his students scored below basic in the area of reading comprehension. The most effective step the teacher should take before implementing instruction is: A. have a meeting with the previous teachers of his students to determine what skills were taught and what problems they encountered when teaching their class. B. provide students with multiple assessments that focus on individual skills each week. C. provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading. D. have students write a journal entry on why they have difficulties with understanding reading comprehension questions. - ANS- C. provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading. The assessments that is used in order to determine accurate reading levels for expository texts are: A. CLOZE tests B. Data retrieval charts C. Reading Logs D. Read Alouds - ANS- A. CLOZE tests The most effective method of communicating a student's performance on an assessment is to: A. post all student scores on a chart and place it on the bulletin board. B. announce the scores from highest to lowest to the entire classroom. C. conference with individual students and explain how they are showing improvement, as well as identify the areas that need improvement. D. wait for the disbursement of the school report card and explain the reasoning behind each grade with the student and parents. - ANS- C. conference with individual students and explain how they are showing improvement, as well as identify the areas that need improvement. The primary formats for phonemic awareness are: A. oral blending and segmentation B. identifying spelling patterns and vowels C. sequencing and classifying D. orthography and word analysis - ANS- A. oral blending and segmentation A kindergarten teacher implements the following lesson: Teacher: What are the sounds in the word sit? Student: /s/ /i/ /t/ Teacher: Good. The new word is pit. What sound changed sit to pit? Student: /p/ The phonemic awareness lesson above is an example of: A. substituting a medial vowel B. substituting an initial consonant sound C. syllable blending