Rica Practice Test Quiz: Exam!
(225).jpg "Rica Practice Test Quiz: Exam!")
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- 1.DOMAIN 1: What are evidence-based learning objectives?
- A.
The teacher has created objectives that are appropriate for students due to evidence from research.
- B.
The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective.
- 2.DOMAIN 1: What are the key factors of differentiated instruction?
- A.
Student's knowledge and skills
- B.
Prerequisite knowledge and skills
- C.
Complexity of content/skills to be presented
- D.
Scaffolds
- 3.DOMAIN 1: How do teachers organize instruction to meet the needs of all students?
- A.
Basal reading programs
- B.
Programs that provide additional instruction for English learners
- C.
Programs written in languages other than English
- D.
Intensive intervention programs for struggling readers in grades K-3
- E.
Intensive intervention programs for struggling readers in grades 4-8
- F.
Intensive intervention programs for English learners in grades K-3
- G.
Intensive intervention programs for English learners in grades 4-8
- 4.DOMAIN 1: What is the difference between benchmark, strategic, and intensive groups?
- A.
Students in a benchmark group are experiencing a small level of difficulty in achieving standards. Students in a strategic group consist of students who are 1 or 2 years behind their peers. Students in an intensive group consist of students who are more than 2 years behind and need considerable help.
- B.
Students in a benchmark group consist of students who are 1 or 2 years behind their peers. Students in a strategic group are more than 2 years behind and need considerable help. Students in an intensive group are experiencing a small level of difficulty in achieving standards.
- C.
Students in a benchmark group are more than 2 years behind and need considerable help. Students in a strategic group are experiencing a small level of difficulty in achieving standards. Students in an intensive group consist of students who are 1 or 2 years behinds.
- 5.DOMAIN 1: What are the components of effective instruction delivery indicated in the California Reading/Language Arts Framework?
- A.
Orientation
- B.
Presentation
- C.
Structured and guided practice
- D.
Independent practice and application
- 6.DOMAIN 1: How can teachers engage and motivate students?
- A.
Create a stimulating learning environment that promotes success
- B.
Appropriate reading materials
- C.
Reading aloud to students
- D.
Book clubs, literature circles, and author studies
- E.
Implementing rewards for participation
- 7.DOMAIN 1: What are the three primary reading assessments?
- A.
Entry-level assessments
- B.
Formative assessments
- C.
Monitoring of progress assessments
- D.
Summative assessments
- E.
Running records
- 8.DOMAIN 1: What strategy motivates independent reading that focuses on independent reading levels and the personal interests of students?
- A.
Five Fingers Strategy
- B.
I + I Strategy
- C.
Sustained silent reading
- D.
Reader's workshop
- 9.DOMAIN 1: What are the quality indicators that apply to standardized assessments?
- A.
Reliability
- B.
Validity
- C.
Yield norm-referenced scores
- D.
Generalizability
- 10.DOMAIN 1: Which of the following encompasses the support system to promote the skillful teaching of reading?
- A.
Reading coaches
- B.
Grade-level meetings
- C.
Parents of students
- D.
Professional development
- 11.DOMAIN 2: An example of an effective phonemic awareness activity is:
- A.
Presenting an oral activity
- B.
Doing a mini lesson
- C.
Reading a wordplay book
- D.
All of the above
- 12.DOMAIN 2: The alphabetic principle is important for:
- A.
Learning to write
- B.
Learning to read
- C.
Learning the alphabet
- D.
All of the above
- E.
None of the above
- 13.DOMAIN 2: Reading materials used for phonic programs have:
- A.
High frequency words
- B.
Decodable words
- C.
Predictable words
- D.
All of the above
- 14.DOMAIN 2: An example of a vowel generalization is:
- A.
A dipthong
- B.
A digraph
- C.
CVC
- D.
A schwa
- 15.DOMAIN 2: In the word transportation, recognizing root, prefix, and suffix, is an example of:
- A.
Orthography
- B.
Phonetic analysis
- C.
Structural analysis
- D.
None of the above
- 16.DOMAIN 2: Sight words are high frequency words that should be:
- A.
Recognized in one second
- B.
Recognized in 20 seconds
- C.
Sounded out
- D.
Defined in a sentence
- 17.DOMAIN 2: At which stage of invented spelling do students apply the basic rules of the English orthographic system and spell more than 90% of words correctly?
- A.
Prephonetic
- B.
Semi-phonetic
- C.
Phonetic
- D.
Transitional
- E.
Conventional
- 18.DOMAIN 2: The best way to teach phonemic awareness is through:
- A.
Decodable text
- B.
Information books
- C.
ABC books
- D.
Literature
- 19.DOMAIN 2: The alphabetic principle is the idea that:
- A.
Spelling is learned through alphabetical lists of important words
- B.
Children are intuitively aware of letter-sound correspondence
- C.
Children must recognize letters of the alphabet before entering school
- D.
Letters represent sounds in words
- 20.DOMAIN 3: A fluent reader can:
- A.
Pronounce words correctly when reading orally
- B.
Read at an appropriate speed, neither too fast nor too slow
- C.
Read with appropriate "expression"
- D.
Can read above grade level
- 21.DOMAIN 3: What is the first goal of fluency in all stages of reading development?
- A.
Automaticity
- B.
Fluency with single-syllable words with regular letter-sound correspondences and high-frequency sight words
- C.
Prosody
- D.
Rate
- 22.DOMAIN 3: A student of yours is reading an expository text. He/she is having trouble reading because it is full of academic language. What grade is this student in?
- A.
3rd
- B.
4th
- C.
5th
- D.
6th
- 23.DOMAIN 3: Which group of readers should you provide systematic, explicit instruction in structural analysis, syllabic analysis and orthographic knowledge?
- A.
Younger readers
- B.
Older readers
- 24.DOMAIN 3: How often should a student read a text in order to improve all components of fluency?
- A.
2-3
- B.
3-4
- C.
4-5
- D.
5-6
- 25.DOMAIN 3: What is a good strategy to use with English learners and speakers of non-standard English in order to improve fluency?
- A.
Modeling
- B.
Phrase-cued reading
- C.
Echo/imitating reading
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