RICA TEST WITH COMPLETE
SOLUTIONS
. Which area of instruction is not required to provide students with a balanced,
comprehensive reading program, according to the California (RLA) Framework?
A. Word Analysis
B. Writing Strategies & Applications
C. Reading Comprehension
D. Foreign Language - ANSWER-D. Foreign Language
2. An indicator that the teacher needs to decrease the pacing of instruction for her
students in reading comprehension is:
A. Mastery of the standards
B. Attention deficits
C. Data from a monitoring assessment
D. Inability to answer a verbal prompt related to comprehension - ANSWER-C. Data
from a monitoring assessment
3. A teacher has provided his students with effective instructional delivery for a reading
lesson in cause and effect. How can he determine that his students are able to
complete a task on the concept independently and apply what has been learned:
A. Provide a short informal quiz on the concept, while monitoring the room to make
observations and provide feedback.
B. Have students work in groups to complete a worksheet on cause and effect.
C. Have students complete a journal entry on the meaning of cause and effect and
provide examples.
D. Meet with individual students and ask their interpretation of cause and effect and how
it is used in daily life. - ANSWER-A. Provide a short informal quiz on the concept, while
monitoring the room to make observations and provide feedback.
4. After conducting an Interest Survey for reading, a fourth grade teacher has assessed
that many of her students are not reading independently at home. In order to motivate
her students to participate in independent reading, she should:
A. Meet with their parents and have them monitor their child's independent reading.
B. Buy each child their favorite book.
,C. Evaluate the survey to find out the types of books her students are interested in and
conduct a daily read aloud.
D. Have each student share his or her favorite book with the class. - ANSWER-C.
Evaluate the survey to find out the types of books her students are interested in and
conduct a daily read aloud.
5. In order for administrators and/or reading coaches to determine the focus for
professional development, they need to:
A. Summarize and analyze data.
B. Analyze past agendas to see what has not been covered during the current year.
C. Send out a survey asking teachers to rank their favorite to least favorite professional
developments.
D. Ask the school district. - ANSWER-A. Summarize and analyze data.
6. A summative assessment is implemented:
A. Throughout instruction to determine progress in understanding content.
B. Before instruction to determine the type of instruction that needs to be implemented
for students to understand new content.
C. Sporadically, to ensure that students are paying attention during instruction.
D. After instruction of concepts to determine mastery of content. - ANSWER-D. After
instruction of concepts to determine mastery of content.
7. Standardized assessments for students with special needs are used to:
A. Compare their reading levels with students at grade level.
B. Motivate students to try harder.
C. Support the teacher in designing activities with scaffolds aligned to the state
standards.
D. Support the teacher in justifying why students are unable to meet the criteria of the
state standards. - ANSWER-C. Support the teacher in designing activities with scaffolds
aligned to the state standards.
8. Standardized assessments for reading are valid if they are used to measure:
A. Exposure to content
B. Speed of completing the test
C. English language Arts & Literacy standards
D. I.Q - ANSWER-C. English language Arts & Literacy standards
, 9. After implementing a CLOZE assessment, a sixth grade teacher has determined that
five of her students tested at a frustration level. What is an example of an effective
intervention lesson?
A. Phonics and fluency instruction
B. Fluency and comprehension instruction
C. Vocabulary and comprehension instruction
D. Phonics and vocabulary instruction - ANSWER-A. Phonics and fluency instruction
10. The primary purpose for a teacher to communicate assessment results for reading
progress for her students to district personnel is:
A. To justify the scores from a standardized assessment aligned to state standards.
B. To justify an observation lesson that was implemented during a school visit
C. To justify the use of materials outside of the state-adopted curriculum
D. To justify the method of discipline being used in the classroom - ANSWER-A. To
justify the scores from a standardized assessment aligned to state standards
11. A kindergarten teacher implemented a rhyming assessment that was structured as:
Teacher: I am going to say three words; tell me the ones that end the same:
pat sat hogship root dip frog road toad
This will assess the students' knowledge of:
A. Phonics
B. Concepts about print
C. Phonological awareness
D. The alphabetic principle - ANSWER-C. Phonological awareness
12. In order to support improvement in phonological awareness, a kindergarten teacher
implements the following lesson:
Teacher: I am going to break apart a word and you are going to blend it back together.
The word is /h/ /at/
Student: hat
The phonological awareness lesson above is an example of:
A. Onset-rime
B. Rhyming
C. Syllable blending
D. Phoneme counting - ANSWER-A. Onset-rime
SOLUTIONS
. Which area of instruction is not required to provide students with a balanced,
comprehensive reading program, according to the California (RLA) Framework?
