RICA - SUBTEST 3/ ZARRILLO BOOK| 95 ACTUAL QUESTIONS
& CORRECT VERIFIED ANSWERS | LATEST UPDATE
1. ELA Content Standards ANS Used to plan instruction with the goal that ev
student will meet the CCSS standards - adopted in 2014 and defined as what ev
student should know
. Uses for ELA content standards ANS 1. instructional decisions
. instructional tool decisions
. how groups are organized
. activity decisions
. pacing of instruction
3. Balanced instructional program ANS Strategic and appropriate selection of wh
skills should be taught, given a child's level of reading development.
. Reading Instruction Elements ANS 1. word analysis
. fluency
. systematic vocabulary instruction
. reading comprehension
. literary response and analysis
. writing stratgies and applications
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,. written and oral English language conventions
. listening and speaking stratgies
. speaking applications
5. Direct, explicit instruction ANS teacher-directed and have clearly sta
objectives, which is to teach a student a specific reading skill or strategy. Stude
should have chance to use skills/strategies in variety of way
. Skill ANS something that a reader does automatically - such as decoding
7. Strategy ANS something a reader consciously chooses to implement - such as p
viewing the chapter of book to activate prior knowledge
8. Ongoing reading assessments ANS assessments made on a regular ba
through a variety of means, both formal and informal.
The purpose is to document progress the student makes in reading, while also
identifying areas that need instruction.
"Kid watching" is one important the of ongoing reading assessment. In this case, not
are made in a systematic way about students' reading behaviors.
9. Systematic Teaching Steps ANS 1. Teacher knows the skills and stratgies that a
to be taught and that are defined by grade level standards
. systematic approach to assessments that shape instructional planning
. Students are grouped based on proficiency level and assessment data
. direct and explicit teaching of skills and stratgies
. Goal of systematic teaching ANS to prevent reading difficulties
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, 11. Mastery of skills instruction ANS the developmental aspect of teaching read
skills so that prerequisite skills are taught and mastered by the student
12. Differentiated Instruction ANS Practice of individualizing instructional metho
and possibly also individualizing specific content and instructional goals, to align w
each student's existing knowledge, skills, and needs.
usually not whole group lessons / uses grouping formats (small groups)
13. Short term learning goals and objectives ANS -covers brief span of time (2 -4
weeks)
-requires teacher to understand standards specific to goal
-differentiated instruction occurs
-focuses on prerequisite type skills
. Long term learning goals and objectives ANS - covers the span of the year
-organized by each month
-covers the full range of grade level standards
-utilizes district pacing guides
15. Learning Objectives ANS Student learning outcomes to be achieved by the en
of the lesson or learning segment.
16. evidence based learning objectives ANS a source of evidence that indicates
whether each individual student met the objective - formal or summative assessment
. Key factors in differentiated reading instruction ANS consider ANS
. students' knowledge and skills
. prerequisite knowledge and skills
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17
& CORRECT VERIFIED ANSWERS | LATEST UPDATE
1. ELA Content Standards ANS Used to plan instruction with the goal that ev
student will meet the CCSS standards - adopted in 2014 and defined as what ev
student should know
. Uses for ELA content standards ANS 1. instructional decisions
. instructional tool decisions
. how groups are organized
. activity decisions
. pacing of instruction
3. Balanced instructional program ANS Strategic and appropriate selection of wh
skills should be taught, given a child's level of reading development.
. Reading Instruction Elements ANS 1. word analysis
. fluency
. systematic vocabulary instruction
. reading comprehension
. literary response and analysis
. writing stratgies and applications
https://www.stuvia.com/user/Mboffin 1/
17
,. written and oral English language conventions
. listening and speaking stratgies
. speaking applications
5. Direct, explicit instruction ANS teacher-directed and have clearly sta
objectives, which is to teach a student a specific reading skill or strategy. Stude
should have chance to use skills/strategies in variety of way
. Skill ANS something that a reader does automatically - such as decoding
7. Strategy ANS something a reader consciously chooses to implement - such as p
viewing the chapter of book to activate prior knowledge
8. Ongoing reading assessments ANS assessments made on a regular ba
through a variety of means, both formal and informal.
The purpose is to document progress the student makes in reading, while also
identifying areas that need instruction.
"Kid watching" is one important the of ongoing reading assessment. In this case, not
are made in a systematic way about students' reading behaviors.
9. Systematic Teaching Steps ANS 1. Teacher knows the skills and stratgies that a
to be taught and that are defined by grade level standards
. systematic approach to assessments that shape instructional planning
. Students are grouped based on proficiency level and assessment data
. direct and explicit teaching of skills and stratgies
. Goal of systematic teaching ANS to prevent reading difficulties
https://www.stuvia.com/user/Mboffin 2/
17
, 11. Mastery of skills instruction ANS the developmental aspect of teaching read
skills so that prerequisite skills are taught and mastered by the student
12. Differentiated Instruction ANS Practice of individualizing instructional metho
and possibly also individualizing specific content and instructional goals, to align w
each student's existing knowledge, skills, and needs.
usually not whole group lessons / uses grouping formats (small groups)
13. Short term learning goals and objectives ANS -covers brief span of time (2 -4
weeks)
-requires teacher to understand standards specific to goal
-differentiated instruction occurs
-focuses on prerequisite type skills
. Long term learning goals and objectives ANS - covers the span of the year
-organized by each month
-covers the full range of grade level standards
-utilizes district pacing guides
15. Learning Objectives ANS Student learning outcomes to be achieved by the en
of the lesson or learning segment.
16. evidence based learning objectives ANS a source of evidence that indicates
whether each individual student met the objective - formal or summative assessment
. Key factors in differentiated reading instruction ANS consider ANS
. students' knowledge and skills
. prerequisite knowledge and skills
https://www.stuvia.com/user/Mboffin 3/
17
