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RIC RICA Subtest 3 Exam Questions & Solutions (Guaranteed Pass 2025/2026), Exams of Commercial Law

University of California-MercedCommercial Law

A comprehensive overview of the ric rica subtest 3 exam, offering insights into the structure, content, and assessment strategies. It covers key topics such as teaching methods, reading comprehension, assessment techniques, and standardized testing. Particularly valuable for educators seeking to understand the exam's requirements and prepare students effectively.

Typology: Exams

2024/2025

Available from 03/08/2025

tizian-kylan
tizian-kylan 🇺🇸

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RIC
RICA SUB
RICA SUBTEST 3 EXAM QUESTIONS WITH
CORRECT VERIFIED SOLUTIONS 100%
GUARANTEED PASS 2025/2026
Presentation - ANS ✓Second Phase
- Teacher teaches with explicit and systematic instruction
- involves your modeling
- Teacher could show pictures or videos for students
Guided Practice - ANS ✓Third Phase
- Students complete task under teacher supervision
- Teacher can reinforce whats been learned, ask questions to prompt student
reasoning, and provide feedback/suggetsions
Independent work and Application - ANS ✓Final Phase
- Students now can practice on their own
Engaging and Motivating Students:
Stimulating Learning Environment - ANS ✓Teacher uses positive
reinforcement, praise, upbeat reading, and no put downs!
Engaging and Motivating Students:
Appropriate Reading materials - ANS ✓Students read at their reading level,
Silent and independent reading at their level, and direct instruction and a
challenging but readable level
Engaging and Motivating Students:
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RIC

RICA SUBTEST 3 EXAM QUESTIONS WITH

CORRECT VERIFIED SOLUTIONS 100%

GUARANTEED PASS 2025/2 026

Presentation - ANS ✓Second Phase

  • Teacher teaches with explicit and systematic instruction
  • involves your modeling
  • Teacher could show pictures or videos for students Guided Practice - ANS ✓Third Phase
  • Students complete task under teacher supervision
  • Teacher can reinforce whats been learned, ask questions to prompt student reasoning, and provide feedback/suggetsions Independent work and Application - ANS ✓Final Phase
  • Students now can practice on their own Engaging and Motivating Students: Stimulating Learning Environment - ANS ✓Teacher uses positive reinforcement, praise, upbeat reading, and no put downs! Engaging and Motivating Students: Appropriate Reading materials - ANS ✓Students read at their reading level, Silent and independent reading at their level, and direct instruction and a challenging but readable level Engaging and Motivating Students:

RIC

Read alouds! - ANS ✓read with enthusiasm, energy, to model ideal fluency Engaging and Motivating Students: Book clubs, literature circles, and author studies - ANS ✓Book club: Teacher choses the book for small groups to then discuss with roles and questions to help facilitate Literature circles: small group discussion based where groups of students can chose the book they want to read Author studies: discussions focus on the author, the books read are all done by the same author The potential advantages of Independent Reading - ANS ✓1. provides greater familiarity with language patterns

  1. increases reading fluency
  2. increases vocabulary
  3. Broadens knowledge on context areas
  4. motivates further reading How to help students pick a book - ANS ✓The 5 finger rule!! Students flip to a page in the book and read it. If the reader makes more than 5 errors (counted on fingers) then the text is too hard 1+1 Strategy - ANS ✓- reading level + student interest = independent reading motivation Monitoring Student Reading - ANS ✓- reading logs
  • book reports
  • formal and informal oral presentations
  • individual conferences

RIC

  • meeting objective
  • exceeding objective (like SJSU format) Individual profiles - ANS ✓A chart with how a child is doing in regards to a standard
  • the chart has not meeting, meeting, and exceeding on it Class profiles - ANS ✓Same set up as individual profiles but with the whole class (like an excel sheet) Assessments for how to determine reading level - ANS ✓Best : Informal Reading Inventory (IRI) What an IRI assessment includes - ANS ✓- word recognition lists
  • graded reading passages
  • reading interest surveys
  • assessments measuring concepts of print
  • Phonemic awareness assessment
  • Phonics assessment
  • Structural Analysis (morphemic) assessment
  • Reading Fluency assessment
  • Vocabulary assessment (Assessments from other Domains) Graded reading passage - ANS ✓The most important part of an IRI can look at miscue analysis, graphophonemic errors, semantic errors, syntactic errors

RIC

Miscue Analysis - ANS ✓A way of acquiring insight into children's reading strategies by studying the mistakes they make when reading aloud. (Ex. Running records) Graphophonemic Errors - ANS ✓error related to sound-symbol relationship. Errors result of: reading word by word and using decoding too much; reading passage this is too difficult. "reading feather for father" Graphophonemic errors come from: - ANS ✓errors come from: relying too heavily on decodable text or the passage is too hard to read/decode semantic error - ANS ✓a meaning-related error, such as reading dad for father syntactic error - ANS ✓error where student substitutes a word that is the same part of speech as the target word. (through for into). Understanding of meaning but not of phonics. Independent reading level - ANS ✓Student is reading at their level, books are read and understood by a student without the help of their teacher Students read 95% of the words correctly and answers 90% of the comprehension questions correctly Instructional reading level - ANS ✓Reading at students level, books are readable and understood with the help of a teacher (ex. textbook) the highest passage that a student can read aloud 90% of the words correctly and answer 60% of comprehension questions right Frustration reading level - ANS ✓Student cannot read or understand even with teachers help

  • Students can listen to the teacher but cannot read 90% of words or answer 60% comprehension questions

RIC

Progress Monitoring - ANS ✓Assessment of the progress a Student makes towards a goal or skill mastery Instruction and Activities (Assessment) - ANS ✓- 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? - ANS ✓1. To guide Instruction (comes from formative assessment)
  1. To verify if students learned what was taught or reached targeted goal/standard (summative assessment) DIBELS. Acadience, and AIMS-web - ANS ✓Used 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) - ANS ✓Diagnostics: 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 - ANS ✓Screening 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

RIC

Developmental Reading Assessment - ANS ✓(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 - ANS ✓(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 - ANS ✓Phonological 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 - ANS ✓QPS - Phonics Skill Assessment Usage of ELA Content Standards - ANS ✓Plan every instruction/lesson with this goal: every student will meet the content standards adopted by CA State Board of Education A Standard... - ANS ✓States what every child should know or be able to do at the end of every grade level Balanced instructional program - ANS ✓strategic selection of what skills should be taught given a child's level of reading development. (Ex. First grade chooses to focus more time word recognition whereas 6th grade doesn't need too... they focus on comprehension skills) Comprehensive instructional program - ANS ✓This is structured so all grade level standards are covered, rather than overemphasizing one area of reading development

RIC

These programs have: teacher manual, student text, student workbooks, supplemental books, CDs with extra resources, and a package of assessment tools ( also provides adaptations for ELs, struggling learners, and advanced ) How to Classify/group students - ANS ✓BY: benchmark: students with small level of difficulty in achieving standards strategic: students who are 1-2 years behind their peers (Teacher plans special lessons Intensive: Intervention group and needs considerable help (has the highest level of differentiation and slower pace Components of effective instruction delivery: - ANS ✓Orientation, Presentation, Guided Practice, Independent study and Application (Contents of SJSU lesson plan temp.) Orientation - ANS ✓First phase

  • Teacher can provide an overview of what will happen in the lesson (Stating your objective)
  • T will motivate or engage students (hook)