RICA subtest 1 - RICA practice Questions

A first-grade student was reading the following sentences from a decodable text: "Matt liked to sit on a mat with his fat cat. The fat cat looked at the rat while he sat on Matt's lap. The fat cat ran at the rat. Matt yelled at his cat, "Get that rat!"" By the letter combinations displayed in the text, it can be determined that the target letter combination during direct instruction was:

-at.

In a class for students identified with specific learning disabilities, the teacher begins her fluency instruction with sight word activities and uses decodable texts that relate to their weekly phonics lesson. This instruction will enable the students to make improvements in which area of fluency?

Accuracy

A kindergarten student writes about his trip over winter vacation while working in the writing center during Independent Workshop. The entry states: I wnt to the mntns and plyd in the sno. It ws fn. The student's writing displays an example of:

Phonetic Spelling

Identify the group of high frequency words with irregular spellings:

They, put, was

A kindergarten teacher administers the following assessment for letter recognition to individual students: (see image) Why is it important that the letters are not placed in alphabetical order on the assessment?

To ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters

A "vowel team" in syllabication rules can be defined as:

a syllable with a vowel sound that uses a vowel combination.s

A third-grade teacher implements the following mini-lesson during her fluency instruction block: The teacher preselects and reviews difficult words in the passage. The teacher and students chorally read words. The students read words independently. The tutor chorally reads the same passage with students over a four day period. Each day, 1-2 students read the passage independently. This lesson will support the students to achieve improvement in:

accuracy and rate.

During Independent Workshop, a first-grade teacher has her students work in groups of three in order to rehearse for reader's theater presentations that are performed weekly. This strategy supports:

accuracy, pacing, and prosody.

An example of an orthographic rule is:

an adverb is a word that ends in -ly

A third-grade teacher wants to ensure her students understand the rules for dividing words into syllables. The most comprehensive assessment will be to:

ask students to categorize words according to their syllabication rules, using a graphic organizer.

An indicator that a student is able to practice fluency during silent reading with a monitoring checklist, is that the student has mastered

automaticity in word recognition.

During the first week of school, a kindergarten teacher assesses each student by asking a series of questions after handing them a book: Where is the front cover of the book? Use your finger to show me where I will begin reading on this page. Use your finger to show me the direction I need to read. Point to the title of the book. Show me how to turn the page. Where is the beginning of the story? Where is the end of the story? The teacher implemented this assessment to determine the students' skills in the area of:

concepts about print.

After reviewing the miscue analysis for her second-grade students' fluency, a teacher notices that 60% of her students missed words such as quietly, practiced, wondered, toward, nervous, and routines. This data informs her that she needs to conduct explicit instruction in the area of:

decoding multisyllabic words.

ou au ow oi oo oy The list of letter combinations above can be identified as:

dipthongs.

While reading a science passage, a fourth-grade student asked, "What does erupt mean?" The teacher said, "The root -rupt means to break or burst, so erupt means "to burst forth"". In order to extend the opportunity for more analysis of the root -rupt, the teacher should:

have students develop a morpheme web organizer that lists prefixes used with the root -rupt and list as many words and meanings as they can, combining word parts.

As an additional support to her five students struggling with the phonemic awareness lesson during whole group instruction, a kindergarten teacher uses Elkonin boxes with colored tiles. As the teacher says a word, the student moves a tile in a box for each sound they hear in the target word. The teacher calls on each student to tell her the sounds they hear in the word while touching the colored tiles. This strategy should enhance understanding of identifying sounds because:

it uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word.

A kindergarten teacher conducts small group instruction with six students that is designed using letter cards. The lesson is introduced in the following way: Teacher: In my hand I have a deck of letter cards for the alphabet that have two letters, plus a line that indicates that a letter is missing. As I flip the cards in the deck, I want you to name the missing letters on each card. The intervention lesson will support students becoming more proficient in the area of:

letter naming.

A kindergarten teacher groups her students in pairs and gives them each an alphabet card. (One has an uppercase letter; the second student has the same lowercase letter.) She provides each pair with a tic-tac-toe grid and they have to play tic-tac-toe, writing the letter they were assigned. This activity allows the student to receive additional practice to master the skills related to:

letter recognition and letter formation.

An important skill to teach English Learners during sight word instruction is:

meaning of words.

An example of a phonemic awareness assessment is:

medial phoneme substitution.

A direct lesson that would support spelling development for a fifth-grade class is:

morphology lessons that focus on affixes and roots, using word webs.

The primary formats for phonemic awareness are:

oral blending and segmentation.

The foundational skills necessary for a student to achieve automatic word recognition are:

phonemic awareness, phonics instruction, and reading words in context.

The foundational skills that directly support students with automaticity in reading fluency are:

phonemic awareness, word analysis, and sight word recognition.

A kindergarten teacher notices that two of his students are having difficulty identifying the letters p and q. The best strategy for helping the students distinguish the two letters is:

practicing letter formation during hands-on activities, such as tracing letters in sand.

A running record assesses all of the following fluency indicators except for:

prosody

During a fluency lesson, the teacher explicitly explained to her students the importance of recognizing punctuation marks within texts and modeled the various intonations and pitches for the dialogue between two characters. The teacher was modeling:

prosody.

Use the chart below to answer the question that follows. (see image) The monitoring assessment above is used to determine the students' mastery of:

sight words.

Explicit phonics instruction consists of:

sound by sound decoding.

A fourth-grade teacher designs a lesson that requires students to complete the following: Underline the base word for the words listed below, then explain the meaning of the affix. tearful _____________ humorous ___________ unlike ______________ return ______________ The lesson above focuses on the skill of:

structural analysis.

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:

substituting an initial consonant sound.

A first grade teacher is designing lessons to focus on the alphabetic principle for small group instruction. An effective lesson will be:

the teacher segments a CVC word. For each sound in the word the students place a corresponding letter card on the mat. After placing the letter cards on the mat, the students blend the sounds to say the word.

A second-grade teacher has an upcoming lesson that will focus on the endings -er and -est. She realizes that she needs to ensure her seven students that are English Learners receive explicit instruction on the endings since they do not exist in their primary language. The most effective and systematic instruction would be:

to provide students with a pre-teaching lesson of the skill using visual supports to show the comparison of objects with -er and -est endings.

After completing an explicit lesson on word analysis, the teacher assigned her students to work with a partner in order to identify the consonant blends for the following words: black belt past whalethump spring class glare According to the list of words above, which word should not be identified as a consonant blend?

whale

According to research, the most effective method of assessing the spelling development of students is:

writing samples.