RICA Subtest 3 Exams (Latest 2024/ 2025 Updates
STUDY BUNDLE PACKAGE WITH SOLUTIONS) Qs & As|
100% Correct| Grade A (Verified Answers)
Systematic and Explicit Instruction - ANSWERTeaching in a structured and sequenced
manner
Differentiation - ANSWERproviding instruction that meets students individual needs
Scaffolding - ANSWER(temporary) Supports added to ensure students' master lesson
objectives and standards (ex. sentence starters/frames, graphic organizers)
Intervention - ANSWERIntensive instruction designed to remedy deficits
Skills and Strategies - ANSWERSkill= the "what"
Strategy= the "how"
Curriculum based Measure (CBM) - ANSWERmethod for assessing student growth
over time
Formative Assessment - ANSWERflexible and informal Assessment used throughout
teaching of a lesson and/or unit to gauge students' understanding and inform and
guide teaching
Summative assessment - ANSWERformal Assessment data collected after instruction
to evaluate a student's mastery of the curriculum objectives and a teacher's
effectiveness at instructional delivery.
Alternative assessment - ANSWEREx. options to give assessment in form of
presentations, essays, open-ended questions
Progress Monitoring - ANSWERAssessment of the progress a Student makes towards
a goal or skill mastery
Instruction and Activities (Assessment) - ANSWER- Screen your class at the beginning
of the year (provides Teacher with starting point for instruction and helps find
students with common needs)
- Further assess for students who are below benchmark (helps you identify what the
exact skill deficit/gap is present)
- Progress monitor every 2-3 weeks following instruction to see effectiveness
- Running records to monitor student reading progress
Always adjust instruction based on assessment/progress monitor results!
Why Assess? - ANSWER1. To guide Instruction (comes from formative assessment)
, 2. To verify if students learned what was taught or reached targeted goal/standard
(summative assessment)
DIBELS. Acadience, and AIMS-web - ANSWERUsed for [initial] screening: DIBELS ®
(Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures
for assessing the acquisition of literacy skills. They are designed to be short (one
minute) fluency measures that can be used to regularly detect risk and monitor the
development of early literacy and early reading skills in kindergarten through eighth
grade
Analytical or Qualitative Reading Inventory (ARI/QRI) - ANSWERDiagnostics: The
Analytical Reading Inventory, 10/e (ARI) is a thorough, research-based, diagnostic
informal reading inventory for measuring the reading progress of typical, remedial,
and gifted readers
San Diego Quick - ANSWERScreening with words in isolation: The SDQA measures
one's recognition of words out of context. Generally, proficient readers read as
accurately both in and out of context. This test consists of 8 graded word lists from
Pre-K to 7th Grade
Developmental Reading Assessment - ANSWER(DRA) formative reading assessment
to help test Student reading level: combination of Running record with
comprehension questions (can be timed in the upper levels)
Fountas and Pinell Benchmark assessment - ANSWER(BAS) formative and summative
assessment: accurate and reliable tools to identify the instructional and independent
reading levels of all students and document student progress through one-on-one
formative and summative assessments.
CTOPP II - ANSWERPhonological awareness and dyslexia screening: Determine
strengths and weaknesses among developed phonological processes, Document
individuals' progress in phonological processing as a consequence of special
intervention programs
Quick Phonics Survey - ANSWERQPS - Phonics Skill Assessment
Usage of ELA Content Standards - ANSWERPlan every instruction/lesson with this
goal:
every student will meet the content standards adopted by CA State Board of
Education
A Standard... - ANSWERStates what every child should know or be able to do at the
end of every grade level
Balanced instructional program - ANSWERstrategic selection of what skills should be
taught given a child's level of reading development. (Ex. First grade chooses to focus
STUDY BUNDLE PACKAGE WITH SOLUTIONS) Qs & As|
100% Correct| Grade A (Verified Answers)
Systematic and Explicit Instruction - ANSWERTeaching in a structured and sequenced
manner
Differentiation - ANSWERproviding instruction that meets students individual needs
Scaffolding - ANSWER(temporary) Supports added to ensure students' master lesson
objectives and standards (ex. sentence starters/frames, graphic organizers)
Intervention - ANSWERIntensive instruction designed to remedy deficits
Skills and Strategies - ANSWERSkill= the "what"
Strategy= the "how"
Curriculum based Measure (CBM) - ANSWERmethod for assessing student growth
over time
Formative Assessment - ANSWERflexible and informal Assessment used throughout
teaching of a lesson and/or unit to gauge students' understanding and inform and
guide teaching
Summative assessment - ANSWERformal Assessment data collected after instruction
to evaluate a student's mastery of the curriculum objectives and a teacher's
effectiveness at instructional delivery.
Alternative assessment - ANSWEREx. options to give assessment in form of
presentations, essays, open-ended questions
Progress Monitoring - ANSWERAssessment of the progress a Student makes towards
a goal or skill mastery
Instruction and Activities (Assessment) - ANSWER- Screen your class at the beginning
of the year (provides Teacher with starting point for instruction and helps find
students with common needs)
- Further assess for students who are below benchmark (helps you identify what the
exact skill deficit/gap is present)
- Progress monitor every 2-3 weeks following instruction to see effectiveness
- Running records to monitor student reading progress
Always adjust instruction based on assessment/progress monitor results!
Why Assess? - ANSWER1. To guide Instruction (comes from formative assessment)
, 2. To verify if students learned what was taught or reached targeted goal/standard
(summative assessment)
DIBELS. Acadience, and AIMS-web - ANSWERUsed for [initial] screening: DIBELS ®
(Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures
for assessing the acquisition of literacy skills. They are designed to be short (one
minute) fluency measures that can be used to regularly detect risk and monitor the
development of early literacy and early reading skills in kindergarten through eighth
grade
Analytical or Qualitative Reading Inventory (ARI/QRI) - ANSWERDiagnostics: The
Analytical Reading Inventory, 10/e (ARI) is a thorough, research-based, diagnostic
informal reading inventory for measuring the reading progress of typical, remedial,
and gifted readers
San Diego Quick - ANSWERScreening with words in isolation: The SDQA measures
one's recognition of words out of context. Generally, proficient readers read as
accurately both in and out of context. This test consists of 8 graded word lists from
Pre-K to 7th Grade
Developmental Reading Assessment - ANSWER(DRA) formative reading assessment
to help test Student reading level: combination of Running record with
comprehension questions (can be timed in the upper levels)
Fountas and Pinell Benchmark assessment - ANSWER(BAS) formative and summative
assessment: accurate and reliable tools to identify the instructional and independent
reading levels of all students and document student progress through one-on-one
formative and summative assessments.
CTOPP II - ANSWERPhonological awareness and dyslexia screening: Determine
strengths and weaknesses among developed phonological processes, Document
individuals' progress in phonological processing as a consequence of special
intervention programs
Quick Phonics Survey - ANSWERQPS - Phonics Skill Assessment
Usage of ELA Content Standards - ANSWERPlan every instruction/lesson with this
goal:
every student will meet the content standards adopted by CA State Board of
Education
A Standard... - ANSWERStates what every child should know or be able to do at the
end of every grade level
Balanced instructional program - ANSWERstrategic selection of what skills should be
taught given a child's level of reading development. (Ex. First grade chooses to focus
