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RICA review for student teachers

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RICA
Key points to
remember
Ready for the Revised RICA
Test Preparation Guide for California’s Reading
Instruction Competence Assessment
By James J. Zarrillo
2011
RICA in brief

Time: 3 hours and 45 minutes

70 multiple choice problems

5 Domains
 1.
Planning, Organizing and Managing
Reading Instruction
 10
multiple choice questions
 10
percent of the total score.
Parts of the RICA
 2.
Word Analysis
 24
1
short response (150 to 300 words)
 33

multiple choice questions,
percent of the test.
3. Fluency
8
multiple choice questions
1
short response (75 to 125 words)
 13
percent of the final score.
Parts of the RICA


4. Vocabulary, Academic Language,
and Background knowledge
 15 multiple choice questions,
 1 short response (75 to 125
words)
 20 percent of the final score.
5. Comprehension
 13 multiple choice questions
 1 short response (150 to 300
words)
 23 percent of the test.

One case study
 assesses
all domains
 requires
 20

300 to 600 words
percent of the exam.
Multiple choice questions
 computer
scored
 based
on the number of correct
answers
 no
penalty for incorrect answers,
 if
uncertain, it is better to guess.
Major Topics
1.
Phonological Awareness and Phonemic
Awareness
Concepts about print
3. Letter Recognition
4. Phonics and sight words
5. Syllabic and Structural Analysis
6. Orthographic Knowledge/spelling
2.
8.
Fluency
Vocabulary, Academic Language,
Background Knowledge
Comprehension:
Any Text
Narrative/Literary text
Expository/Informational text
Key Points to Remember

Domain One – Planning, Organizing and
Managing Reading Instruction

All student will meet the content standards

Balanced Program

Also comprehensive

Prevent reading difficulties before they occur

Systematic and explicit instruction

Domain 1

Differentiated Instruction

Teacher makes adjustments to meet
needs of individual students

Consider:

What do they know already?

What do they need to know to be
successful?

How are you going to pace the lessons?

How difficult is the skill?

What kind of temporary support is
needed?

How to differentiate for students with IEP
or 504?

Break lessons into smaller units

Hands-on practice with concrete examples

Focus on key concepts and skills

Reteach concepts, letters and skills lacking

Extra practice

Use visual, auditory, kinesthetic and tactile
techniques
Planning, organizing and managing

What are the components of Instructional
Delivery?

Hook or engagement

Presentation

Structured and guided practice

Independent Practice
Reading Assessment

What are:

entry-level assessments?


Before instruction begins

If students have needed skills and/or knowledge

If student have already mastered skills

Indicates which students will need more help
Progress–monitoring assessments?

During instruction

Who is making adequate progress toward standard

Formative

Results analyzed at both individual and class level

Most students not getting it? Re-plan unit

Most student are getting it? Accelerate instruction
with small groups
Assessment

Summative

Which students have met standard

Measure if knowledge/skills have transferred

Example: Learned to decode CVVC words

Test them with CVVC words not used in lesson
Reading Assessment

What is in a IRI?

Informal Reading Inventory



Word Recognition lists, graded reading passages, phonics or structural analysis
assessment, assessment of reading fluency, vocabulary assessment and maybe
spelling test
What is the purpose of an IRI?

What student can do in all areas of reading

In particular determines student’s reading level
What is the criteria to figure out frustration, instructional
and independent reading levels?

Frustration reading level? reads less than 90% of the words or couldn’t
answer 60% of comprehension questions

Instructional reading level? more than 90% correct and answer at least
60% of comprehension questions

Independent reading level? 95% of words correct and 90% of the
comprehension questions correctly
Phonological Awareness and Phonemic
Awareness


What is the difference

between phonological awareness and phonemic awareness?

Phonemic awareness and phonics?
What are some phonemic awareness tasks?

Sound isolation: identify what sound is at beginning, middle or end
of a word

sound identity: set of words that share a sound in the same place,
students say what sound that they have in common.
Example: lake, light, and low

sound blending: teacher says series of sounds and student says
what the word is
Example /b/, /a/, /t/

Sound deletion and sound substitution: block take away /b/ sound
what word do you have? cat change /k/ sound to /b/ what word
do you have?

sound segmentation: Students isolate and identify the sounds in a
spoken word
Phonemic Awareness

Assessment

Start with phonemic segmentation, if fail then
test other tasks


Example: What sounds do you hear in “hot”?
Differentiation

Struggling readers – focus on blending and
segmenting

EL – teach phonemes that aren’t in first
language
Concepts of Print


What are the four concepts about print?

