Rica Subtest 1

1.

A first grade teacher considers way to help a new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for teacher to take first VERBATIM?

• collecting a set of simple rhyming poems in English to practice reciting with the student.

• preparing a list of simple English words with different vowel sounds for the student to study.

• gaining some basic familiarity with the sound system of the student's primary language.

• making a study tape for the student by recording an oral reading of high frequency English words.

2.

A first grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word "sat" on the board. In keeping the research-based practices, the most appropiate step for the teacher to take next in this lesson would be to:

• teach the student to blend the sounds in the word sat slowly and continuously without pausing.

• ask the student to suggest words they know that rhyme with sat and write these words on the board.

• teach students to first silently scan all the letters in the word sat and then pronounce the word aloud.

• have the students practice identifying the word sat in a variety of connected text.

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.4.3A

3A.

Which of the following informal assesments would be most appropiate to use to assess an individual student's phonemic awareness?

• asking the student to identify the sound at the beginning, middle, or end of a spoken word (eg. what sound do you hear at the end of step?"

• having the student listen to a tape-recorder story while looking at the book and then answer several simple questions about the story.

• asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words.

• having the student listen to the teacher read aloud a set of words with the same beginning sound (eg. train, trap, trouble)

What strategy is best used to teach phonemic awareness?

• saying the alphabet aloud

• sing old mcdonald

• break apart words from a list

• say the individual sounds of a word

5A.

Pre-teaching phonemic awareness is good for

• prepare students for phonics instruction

• words carry meaning

• concepts of print

6A.

A student who joins a first grade classroom in October performs poorly on a phonemic awareness activity. To address the student's reading needs, which of the following steps would be most important for the teacher to take first?

• engaging the student in a variety of beginning phonics games and activities.

• consulting informally with the special education teacher to see if the student might benefit from an individualized education program.

• conducting formal phonemic awareness assessments with the student.

• making immediate plans for a sequence of differentiated instruction for the student in phonemic awareness skills.

Tags

CCSS.RF.1.3D

CCSS.RF.5.4B

CCSS.RF.2.4B

CCSS.RF 4.3.A

CCSS.RF.4.4C

7A.

Automaticity in phonemic awareness is a skill required to obtain what type of instruction?

• phonic skills

• increased vocabulary

• enhancing reading rate

• increasing fluency

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.4.3A

8A.

Which of the following statements best explain why students continue to need systemic, explicitly instruction to support promote fluency even after they have achieved automaticity?

• vocabulary and academic language continue to be significant facts that disrupt student's fluency.

• students need continued guided practice in basic phonics patterns and elements.

• students need continued guided practice in basic word identification skills.

• high frequency irregular sight words continue to be significant factors that disrupt students fluency.

9A.

Teacher is trying to give words to a student moving from semi phonetic to spelling. What kind of words should be given?

• clow, shop

• to, too, two

• fun, sit,

• carry, carried, carries

Tags

CCSS.L.1.2E

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

CCSS.L.K.2D

11A.

A first grader who demonstrates pre-phonetic writing

(it will give you a sample of semi-phonetic spelling)

• letters are made up of words.

• student does not know that letters make words.

Tags

CCSS.RF.2.3B

CCSS.RF.4.4B

CCSS.RF.5.4A

CCSS.RF.1.3E

CCSS.RF.3.3D