secret to passing the RICA?

Discussion in 'Other Tests' started by littlemama, Mar 26, 2004.

  1. SPH_Teacher

    SPH_Teacher Rookie

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    Nov 18, 2016

    for the most part i answer them confidently. but ill take your advise. Im thinking of paying for the teacherprep course, but itd too expensive.
     
  2. SPH_Teacher

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    Nov 18, 2016

    I have not passed it, but you need 2 strategies because the case study requires you give 2 strategies.
     
  3. Got2Teach

    Got2Teach Rookie

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    Thank you for taking the time to reply and answer letter B, SPH_Teacher.
    How does one decide which strategies are best to memorize inasmuch as its a random exam and one will never know what may appear on the Case Study?
     
  4. SPH_Teacher

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    Nov 18, 2016

    I memorized the easier ones that i feel comfortable and confident writing about.
     
  5. TeacherGroupie

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    Nov 19, 2016

    It's not the case that scorers expect, given a particular set of student needs, that every test taker will choose exactly the same instructional strategy. Instead, scorers want to see SOME instructional strategy that will serve, or at least not be irrelevant to, the student's need; they want some specifics as to how the strategy is carried out, by which I mean a couple specific words or procedures or names of texts; and they want some explanation of what THIS instructional strategy will do toward helping the student.

    For instance, if a kid isn't reading fluently, useful instructional strategies include choral reading or repeated reading or reading to an aide/volunteer/peer - let me emphasize that, though those are fairly closely related, each IS a distinct strategy. Choral reading of Dr. Seuss's ABC can help a shy child practice fluency because the child isn't the only one reading, but it doesn't allow for prompting or correction; repeated reading of a short decodable book is useful because the increasing familiarity helps fluency; reading to an aide or parent volunteer or an upper-grade peer is one on one, with advantages (encouragement, prompting, and a little correcting) and disadvantages (a shy child may still feel very exposed).
     
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  6. Got2Teach

    Got2Teach Rookie

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    Nov 25, 2016

    Thank you for this tip, Teacher Groupie. I don't know if you had a chance to read my first post from 18 November 2016 (the day I joined this forum). In my preparation and study for the RICA exam, a number of questions have come to mind. I would appreciate it if you could take the time to answer my questions.

    1. I have visited a few different test prep sites and I'm unclear as to whose advice to follow. On a couple sites, it's recommended that one know, memorize, and be able to explain each competency. I was shocked to read this inasmuch as there are 15 competencies. Moreover, that's a lot to memorize and provide examples for each. On this blog/forum, I've seen mentioned several times that one has to know the domains very well and explain them. Five domains is a lot easier to know that 15 competencies. Please advise!

    2. Inasmuch as one has to have two Instructional Strategies for each Domain, I have created a spreadsheet with different strategies for each Domain which I review each day. Moreover, I am focused on two strategies to have in my backpocket on test day. My struggle is that I cannot come up with two strategies for Domain 1 which is planned, organizing, and managing standard-based instruction. Other than Running Records and IRIs, what else could one use as an Instructional Activity and/or Strategy. Moreover, I don't know if Running Records, IRIs, Shared Reading, or Read Alouds are true Instructional Activities and/or Strategies. That is, Making Words is an activity and one can explain why that would be effective. However, Running Records is not an "activity". Please advise.
     
  7. TeacherGroupie

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    Nov 26, 2016

    1. Competencies are the components of the domains. Fifteen isn't really very many - but all they represent is a different way of organizing the content of the domain, and all that domains represent is a way to organize the content of the whole. Overlaps are inevitable, not least because there's overlap in the content: fluency leaks into word analysis and vice versa, vocabulary leaks into comprehension and fluency, and so on.

    There are many, many more items of technical vocabulary or teacher jargon in reading instruction, and you use a few of them above. If you can confidently explain, and use in a sentence, a majority of the terms in each domain, you should do all right.

    Let me gently point out that I think you're a little too fixated on passing RICA as a goal. The real goal is having a good grip on reading instruction and how it works.

    2. It's helpful to differentiate between "strategy" and "instructional strategy"; the difference is that "strategy" refers to something that a reader does (and that a student needs to learn to do) to deal with text, whereas an "instructional strategy" is something a teacher does to help a student acquire a strategy. Domain 1 doesn't involve reader strategies, so thinking of it in terms of instructional strategies doesn't quite work.
     
