During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds?
RICA Subtest 1

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Education
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5th Grade
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Medium
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
precommunicative
semiphonetic
phonetic
transitional
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
When planning differentiated fluency instruction for individual students, independent silent reading should be limited to students who:
have already acquired automaticity.
are struggling with comprehension.
prefer reading aloud to themselves.
are advanced in their reading skills.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which factor is most likely disrupting the student's fluent reading of this text?
insufficient background knowledge to support basic comprehension of the text
lack of experience with the academic-language structures used in the text
insufficient monitoring of comprehension while reading the text
lack of grade-level word analysis skills for accurate decoding of the words in the text
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A third-grade student who is an advanced learner has already demonstrated mastery of the derivational suffixes -ness and -ment. Which strategy for differentiating instruction for this lesson would be most appropriate for this student?
having the student work on inflectional suffixes
teaching the student the content planned for the following lesson
encouraging the student to engage in independent silent reading
introducing the student to higher-level derivational suffixes
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which instructional activity best helps upper-elementary English Learners develop intonations and rhythms of the English language to support fluent reading?
leading a class discussion on an age-appropriate topic, then having each student read aloud a section of a text that is written about the same topic
having the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again
encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
An emergent reader frequently reverses some letters and numbers during writing tasks. Which strategy would be most effective in helping this student develop more accurate letter formation skills?
Providing the student with supplemental practice writing lists of words that are spelled with the target letters
Having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter
Providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps
Encouraging the student to vocalize words when writing, especially when the words contain the target letters.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following informal assessments would be most appropriate 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 (e.g., "What sound do you hear at the end of step?")
having the student listen to a tape-recorded 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 (e.g., train, trap, trouble)
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