Words are talk written down and print carries meaning

Knowledge of the differences between letters, words and sentences

Directionality – English is read right to left and top to bottom

Book handling skills
What is the shared book experience?

Big books: intro, teacher reads book and students join in on the
predictable text, discussion of the book before, during and after,
books is reread on following days

Goal: discover good books, reading books is fun, teach concepts of
print

Assessment – informal by teacher uses picture books, crayon, paper

Differentiation

Reteach key concepts like directionality

EL take advantage of transfer from home language
Letter Recognition

What is the difference between

Letter recognition?

Letter naming?

Letter formation?

What is Language Experience Approach? Environmental Print? Print-rich environment?

What is instruction like?


Associating names and things with letters, songs, ABC books, practice writing upper and
lowercase letters, tactile and kinesthetic methods, systematically introduce visually and
auditorily similar letters.
Assessment

Letter recognition – teacher names letter, child points

Letter naming – teacher points, child names letter

Letter formation – Isolation teacher names letter, child writes


Context – assess writing sample
Differentiation

Struggling readers – tactile and kinesthetic methods

EL – similarities between L1 and English
General Phonics Terms




Alphabetic principle = words are made up of
letters that represent sounds
Phonemes = sounds – smallest unit of speech that
distinguish one utterance or word from another.
Graphemes = letters
Vowels = clear passage way from voice box to
mouth
2 letters sometimes represent vowel sounds – sky
 Long when say their name bake bite
 Short – pet, bit, cot, but
 R controlled vowels neither long or short


Consonants = airflow is obstructed in some way by
mouth, teeth or lips
More terms

Morphemes = smallest meaningful part of a
word (cats or apple)

Onset = part of the syllable before the vowel

Rime = the vowel and everything else in a
syllable

Letter-sound correspondence = association
of common sounds with each letter or letter
combinations in a written word

Phonograms = rimes that have the same
spelling
Word families = words that share the
same phonograms

Phonics and Sight words
Definitions:

What is phonics?

Which words do we teach as sight words?




What is decodable text?
Instruction


High frequency words (as, the, of), irregular spellings (dove, great), ones kids
want to know, (dinosaur, Burger King), ones introduced in content-area lessons,
(insect, butterfly)
Direct instruction: Whole to part (both phonics and sight words)
Assessment

Decode in isolation: for both, read list of target words

Decode in context: analyze results of oral reading
Differentiation

Struggling Phonics use concrete examples use 3d letter tiles Sight words –
more practice with high- frequency words

EL – Highlight language differences. Explicitly teach letters that represent
new sounds not in L1
Phonics terminology

Digraph



Consonant /ch/, /th/, /sh/,

Vowel /oa/, /ea/
Blend


Two letters, one sound
Two letters, two sounds /dr/, /bl/, /gr/
Diphthong

Two letters, one glided sound /oi/, /ow/
Syllabic Analysis and
Structural Analysis




What is

Syllabic analysis?

Structural analysis?

Morpheme? Affix? Suffix? Prefix?
Instruction

Whole to part part to whole lessons for structural analysis

Syllabic analysis – teach common syllable patterns Example: divide between the two
words in a compound word or never divide a consonant digraph
Assessment

Structural analysis: Isolation – read aloud nonsense words

Context oral reading with lots of words with prefixes and suffixes
Differentiation

Strugglers –focus on key skills

EL – explicitly teach common English roots and affixes
Orthographic Knowledge/Spelling

What is orthographic knowledge?

