RICA Subtest 1 Practice Test -with 100% verified solutions-2024-2025.docx, Exams of Advanced Education

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RICA Subtest 1 Practice Test -with

100% verified solutions-

2024-

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. 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. D. phoneme counting. B. substituting an initial consonant sound. 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: A. it uses an auditory technique that allows the student to hear the sounds louder during instruction. B. it uses a pre-teaching technique that prepares the student to identify sounds orally. C. it enhances the lesson by making it more fun for students, using colors and grids. D. it uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word. D. it uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word.

An example of a phonemic awareness assessment is: A. medial phoneme substitution. B. word sort. C. matching prefixes and their meanings. D. matching uppercase and lowercase letters, using word cards. A. medial phoneme substitution. 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: A. phonics. B. concepts about print. C. phonemic awareness. D. alphabetic principle. B. concepts about print. 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. a b d e The intervention lesson will support students becoming more proficient in the area of: A. letter naming. B. letter formation. C. phonemic awareness. D. letter and sound correspondence. A. letter naming. 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: A. using flashcards to repeat letter names.

B. having the students look for the letters in a "big book." C. practicing letter formation during hands-on activities, such as tracing letters in sand. D. having the students copy the letters five times each for homework. C. practicing letter formation during hands-on activities, such as tracing letters in sand. A first grade teacher is designing lessons to focus on the alphabetic principle for small group instruction. An effective lesson will be: A. 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. B. the students sequence the alphabet on a graphic organizer. C. the students participate in sight word activities. D. the teacher recites the alphabet song with her students daily. A. 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 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: A. conventional spelling. B. sound spelling. C. phonetic spelling. D. transitional spelling. C. phonetic spelling. 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: A. sound correspondence and phonics. B. decoding and sight words. C. letter recognition and letter formation.

D. spelling and syllabication. C. letter recognition and letter formation. A kindergarten teacher administers the following assessment for letter recognition to individual students: b | P | t | v g | R | e | d s | H | n | z Why is it important that the letters are not placed in alphabetical order on the assessment? A. To confuse the student B. To ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters C. To make the assessment more challenging D. To prepare the student for relating the letters to the sounds B. To ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters The foundational skills necessary for a student to achieve automatic word recognition are: A. concepts about print, letter recognition, and comprehension. B. phonemic awareness, book handling skills, and fluency. C. phonemic awareness, phonics instruction, and reading words in context. D. phonics instruction, sight word instruction, and letter formation. C. phonemic awareness, phonics instruction, and reading words in context. Explicit phonics instruction consists of: A. sound by sound decoding. B. sight word recognition. C. parts of speech. D. letter formation. A. sound by sound decoding. ou au ow oi oo oy The list of letter combinations above can be identified as:

A. dipthongs. B. digraphs. C. consonants. D. r-controlled vowels. A. dipthongs. A direct lesson that would support spelling development for a fifth-grade class is: A. phonics lessons on common spelling patterns. B. sight word development. C. word sorts for long vowel patterns. D. morphology lessons that focus on affixes and roots, using word webs. D. morphology lessons that focus on affixes and roots, using word webs. According to research, the most effective method of assessing the spelling development of students is: A. weekly spelling tests. B. writing samples. C. orthographic rules assessment. D. word sorts. B. writing samples. 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: A. -at. B. -an. C. -et. D. -am. A. -at. Identify the group of high frequency words with irregular spellings: A. See, how, we B. They, put, was C. Topped, stop, stopping D. Park, start, chart B. They, put, was

An important skill to teach English Learners during sight word instruction is: A. syllabication. B. letter combinations. C. meaning of words. D. alphabetical order. C. meaning of words. Use the chart below to answer the question that follows. the | and | is | it | we of | To | you | he | was a | up | that | on | not The monitoring assessment above is used to determine the students' mastery of: A. sight words. B. long vowel patterns. C. multisyllabic words. D. fluency. A. sight words. An example of an orthographic rule is: A. the spelling of two letters always makes two sounds. B. an adverb is a word that ends in -ly. C. when a root word ends in a silent e, drop the e when adding a suffix beginning with a vowel. Keep the e before a suffix beginning with a consonant. D. short vowels need to be introduced before long vowels. C. when a root word ends in a silent e, drop the e when adding a suffix beginning with a vowel. Keep the e before a suffix beginning with a consonant. 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: A. semantics. B. structural analysis. C. syllabic analysis. D. automaticity.