  8. Got2Teach

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    Nov 26, 2016

    Hello, Teacher Groupie!
    In regard to #2, I realize that Domain 1 does not involve Reader Strategies. However, if one is told to know each domain very well and strategies for each, what would be an example of a strategy, or rather an activity for Domain 1?
     
  9. Got2Teach

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    Nov 28, 2016

    Hello, RICA Test Takers!
    I need three strategies for the following: phonics, word-attack skills, and decoding. Help!
    Thank you, Got 2 Teach
     
  10. SPH_Teacher

    SPH_Teacher Rookie

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    Nov 28, 2016

    This website has great information. I also use the Zarillo book.
    mbjrrica.weebly. com/domain-4
     
  11. SPH_Teacher

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    Hopefully you still check in so that we can pick your brain. Within your outline did you write anything about preteaching/giving orientation to the student prior to the presentation?
     
  12. Got2Teach

    Got2Teach Rookie

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    Thank you for taking the time to reply. I'll read Zarrillo's book as I don't remember seeing strategies (per se). Thank you for the website reference; I'll check out that weebly site.
     
  13. Got2Teach

    Got2Teach Rookie

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    Nov 30, 2016

    Hello, Successful RICA Examiners and those preparing for the exam!

    Tonight I was working on the Practice Essay in Bobrow's book on p. 39, I am puzzled by the Examinee Task and what's stated under, "Carefully read and examine the task."

    In the Examinee Task, one is not asked to explain why the method is ineffective. It only says, "Describe effective strategies the teacher might use to enhance the students' ability to learn the meanings for vocabulary words." It does not say--"Identify the problem with what the teacher has been doing and describe effective strategies..." Hence, I did not mention that in my response. However, after reading the sample essay and prewrite, it appears that one is supposed to explain why this is ineffective.

    I am puzzled because if I do not cover what is asked in the task, I'll lose points. Yet, identifying the problem is NOT in the Examinee Task.

    Please advise,
    Got 2 Teach

    P.S. I know that one is to figure out the problem, strengths, weaknesses, solutions, and evidence for the Case Study. However, if the Essays do not ask one to identify the problem and I'm to assume that I still have to do it?
     
  14. SPH_Teacher

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    Nov 30, 2016


    In the RICA it says to give 3 student strengths and/or needs. Im on my phone so I dont have the exact way its written, but the rica website has the exact outline of the case study format.
     
  15. Got2Teach

    Got2Teach Rookie

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    Nov 30, 2016

    Hello, SPH_Teacher!
    What I'm asking about help with is different from the Case Study and its requirements. I'm asking about the Essay for Domain 4, Vocabulary. The Examinee Task/Prompt is different. If you have time to check it out and can offer advice, please do. Thank you!
     
  16. TeacherGroupie

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    Nov 30, 2016

    A little advice for free: RICA constructed responses, like CSET constructed responses with the possible exception of CSET English Subtest III, aren't essays. Don't spend time writing pretty introductions and pretty sentences; instead, make sense of the content, using the technical terminology of reading instruction as though you were addressing a fellow professional (because you are).

    Let me add here that Domain 1, which covers planning, organizing, and managing reading instruction, does have its own multiple-choice questions but doesn't have its own constructed response. Domain 1 is folded into the case study.
     
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  17. Got2Teach

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    Dec 1, 2016

    Thank you for advice, Teacher Groupie.

    My question is about the prompt/Examine Task that did not ask for a "problem" only effective strategies. Yet, a "problem" was mentioned in the sample essay. I could have done that in my practice answer, but according to directions for the RICA essays--one is not to add more than what's asked (e.g. 3 strategies when all that's required is 2) or include what was not asked for just to "show off".

    Perhaps the editor made a mistake in the book. However, if I'm supposed to always mentioned what doesn't work for the teacher even though it's not asked for that can be done.

    Hence, if anyone in this forum has Bobrow's Test Prep book and can look at that page to understand what I'm asking I'd appreciate it.
     