Instruction


Assessment


Multisensory techniques: visual – use of color, auditory,
kinesthetic, tactile and mental imagery
Isolation – spelling tests, Context – analysis of writing
samples
Differentiation

Strugglers: more tactile and auditory study activities

EL: Teach common English roots and affixes.
Stages of Spelling
Development

Precommunicative stage – uses symbols, but shows
no knowledge of letter-sound relationships

Semiphonemic spelling – child begins to understand
sounds are assigned to letters, single letters to
represent words, sounds, and syllables ex: u for you

Phonetic spelling – use a letter or group of letters to
represent every speech sound that they hear,
systematic and easily understood ex: kom for come

Transitional spelling – begins to use the conventional
alternative for representing sounds, visual
representation and understanding of structure of
words

Conventional spelling – knows English orthographic
system and its basic rules understands how to deal
with prefixes, suffixes, silent consonants, alternative
spellings and irregular spellings recognizes incorrect
forms

The student’s use of the word “squaro” is
most likely an example of what kind of
spelling?

A. Phonetic

B. Semiphonetic

C. Precommunicative

D. Invented

Which of the following words contains a
consonant digraph?

A. shirt

B. trunk

C. pajamas

D. extra
Fluency

What are the three key indicators of fluency and what do they mean?




Accuracy, rate, and prosody
Instruction

Monitored oral reading with teacher: model, practice and feedback

Lots of re-readings, Reader’s Theater, poetry
Assessment

Accuracy – oral reading teacher records errors

Rate – times oral reading to calculate words correct per minute

Prosody- Oral reading – assess for appropriate pitch, response to punctuation
characterization
Differentiation

Strugglers: more oral practice, use text at students’ independent reading level,
more word identification instruction,

EL – phrase-cued reading, echo reading
Vocabulary, Academic Language,
Background Knowledge

What is the differences between students’ listening, speaking, writing, sight
and meaning vocabularies?

What does word consciousness mean?

playing with words: Word of the day, idioms, puns, poetry, etymology

What is the difference between technical academic language and
nontechnical academic language?

What is background knowledge?

Instruction


Small group of words: Contextual redefinition

One important word: semantic map

Small group of related words: semantic feature analysis

Teach nontechnical academic language
Assessment


Test: each target word in a sentence &/or multiple choice definitions
Differentiation

Strugglers: focus on essential words to understand the text, reteach, concrete
examples, visual, kinesthetic and tactile activities

EL : Cognates, concrete examples, knowledge of English morphemes
Vocabulary
Research Based Principles

Instruction must fit age and ability

Provide examples of how target words are used in
context: sentences and paragraphs

Must have repeated exposure to the words

Involves:

Direct instruction of specific words

Teaching independent word-learning strategies

Developing word consciousness

Reading widely and lots of independent reading
Comprehension: any text

What is



Literal, inferential and evaluative comprehension?

Literal comprehension: use story maps

Inferential and evaluative: Question classification/Answer Verification
Text structure and what are some common types?
Instruction: Before, During and After

Before: activate Background Knowledge


During : Strategic reading



Strategies: visualizing, paraphrasing, clarifying, predicting, generating questions, summarizing,
adjusting reading rate Use Gradual Release Model. Reciprocal teaching
After: Variety of formats


KWL or PreP, Vocab instruction, preview the text – Picture Walk, Setting a purpose for reading
Summarizing and retelling, sharing personal perspectives, making connections, visual/ graphic
representation of what was read
Assessment

To figure out the reading level: reading passages in IRI, Reading Record

Assess the others: ask questions using a taxonomy such as QAR also use retells
Differentiation

Strugglers: reteach reading strategies, access to grade level texts

EL: reteach, more practice and concrete examples
Comprehension Narrative/Literary Text



What is

narrative text?

Genre and what are some common genres?

Elements of a story grammar?
Instruction

Teach story elements, literal comprehension, use story maps, story grammar
outlines

Narrative Analysis and Literary Criticism
Identify structural elements of plot

Compare and contrast motivations and reactions of character

Evaluate the setting

Identify recurring theme

Analyze figurative language
Assessment



Analysis of discussion and writing: types of connections, writing activities
Differentiation

Strugglers: Focus on key elements of story grammar

EL: clarify cultural context of story
Comprehension of
Expository/Informational Texts

What are

Expository texts?

