RICA Subtest 1- Q. 1-75

3. 3.Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes?

• a. say the words: “set”, “pet”, and “map”. Then ask the child which one sounds different

• b. say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word

• c. say the words: “sat”, “set”, and “sit”, then ask the child to say them with /m/ in place of /s/

• d. say the word set, then ask the child to tap once for each sound the word contains

10. 10.Prosody have which of these characteristics?

• a. reading with excitement and correct intonation like teachers do. A good strategy is choral reading

• b. variation in pitch and intonation

• c. pronunciation of phonemes

• d. reading at a rapid rate

13.Which of the following factors will most disrupt a second grade student’s fluency, with respect to accuracy?

• a. the student does not regularly use mega cognitive strategies to monitor comprehension

• b. a student is more familiar with the text structures of narrative texts than those of expository texts

• c. the student does not recognize common inflected morphemes when they appear in unfamiliar words

• d. a student is not familiar with common textual features that can help support comprehension

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 practice, the most appropriate step for the teacher to take next in this lesson would be to:

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

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

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

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

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

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

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

• c. conducting formal phonemic awareness assessments with the student

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

5.What strategy is best used to teach phonemic awareness?

• a. saying the alphabet aloud

• b. sing “old McDonald”

• c. break apart words from a list

• d. say the individual sounds of a word

1.A first-grade teacher considers ways 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 the teacher to take first?

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

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

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

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

17.In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the students reading performance on a separate copy of the text, noting the students’ reading time and then calculating the students oral reading fluency score. The teacher’s annotated copy of the passage appears below. Based on the student’s assessment results and reading performance during the assessment, flu3ency instruction for this student should focus primarily on:

• a. encouraging and supporting the students continued progress in the area of reading rate

• b. teaching the student to use self-monitoring for comprehension to support prosodic reading

• c. encouraging the student to use context strategies to improve decoding accuracy

• d. providing the student with corrective feedback to increase accurate reading

15. 15.Which of the following informal assessments would be the most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter sound correspondence?

• a. asking individual students to recite the alphabet while following the letters on an alphabetic chart with their finger

• b. showing individual students a picture card and asking them to identify another word that begins with the same sound

• c. having individual students segment the sounds of single syllable words from a word list in the teachers read aloud (dog = /d/ + /o/ + /g/)

• d. asking individual students to say the sound a letter makes the teacher points to individual letters in randomly organized list of letters

12.Which of the following questions focuses most directly on a student’s ability to read with prosody?

• a. can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud

• b. can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud

• c. can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud

• d. can the student accurately read aloud a grade appropriate passage in a manner that sounds like natural speech