  18. TeacherGroupie

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    Dec 1, 2016

    Are you aware that the responses for Domain 3 (fluency) and Domain 4 (vocabulary, academic language, and background knowledge) are intended to be briefer than the responses for Domain 2 (word analysis) and Domain 5 (comprehension)? The shorter ("focused") responses should run about 75 to 150 words. Count the words in this paragraph: it's not a very long paragraph, but you should still find that the number of words approaches the lower end of the target range for focused responses.

    Count on RICA framing questions in ways that your prep book didn't anticipate. This is normal: tests like these are constantly being redeveloped within the boundaries of the test specifications. Your task then is to recognize the content you know in the format you weren't expecting, to answer the question you were asked, and overall to roll with the punches.
     
  19. Got2Teach

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    Dec 1, 2016

    Hello, Teacher Groupie

    Yes, I am aware of the word count limits for each essay response for Domains 2 - 5. I know that Domains 3 & 4 have a shorter word count limit (75 - 125) than Domains 2 and 5 (125 - 300).

    I know to be ready for anything with the RICA.

    My original question was not directly addressed in your response, but I understand what you're saying in your second paragraph.
     
  20. Got2Teach

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    Dec 1, 2016

    Hello, SDC Teacher13!

    Congratulations on passing the RICA exam! I'm new to this forum so I am scrolling through posts from last year.

    Thank you for sharing the two sources that you used to help you achieve success!

    You didn't mention Cliff Notes: Jerry Bobrow's RICA Test Prep. Did you use that source the first time? If you did use it, I'm curious about your opinion when you compare Bobrow to Zarrillo.

    I'm curious. Do you feel that one needs to take a test prep course, buy Rossi's Case Study book, buy Bobrow's book, and buy Zarrillo's book in order to pass? or Do you feel that a strict study schedule with Zarrillo and Boosalis videos and an Elementary Reading Methods course is enough to pass the RICA? As I said, I've been looking at the posts and some test takers do A LOT to prepare for this exam and have spent a lot of money (my heart goes out to them), then I compare it to you and other person in this forum who've only used two sources and you PASSED!

    I'm taking my test either this Sunday or in two weeks--I'm praying about it and studying! I would appreciate feedback, tips, advice, and suggestions. I have Zarrillo's book and I have read it, marked it up, made notes, huge posters are all over the walls in my room. I have also watched Boosalis' videos (still have 6 or 7 more to go--mostly the Case Studies).

    Sincerely,
    Got2Teach
     
  21. Got2Teach

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    Dec 1, 2016

    Hello, donberto 17!

    Congratulations on passing the RICA exam! I'm new to this forum so I am scrolling through posts from last year.

    Thank you for sharing the two sources that you used to help you achieve success!

    I'm curious. Do you feel that one needs to take a test prep course, buy Rossi's Case Study book, buy Bobrow's book, and buy Zarrillo's book in order to pass? or Do you feel that a strict study schedule with Zarrillo and Boosalis videos and an Elementary Reading Methods course is enough to pass the RICA? As I said, I've been looking at the posts and some test takers do A LOT to prepare for this exam and have spent a lot of money (my heart goes out to them), then I compare it to you and other person in this forum who've only used two sources and you PASSED!

    I'm taking my test either this Sunday or in two weeks--I'm praying about it and studying! I would appreciate feedback, tips, advice, and suggestions. I have Zarrillo's book and I have read it, marked it up, made notes, huge posters are all over the walls in my room. I have also watched Boosalis' videos (still have 6 or 7 more to go--mostly the Case Studies).

    Sincerely,
    Got2Teach
     
  22. SPH_Teacher

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    Dec 11, 2016

    I retake the exam on Tuesday. Been studying and watching the vids on youtube. If I don't pass I lose my job, as the day gets closer I'm freaking out. I'm worried that I don't know all the vocabulary/jargon, and that I butcher the written responses.

    I have memorized the Learning To Read "wheel"

    CAP-book concepts, Sentence concepts, word concepts, upper/lower case letter names
    Phonemic Awareness- ID sounds, blend sounds, segment sounds
    Decoding & Fluency- Letter sounds correspondence, onset & rime, phonics rules (generalizations), simple polysyllabic words, Fluency (rate, accuracy, prosody)
    Vocabulary Development- Regular sight words, irregular sight words, advance polysyllabic words, structural analysis, & context clues.