Content-area literacy?
What is the difference between skimming and scanning?
 Instruction




prereading: Graphic organizers

During and after reading: study guides: based of text structures, key questions
study guide, three-level study guide, data retrieval chart, interactive notebooks
with foldables
Assessment


Using text structures
Using text structures: complete a graphic organizer
Differentiation

Strugglers: increase scaffolding on written assignments

EL: build background knowledge with L1 resources
Key strategies

Graphic organizers

Word sorts

Language Experience Approach
Case Study

Look at all the data and make notes

Looking for 3 strengths/needs


Site evidence and tell where you found it

Better strength or need can be found in more than
one source

3 paragraphs
Two Instructional strategies or activities

Each must clearly help the student

2 long paragraphs


Describe what the teacher will do and what the student will
do
Explain

2 paragraphs

Write about connections between student’s area of
need and activity

Explain the underlying rationale for activity
Practice Multiple Choice
question

1. As Jack is reading a text sample, he reads “The dog ran
to the horse” rather than what the text actually states,
“The dog ran to the house”. What type of strategy would
be the most effective to use with this student?

A. Praise the student for reading so well

B. The word read in error is written on a flashcard and Jack
practices the word over and over.

C. After Jack finishes the reading, he should be given some
time to retell what he has just read. If Jack does a good
retelling, and the word in error didn’t disrupt the meaning
of the text, there is no need to go back over the error.

D. After the student has read the text sampling, the
recorder asks the student to look at the sentence again,
reads the sentence as Jack read it and then asks the
question: “Does that make sense? Let’s look at the word
carefully, letter-by-letter”.
Practice Multiple Choice
question

2. Jill is having difficulty in hearing rhyming words. During an
informal evaluation, her teacher found that Jill couldn’t tell that
“fish and dish” were rhyming words. When the teacher tried
several other rhyming and non-rhyming word pairs verbally, Jill
couldn’t discern the rhyming pairs Her answers were all “No, they
don’t sound the same.” What instructional strategy would be the
best to meet Jill’s needs?

A. Jill should read several books that have rhyming patterns.

B. In a small group of other children who also need more
experience in rhyming patterns, the teacher’s directed-teaching
instruction will follow a game format. The games will vary in the
usage of rhyming words.

C. The instruction should be based on worksheets that have the
student match rhyming words across columns as an independent
activity.

D. Jill should have spelling words that are sets of rhyming words
so that she can concentrate on the letters. Her spelling words
should be written repeatedly in order so that Jill will be able to
see the letter patterns n each of the spelling words. Her spelling
test will then be conducted at the end of the week to make sure
that she can spell and write all the words, as she recognizes each
of the words, as the test is conducted orally by the teacher.
Practice Multiple Choice
question

3. As you listen to a student read, you are evaluating
his/her reading behavior. What characteristic would be
most representative of an effective reader?

A. Phonics and a good sight vocabulary are evident in
the student’s reading.

B. The student self-corrects one of every three errors
made during the reading of the text.

C. Rather than attempt to utilize any reading strategy,
the student omits unknown words.

D. The student is able to predict good substitutions for
unknown words.
Practice Multiple Choice
question

4. One of the easiest phonemic awareness
activities is:

A. blending

B. rhyming

C. segmentation

D. sound addition and substitution
Practice Multiple Choice
question

5. In the word transportation,
recognizing the root, prefix and
suffix is an example of:

A. orthography

B. phonetic analysis

C. structural analysis

D. none of the above
Practice Multiple Choice
question

6. 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.
Practice Multiple Choice
question

7. Roberto, a first grader, is learning sight words, and
his phonics skills are improving every day. His ability to
rhyme words indicates that he has some level of
phonemic awareness. Roberto knows most of his letters
and sounds. Yet, when reading orally, he uses little
expression, pauses frequently, and reads word by word.

An effective teaching strategy for Roberto is:

A. reading easy text

B. reading on his instructional reading level

C. phonics mini lessons

D. an interactive writing lesson
Practice Multiple Choice
question

8. Roberto, a first grader, is learning sight words, and
his phonics skills are improving every day. His ability to
rhyme words indicates that he has some level of
phonemic awareness. Roberto knows most of his letters
and sounds. Yet, when reading orally, he uses little
expression, pauses frequently, and reads word by word.

To develop Roberto’s level of phonemic awareness, use”

A. word banks

B. Elkonin boxes

C. Language Experience Approach

D. Journal writing
Practice Multiple Choice
question

9. Maria, a quiet shy seven-year-old, has just moved to the
United States, and you are monolingual teacher. The first day
in your second grade class, you notice that she is “reading” a
Little Red Riding Hood book during DEAR time. She is looking at
the pictures but seems to be unfamiliar with the story. When
you ask her to read a page of text in English, she stumbles over
simple words such as “the” and “my”. You point to “red” and
ask her to tell you the word, but she is unable to sound it out.

