California Commission on Teacher
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
A SS E SS M E N T TO O LS · I R I · G R O U P I N G · I N ST R U C T I O N · D I F F E R E N T I AT I O N · STA N D A R D I Z E D
S CO R E S
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Assessment · Instruction · Grouping ·
Differentiation · Standardized Scores
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Content covers: systematic/explicit instruction and differentiation, scaffolding and intervention, assessment types and tools
(DIBELS, ARI/QRI, San Diego Quick, DRA, BAS, CTOPP II, QPS, CBM), formative/summative/alternative assessments, ELA content
standards and balanced/comprehensive instructional programs, grouping classifications (benchmark/strategic/intensive),
components of effective instruction delivery (orientation, presentation, guided practice, independent practice), independent
reading strategies (5-finger rule, 1+1 strategy), IRI components (word recognition lists, graded reading passages, miscue
analysis), reading levels (independent/instructional/frustration), and standardized test scores (percentile, grade equivalent,
stanine).
SECTION I — ASSESSMENT, INSTRUCTION & PROGRAM ORGANIZATION Questions 1 – 25
1. What is the difference between systematic/explicit instruction and differentiation?
A. They are identical concepts with interchangeable names.
B. Systematic/explicit instruction is teaching in a structured, sequenced manner (the "what" and "how"); differentiation
is providing instruction that meets students' individual needs.
C. Systematic instruction applies only to phonics; differentiation applies only to comprehension.
D. Differentiation replaces the need for systematic instruction.
CORRECT ANSWER B — Systematic/explicit instruction is teaching in a structured, sequenced manner (the "what" and
"how"); differentiation is providing instruction that meets students' individual needs.
RATIONALE SYSTEMATIC AND EXPLICIT INSTRUCTION = teaching in a structured, sequenced manner. A SKILL is the
"what"; a STRATEGY is the "how." DIFFERENTIATION = providing instruction meeting individual needs.
SCAFFOLDING = TEMPORARY supports added to ensure mastery (sentence starters/frames, graphic
organizers). INTERVENTION = intensive instruction designed to remedy deficits. CBM (Curriculum-Based
Measure) = method for assessing student growth over time. FORMATIVE assessment = flexible, informal, used
throughout teaching to gauge understanding. SUMMATIVE assessment = formal, after instruction, evaluates
mastery. ALTERNATIVE assessment = presentations, essays, open-ended questions.
, 2. What assessment tools are used for initial screening and diagnostics?
A. Only teacher observation and anecdotal notes.
B. DIBELS/Acadience/AIMS-web (initial screening, short fluency measures), ARI/QRI (diagnostic informal reading
inventory), San Diego Quick (screening with words in isolation, 8 graded lists Pre-K to 7th), DRA (formative, running
record with comprehension), BAS (Fountas and Pinnell, formative/summative to identify reading levels), CTOPP II
(phonological awareness and dyslexia screening), QPS (Quick Phonics Survey for phonics skills).
C. Only standardized state tests.
D. Only end-of-unit chapter tests.
CORRECT ANSWER B — DIBELS/Acadience/AIMS-web (initial screening, short fluency measures), ARI/QRI (diagnostic
informal reading inventory), San Diego Quick (screening with words in isolation, 8 graded lists Pre-K to
7th), DRA (formative, running record with comprehension), BAS (Fountas and Pinnell,
formative/summative to identify reading levels), CTOPP II (phonological awareness and dyslexia
screening), QPS (Quick Phonics Survey for phonics skills).
RATIONALE Key assessment tools: DIBELS/Acadience/AIMS-web for INITIAL SCREENING (short one-minute fluency
measures K–8). ARI/QRI for DIAGNOSTICS (thorough, research-based informal reading inventory). SAN DIEGO
QUICK for screening with WORDS IN ISOLATION (8 graded lists Pre-K to 7th). DRA for FORMATIVE reading
assessment (running record with comprehension). BAS (Fountas and Pinnell) for formative/summative
identification of instructional/independent reading levels. CTOPP II for PHONOLOGICAL AWARENESS and
DYSLEXIA SCREENING. QPS (Quick Phonics Survey) for PHONICS SKILL assessment. Assessment cycle: screen
at beginning of year → further assess below-benchmark students → progress monitor every 2–3 weeks → use
running records → always adjust instruction based on results.
3. What is the difference between a balanced instructional program and a comprehensive instructional program?
A. They are identical concepts.
B. Balanced = strategic selection of what skills to teach given a child's reading development level (e.g., 1st grade
focuses more on word recognition; 6th grade on comprehension). Comprehensive = structured so ALL grade-level
standards are covered rather than overemphasizing one area. Both use direct/explicit instruction to prevent reading
difficulties.
C. Balanced applies only to primary grades; comprehensive applies to upper grades.
D. Balanced is for struggling readers; comprehensive is for advanced readers.
CORRECT ANSWER B — Balanced = strategic selection of what skills to teach given a child's reading development level
(e.g., 1st grade focuses more on word recognition; 6th grade on comprehension). Comprehensive =
structured so ALL grade-level standards are covered rather than overemphasizing one area. Both use
direct/explicit instruction to prevent reading difficulties.
RATIONALE BALANCED instructional program = strategic selection of skills given reading development level (1st grade
focuses more on word recognition; 6th grade on comprehension). COMPREHENSIVE instructional program =
structured so ALL grade-level standards are covered without overemphasizing one area. Both use
direct/explicit instruction to PREVENT reading difficulties. ELA Content Standards state what every child
should know/be able to do at each grade level. The goal: every student meets CA State Board-adopted
content standards. Key differentiation factors: (1) data on students' knowledge/skills, (2) mastery of
prerequisites, (3) pace of instruction, (4) complexity level, (5) scaffolding.