    I hope this helps me, I'm working on comprehension at the moment.

    Stress level 100!!!
     
  23. TeacherGroupie

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    Dec 12, 2016

    Hm. RICA's domains divide up the content a little differently, SPH_Teacher: you might want to think about which RICA domain is the best fit for each of the concepts you've outlined above. (Onset and rime aren't generally considered part of decoding, because a kid can learn to recognize onsets and rimes before she learns the alphabet.)
     
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  24. Jsasss

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    Dec 15, 2016

    I know this thread is old, but did the people posting end up eventually passing?!
     
  25. Abilene

    Abilene Guest

    Dec 20, 2016

    Hello vsimpkins, I was wondering if you still had the study guide you developed for the RICA? I will be taking it in the summer.
    I do not know how to send private messages.
     
  26. SPH_Teacher

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    Dec 28, 2016

    So I got my results back

    First 3 domains I got +++
    the last 2 domains i got ++
    and case study was ++

    I had a complete panic attack right before the exam and could not focus. missed it by 7 points. I will be laid off as of January 20th. I'm trying to remain calm, but with a school loan payment due, this is becoming a nightmare. I'm starting to regret wanting to become a teacher. :(
     
  27. SPH_Teacher

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    I've completed the masters/credential program, does anyone know what happens if I don't pass the RICA?
     
  28. SPH_Teacher

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    Some people have.
     
  29. TeacherGroupie

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    If you're within seven points, you can probably get the rest of the way. Self-hypnosis might help with the panic attack next time. Consider also thinking of the test as something you're teaching another person to take.

    In addition to ++, what diagnostics do you see for your case study?
     
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  30. SPH_Teacher

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    Jan 10, 2017

    It said describing the instructional strategy. I knew I did terrible in the Case Study because it was when my panic attack began. All I can think of was me losing my job and not being able to make my mortgage payment. I kept deleting what I would write and second guessing myself. IIRC I didn't stay with the orientation, presentation, guided practice, independent/application outline for the Case Study because I started going over 600 words.

    Also, did the same for the comprehension response. I kept thinking that I was using the wrong graphic organizer, so I kept deleting and rewriting.

    Another mistake I made was drinking a 5 hr. energy before the exam, which I have never done!!! It gave me the jitters. I stared at the screen for like 20 minutes.
     
  31. TeacherGroupie

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    "Describing an instructional strategy" for RICA doesn't mean spelling it out the way you'd explain it to someone who doesn't know reading instruction. It means showing what the instructional strategy looks like for THIS specific need with THIS student or set of students. Give some example words or sentences, or whatever's appropriate to the strategy, that are also tailored to the need and the students. A first-grader's word wall is not going to include the word "appropriate", usually. A high school junior's word wall, or the equivalent, shouldn't need to include "to", "too", and "two".)

    It can be good exercise to choose a standard instructional strategy and then brainstorm about how it could meet various needs for a kindergartner, then a first grader, and so on.
     
  32. SPH_Teacher

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    Jan 11, 2017

    Okay, so in the case study the student had several needs. One was fluency; specifically rate. I don't remember exactly what I wrote, but should I explain what fluency and reading rate is?
     
  33. TeacherGroupie

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    Other than by pointing out evidence consistent with rate as a need, choosing an intervention that can be made to work for rate, and explaining how it will work for rate, no.
     
  34. SPH_Teacher

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    Would you say that "describing instructional strategy/activity" has to do with explaining the benefit?
     
  35. TeacherGroupie

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    No: explaining the benefit is what the third of the three diagnostic phrases is about - that is, WHY it will work. Describing an instructional strategy or activity has to do with giving enough detail so it's clear HOW it will work. Try this: Pick one instructional strategy that could be adapted to either grade-level second graders or advanced fifth graders. Tell me briefly how it would look for the second graders. Then tell me briefly how it will be different for the fifth graders.
     