B. structural analysis. A "vowel team" in syllabication rules can be defined as: A. a syllable with a single vowel, a consonant, and silent e. B. a syllable in which a single vowel is followed by an r. C. a syllable with a vowel ending in one or more consonants. D. a syllable with a vowel sound that uses a vowel combination. D. a syllable with a vowel sound that uses a vowel combination. 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? A. belt B. thump C. whale D. class C. whale 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: A. have the students conduct a word search for words with the root -rupt. B. have students look up words with the root -rupt in the dictionary. C. 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. D. provide students with a word list of all grade-appropriate words with the root -rupt C. 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. 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:

A. 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. B. to provide students with a re-teaching lesson of the skill using visual supports to show the comparison of objects with -er and -est endings. C. to use visual supports to show the comparison of objects with -er and -est endings during whole group instruction. D. to group the English Learners together during the whole group lesson so they can work collaboratively and orally discuss the rules in order to understand the skill. D. to group the English Learners together during the whole group lesson so they can work collaboratively and orally discuss the rules in order to understand the skill. A third-grade teacher wants to ensure her students understand the rules for dividing words into syllables. The most comprehensive assessment will be to: A. ask the students to count the number of syllables for the target words. B. ask the students to divide words into their correct syllables. C. ask students to categorize words according to their syllabication rules, using a graphic organizer. D. ask students to circle the affixes for each target word. C. ask students to categorize words according to their syllabication rules, using a graphic organizer. The foundational skills that directly support students with automaticity in reading fluency are: A. phonemic awareness, word analysis, and sight word recognition. B. word analysis, vocabulary, and academic language. C. phonemic awareness, vocabulary, and comprehension. D. decoding, encoding, and comprehension. D. decoding, encoding, and comprehension. 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: A. accuracy. B. prosody. C. rate.

D. language conventions. B. accuracy and rate. 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: A. irregular sight word instruction. B. phonemic awareness. C. academic language. D. decoding multisyllabic words. D. decoding multisyllabic words. 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: A. prosody and rate. B. accuracy and rate. C. vocabulary development. D. background knowledge. B. accuracy and rate. An indicator that a student is able to practice fluency during silent reading with a monitoring checklist, is that the student has mastered: A. comprehension of texts. B. automaticity in word recognition. C. meaningful phrasing during oral reading. D. decoding multisyllabic words in isolation. B. automaticity in word recognition. 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: A. word reading.

B. decoding. C. encoding. D. accuracy, pacing, and prosody. D. accuracy, pacing, and prosody. 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? A. Pacing B. Accuracy C. Prosody D. Expression B. Accuracy A running record assesses all of the following fluency indicators except for: A. accuracy. B. pacing. C. prosody. D. self-correction. C. prosody. Focused Educational Problems and Instructional Tasks Task 1: Fluency You are to prepare a written response of approximately 75- words. Use the information below to complete the exercise that follows. During a mid-year oral reading assessment, a first-grade student participates in a "cold" reading of a passage. The teacher records the student's reading performance on a separate copy of the same text, noting the errors, inserts, self-corrections, and number of words read in one minute to determine a fluency score. A copy of the teacher's notations is seen below. Examinee Task: Based on the miscue analysis of the student's reading performance, write a response in which you describe the skills and strategies the teacher should use to guide instruction to support this student in improving her fluency. Task 2: Word Analysis You are to prepare a written response of approximately 150- words. Use the information below to complete the exercise that follows. A fourth-grade student that is new to the country will need to receive individual instruction in order to progress to a reading level that is appropriate for his age. After assessment, the

teacher has decided to begin individualized instruction with phonemic awareness lessons such as: The teacher has picture cards with the words written on the back of the card. Teacher: The word is chair. What sounds do you hear in chair?Student: /ch/ /ai/ /r/Teacher: (showing the student the card with the word) Point to the spellings and say the sounds. The student points to letters and letter combinations and repeats the sounds. The teacher shows the student the visual representation of the chair. Examinee Task: Based on your knowledge for the stages of reading development, write a response in which you: Explain how the above lesson is related to progression in reading. Explain the instructional plan the teacher will need to implement in order to improve the student's reading development from phonemic awareness to reading grade-level texts with meaning.