To improve her phonics skills, you could use all of the following
except:

A. an interactive writing lesson

B. reading to her

C. language experience approach

D. mini lessons
Practice Multiple Choice
question

10. Maria, a quiet shy seven-year-old, has just moved to the
United States, and you are monolingual teacher. The first day in
your second grade class, you notice that she is “reading” a Little
Red Riding Hood book during DEAR time. She is looking at the
pictures but seems to be unfamiliar with the story. When you ask
her to read a page of text in English, she stumbles over simple
words such as “the” and “my”. You point to “red” and ask her to
tell you the word, but she is unable to sound it out.

When you gave Maria the Yopp-Singer Test of Phoneme
Segmentation, she scored 2 out of 22. To improve her phonemic
awareness you should:

A. ask her to identify rhymes in poems and songs

B. use magnetic letters to identify CVC words

C. use Elkonin boxes to segment sounds

D. Ask her to tell you what word you would have if you take away
the first sound and substitute another sound.
Practice Multiple Choice
question

12. First grader, Jessica wrote this sentence:

I like too ride mie bike wid mie friend on Sundae
( I like to ride my bike with my friend on Sunday) At what
stage of spelling are most of her incorrect
spellings?

A. prephonetic

B. semi-phonetic

C. phonetic

D. transitional

E. conventional
Practice Multiple Choice
question


13. . First grader, Juan wrote this sentence:
The beg bk dog r re djrs.
At what stage of
spelling are most of his incorrect spellings?

( The big black dogs are very dangerous)

A. prephonetic

B. semi-phonetic

C. phonetic

D. transitional

E. conventional
Practice Multiple Choice
question

14. A student who recognizes about 95% of the
words and understands 75%

A. has almost no chance of understanding what
she/he is reading

B. is reading at the frustration level of
comprehension.

C. is reading at the instructional level of
comprehension

D. is reading at the independent level of
comprehension
Practice Multiple Choice
question

15. The most important factor affecting a
student’s level of reading comprehension
is

A. the phonics program she/he had during
the primary grades

B. the expectation level of the reader

C. the amount of reading the student has
done

D. the student’s training in grammar
Practice Multiple Choice
question

16. Morphology is the study of

A. structure and forms of words

B. sounds of words

C. phonemes

D. metacognition
Short Answer

1. Mrs. Russo, a first grade teacher, has noticed that in
her guided reading group (which is below grade level)
one of her students is having a difficult time with high
frequency word identification. What type of assessment
would be best to determine this student’s word
identification knowledge? What would be good
strategy to use with this student?
Short Answer

2. Kim Nguyen is able to read her second grade social
studies text; however, she is unable to explain what
she has read. Name one skill she probably has and
describe an instructional strategy that could increase
her comprehension.
Short Answer

3. Your goal as a third grade teacher is to
facilitate reading comprehension. What is one
strategy you could use to prepare children to
comprehend Mr. Popper’s Penguins and why would
it be effective?
Short Answer

4. You are a fourth grade teacher and your students are
reading the novel Island of the Blue Dolphins. You have
a group of three RSP students reading at the secondgrade level and four ELL students. What strategy would
you use to facilitate student understanding of the story
elements?
Short Response

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5. Gregory is a second grader. He’s a very active child in and out
of the classroom. He enjoys games very much, but has a difficult
time attending to his work. His running record is not at grade
level. His wpm score is 30. His comprehension is fine in the area
of detail, and he does really well with the inferential questions
about the story. He doesn’t do well with main ideas. During a
recent retelling, Gregory stated:
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Gregory:
The story was a bout a chair, and a girl, and a spaceship
and a dragon. And it was a good story.
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Teacher: Why is there a chair in this story?
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Gregory:
It’s just a chair and the girl likes it so it’s on every page.
I have a special chair that I like too, it’s just right for
me…like in the Three Bears story!
What strengths and needs do you think Gregory has? What
strategies would you use to improve his reading progress? How
will these strategies help?
Strategies
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Don’t waste time thinking about how you are doing on
the test
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Just answer the questions
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