  36. SPH_Teacher

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    Jan 13, 2017

    Making Words:
    Prep: I will develop 4x5 cards with 8th grade lv words, divided by root words and affixes.
    Orientation: I will front load the definition of root words and affixes (prefix & suffix) to the students.
    Presentation: I will explain to students that words can me made by adding an affix to a root word. I will then demonstrate making words by using the cards; Con/duct = conduct. Then I will read the word aloud.
    Guided Practice: I will have student put roots and affixes together as I monitor and provide feedback.
    Independent: Allow student to independently attempt activity.

    For second grade I will use visuals to make compound words. Then have the students bring both visuals together to make one word.

    I hope this is what you asked for. I'm still trying to get over this anxiety.
     
  37. TeacherGroupie

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    Jan 13, 2017

    This is on the right track: you've chosen appropriate categories of words for the two grades.

    Here are some issues with the content of your responses:

    1. I asked for second grade and FIFTH grade, not second grade and EIGHTH grade. (TeacherGroupie's Law #1: Always answer the question as it is asked, insofar as possible.)

    2. The nature of the exercise isn't specified in enough detail. Will each affix match with exactly one root/each base word with exactly one other base word, or will there be multiple possible combinations? (Which choice is best will depend on whether students are already familiar with affixation/compounding: obviously the simpler case is better for the beginners.)

    3. Neither activity addresses the issue of student output. As you've described this, it sounds like students would just be shoving cards together, pair by pair. If you're monitoring students one by one, how will you then know that a student you haven't been monitoring has been matching the cards correctly? For that matter, how will the students know? For the eighth graders, I'd recommend having them write down the words they create and perhaps guess at the definitions, and then perhaps refine those definitions as a class or in small groups. For the second graders, checking off words on a list might be more practical.

    4. What sorts of words would the second graders be making, and with what sorts of words? Presumably they're new to the concept of compounding: if so, the compounds should probably be words in grade-level oral vocabulary, and the base words should almost certainly be in oral vocabulary and probably either decodable or grade-level sight words. For instance, baseball from base + ball, nightlight from night + light. These base words won't be altogether easy to draw visuals for, or at least to represent SOLELY with visuals; picture-card activities might be better for younger kids.

    5. Your description of the activity for eighth graders implies that they're new to the concept of affixation. In that case, it might make sense to stick with roots plus prefixes only or plus suffixes only, rather than throwing both prefixes and suffixes in at the same time. On the other hand, I think affixation does show up earlier in the state standards.

    Now some issues that bear more on test taking:

    1. Where practical, answer the parts of a question in the order in which they're asked: in this case, second grade first, then the older kids.

    2. When describing what students are doing, do not write "I would have students...", write "Students will..."

    3. Supply more examples of the words with which you'll have students working, and supply them as you describe the activity. Make sure these examples are suited to the specific goal of the exercise.

    4. HOW do you plan to model use of 4x5 cards? They're pretty small.
     
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  38. SPH_Teacher

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    Jan 17, 2017

    Wow I completely misread the grade levels. Thanks for the information its very helpful. I believe that's my biggest obstacle, how much detail information should I type. However, I noticed that you used simple straight forward sentences to explain the concept.

    My concern is that now that I've failed so many times, my confidence is low and I second guess myself. I need to get over it.
     
  39. TeacherGroupie

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    Jan 17, 2017

    The responses for domains 3 (fluency) and 4 (vocab., academic language, and background knowledge) are focused or short responses: 75 to 150 words each. Choose a paragraph from this thread and count the words to see how many words 75 words is, or rather isn't. Your response could perfectly well consist of sentence fragments.

    The responses for domains 2 (word analysis) and 5 (comprehension) are a bit longer, 150 to 300 words each. It remains the case, however, that scorers care much less about whether you've written pretty than whether you've covered the necessary concepts using the appropriate technical terms the way you'd use them to a fellow professional.

    Getting the grade level wrong shouldn't cost you more than one raw point per response, provided the response otherwise contains elements it should contain.
     
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  40. SPH_Teacher

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    Jan 17, 2017


    I scored +++ in the first 3 domains. I really blew it on the comprehension question. I kept 2nd guessing myself and deleting. I'm going to study the Bosalis videos again (along w/ the worksheets) and practice writing the Case Study.

    Do you think I would be okay if I leave out orientation and just go straight to presentation? A friend told me to always mention preteaching the information, is that something you would recommend doing?
     

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