A. Word Analysis
B. Writing Strategies & Applications
C. Reading Comprehension
D. Foreign Language - ANSWER-D. Foreign Language
2. An indicator that the teacher needs to decrease the pacing of instruction for her
students in reading comprehension is:
A. Mastery of the standards
B. Attention deficits
C. Data from a monitoring assessment
D. Inability to answer a verbal prompt related to comprehension - ANSWER-C. Data
from a monitoring assessment
3. A teacher has provided his students with effective instructional delivery for a reading
lesson in cause and effect. How can he determine that his students are able to
complete a task on the concept independently and apply what has been learned:
A. Provide a short informal quiz on the concept, while monitoring the room to make
observations and provide feedback.
B. Have students work in groups to complete a worksheet on cause and effect.
C. Have students complete a journal entry on the meaning of cause and effect and
provide examples.
D. Meet with individual students and ask their interpretation of cause and effect and how
it is used in daily life. - ANSWER-A. Provide a short informal quiz on the concept, while
monitoring the room to make observations and provide feedback.
4. After conducting an Interest Survey for reading, a fourth grade teacher has assessed
that many of her students are not reading independently at home. In order to motivate
her students to participate in independent reading, she should:
A. Meet with their parents and have them monitor their child's independent reading.
B. Buy each child their favorite book.
,C. Evaluate the survey to find out the types of books her students are interested in and
conduct a daily read aloud.
D. Have each student share his or her favorite book with the class. - ANSWER-C.
Evaluate the survey to find out the types of books her students are interested in and
conduct a daily read aloud.
5. In order for administrators and/or reading coaches to determine the focus for
professional development, they need to:
A. Summarize and analyze data.
B. Analyze past agendas to see what has not been covered during the current year.
C. Send out a survey asking teachers to rank their favorite to least favorite professional
developments.
D. Ask the school district. - ANSWER-A. Summarize and analyze data.
6. A summative assessment is implemented:
A. Throughout instruction to determine progress in understanding content.
B. Before instruction to determine the type of instruction that needs to be implemented
for students to understand new content.
C. Sporadically, to ensure that students are paying attention during instruction.
D. After instruction of concepts to determine mastery of content. - ANSWER-D. After
instruction of concepts to determine mastery of content.
7. Standardized assessments for students with special needs are used to:
A. Compare their reading levels with students at grade level.
B. Motivate students to try harder.
C. Support the teacher in designing activities with scaffolds aligned to the state
standards.
D. Support the teacher in justifying why students are unable to meet the criteria of the
state standards. - ANSWER-C. Support the teacher in designing activities with scaffolds
aligned to the state standards.
8. Standardized assessments for reading are valid if they are used to measure:
A. Exposure to content
B. Speed of completing the test
C. English language Arts & Literacy standards
D. I.Q - ANSWER-C. English language Arts & Literacy standards
, 9. After implementing a CLOZE assessment, a sixth grade teacher has determined that
five of her students tested at a frustration level. What is an example of an effective
intervention lesson?
A. Phonics and fluency instruction
B. Fluency and comprehension instruction
C. Vocabulary and comprehension instruction
D. Phonics and vocabulary instruction - ANSWER-A. Phonics and fluency instruction
10. The primary purpose for a teacher to communicate assessment results for reading
progress for her students to district personnel is:
A. To justify the scores from a standardized assessment aligned to state standards.
B. To justify an observation lesson that was implemented during a school visit
C. To justify the use of materials outside of the state-adopted curriculum
D. To justify the method of discipline being used in the classroom - ANSWER-A. To
justify the scores from a standardized assessment aligned to state standards
11. A kindergarten teacher implemented a rhyming assessment that was structured as:
Teacher: I am going to say three words; tell me the ones that end the same:
pat sat hogship root dip frog road toad
This will assess the students' knowledge of:
A. Phonics
B. Concepts about print
C. Phonological awareness
D. The alphabetic principle - ANSWER-C. Phonological awareness
12. In order to support improvement in phonological awareness, a kindergarten teacher
implements the following lesson:
Teacher: I am going to break apart a word and you are going to blend it back together.
The word is /h/ /at/
Student: hat
The phonological awareness lesson above is an example of:
A. Onset-rime
B. Rhyming
C. Syllable blending
D. Phoneme counting - ANSWER-A. Onset-rime
