Rica Practice Test
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(93).jpg "Rica Practice Test")
By: Lindsay Strachan & Shirley Elder This interactive 50 question practice test allows prospective teachers to identify whether or not they are prepared for the RICA exam. This test asks questions that have to do with the 5 RICA Domains and details concerning them. Prospective teachers can take this test as a pre-test to see what areas they need to focus on, as a study tool, and finally, as a practice test to see if they are fully prepared to take the RICA exam. The questions will also identify which RICA Domain they are correlated with so teachers are able to also identify which RICA Domains need to be focused on. Once finished with the exam, the results will show the user what questions they missed and which questions they asked correctly. RICA DOMAIN 1:
- 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 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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