Rica Practice Test Quiz: Exam!

50 Questions | Total Attempts: 2444

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Rica Practice Test Quiz: Exam!

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Questions and Answers
  • 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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