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
A SS E SS M E N T TO O LS · I R I · G R O U P I N G · I N ST R U C T I O N · D I F F E R E N T I AT I O N · STA N D A R D I Z E D
S CO R E S
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Assessment · Instruction · Grouping ·
Differentiation · Standardized Scores
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Content covers: systematic/explicit instruction and differentiation, scaffolding and intervention, assessment types and tools
(DIBELS, ARI/QRI, San Diego Quick, DRA, BAS, CTOPP II, QPS, CBM), formative/summative/alternative assessments, ELA content
standards and balanced/comprehensive instructional programs, grouping classifications (benchmark/strategic/intensive),
components of effective instruction delivery (orientation, presentation, guided practice, independent practice), independent
reading strategies (5-finger rule, 1+1 strategy), IRI components (word recognition lists, graded reading passages, miscue
analysis), reading levels (independent/instructional/frustration), and standardized test scores (percentile, grade equivalent,
stanine).
SECTION I — ASSESSMENT, INSTRUCTION & PROGRAM ORGANIZATION Questions 1 – 25
1. What is the difference between systematic/explicit instruction and differentiation?
A. They are identical concepts with interchangeable names.
B. Systematic/explicit instruction is teaching in a structured, sequenced manner (the "what" and "how"); differentiation
is providing instruction that meets students' individual needs.
C. Systematic instruction applies only to phonics; differentiation applies only to comprehension.
D. Differentiation replaces the need for systematic instruction.
CORRECT ANSWER B — Systematic/explicit instruction is teaching in a structured, sequenced manner (the "what" and
"how"); differentiation is providing instruction that meets students' individual needs.
RATIONALE SYSTEMATIC AND EXPLICIT INSTRUCTION = teaching in a structured, sequenced manner. A SKILL is the
"what"; a STRATEGY is the "how." DIFFERENTIATION = providing instruction meeting individual needs.
SCAFFOLDING = TEMPORARY supports added to ensure mastery (sentence starters/frames, graphic
organizers). INTERVENTION = intensive instruction designed to remedy deficits. CBM (Curriculum-Based
Measure) = method for assessing student growth over time. FORMATIVE assessment = flexible, informal, used
throughout teaching to gauge understanding. SUMMATIVE assessment = formal, after instruction, evaluates
mastery. ALTERNATIVE assessment = presentations, essays, open-ended questions.
, 2. What assessment tools are used for initial screening and diagnostics?
A. Only teacher observation and anecdotal notes.
B. DIBELS/Acadience/AIMS-web (initial screening, short fluency measures), ARI/QRI (diagnostic informal reading
inventory), San Diego Quick (screening with words in isolation, 8 graded lists Pre-K to 7th), DRA (formative, running
record with comprehension), BAS (Fountas and Pinnell, formative/summative to identify reading levels), CTOPP II
(phonological awareness and dyslexia screening), QPS (Quick Phonics Survey for phonics skills).
C. Only standardized state tests.
D. Only end-of-unit chapter tests.
CORRECT ANSWER B — DIBELS/Acadience/AIMS-web (initial screening, short fluency measures), ARI/QRI (diagnostic
informal reading inventory), San Diego Quick (screening with words in isolation, 8 graded lists Pre-K to
7th), DRA (formative, running record with comprehension), BAS (Fountas and Pinnell,
formative/summative to identify reading levels), CTOPP II (phonological awareness and dyslexia
screening), QPS (Quick Phonics Survey for phonics skills).
RATIONALE Key assessment tools: DIBELS/Acadience/AIMS-web for INITIAL SCREENING (short one-minute fluency
measures K–8). ARI/QRI for DIAGNOSTICS (thorough, research-based informal reading inventory). SAN DIEGO
QUICK for screening with WORDS IN ISOLATION (8 graded lists Pre-K to 7th). DRA for FORMATIVE reading
assessment (running record with comprehension). BAS (Fountas and Pinnell) for formative/summative
identification of instructional/independent reading levels. CTOPP II for PHONOLOGICAL AWARENESS and
DYSLEXIA SCREENING. QPS (Quick Phonics Survey) for PHONICS SKILL assessment. Assessment cycle: screen
at beginning of year → further assess below-benchmark students → progress monitor every 2–3 weeks → use
running records → always adjust instruction based on results.
3. What is the difference between a balanced instructional program and a comprehensive instructional program?
A. They are identical concepts.
B. Balanced = strategic selection of what skills to teach given a child's reading development level (e.g., 1st grade
focuses more on word recognition; 6th grade on comprehension). Comprehensive = structured so ALL grade-level
standards are covered rather than overemphasizing one area. Both use direct/explicit instruction to prevent reading
difficulties.
C. Balanced applies only to primary grades; comprehensive applies to upper grades.
D. Balanced is for struggling readers; comprehensive is for advanced readers.
CORRECT ANSWER B — Balanced = strategic selection of what skills to teach given a child's reading development level
(e.g., 1st grade focuses more on word recognition; 6th grade on comprehension). Comprehensive =
structured so ALL grade-level standards are covered rather than overemphasizing one area. Both use
direct/explicit instruction to prevent reading difficulties.
RATIONALE BALANCED instructional program = strategic selection of skills given reading development level (1st grade
focuses more on word recognition; 6th grade on comprehension). COMPREHENSIVE instructional program =
structured so ALL grade-level standards are covered without overemphasizing one area. Both use
direct/explicit instruction to PREVENT reading difficulties. ELA Content Standards state what every child
should know/be able to do at each grade level. The goal: every student meets CA State Board-adopted
content standards. Key differentiation factors: (1) data on students' knowledge/skills, (2) mastery of
prerequisites, (3) pace of instruction, (4) complexity level, (5) scaffolding.
