RICA Overview

1
RICA Overview
2
RICA Rationale

• Beginning teachers need to be able to deliver
  effective reading instruction that
• is based on the results of ongoing assessment
• reflects knowledge of state/local reading
  standards
• represents a balanced, comprehensive reading
  curriculum
• Is sensitive to the needs of all students.

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Attitude of RICA Developers

• Emphasis is on a balanced approach to teaching
  reading.
• Balanced instructional reading program consists
  of
• systematic, direct, and explicit skill and
  strategy instruction
• Skill something the reader does automatically
• Strategy something a reader consciously chooses
  to implement
• Direct, explicit teacher directed. Teacher sets
  the objectives, focuses on a specific reading
  skill or strategy.
• Systematic Teacher knows which skills and/or
  strategies are appropriate for grade level as
  defined by the ELA Content Standards.Teacher uses
  assessment results to focus instructional
  planning.

4
Attitude of RICA Developers

• Balanced instructional reading program consists
  of
• Students should have opportunities to use the
  skills and strategies through meaningful reading
  and writing experiences in several formats.

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Important dates and fees

• RICA Written Examination will be available for
  computer-based testing year-round by appointment,
  Monday through Saturday (excluding holidays), on
  a first-come, first-served basis.
• Computer-based testing will be offered at 23 test
  centers in California.
• Cost 171

6
Time

• Plan on 4 hours 15 minutes for registration,
  etc.
• In the RICA Seminar and in the Ready for RICA
  text, time allocations are suggested.

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Code to know

• Institution code for UCSB
• 412

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RICA Scoring and Passing Guidelines

• There are 120 points possible
• Scaled scores range 100-300
• A score of 81 is passing (67.5)
• Minimum passing scaled score 220
• Good news
• Passing rate is excellent!

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RICA Overview

• There are 15 competency areas within the 5
  domains.

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Five Domains of RICA

• Domain 1 Planning, Organizing, and Managing
  Reading Instruction Based on Ongoing Assessment
• Domain 2 Word Analysis
• Domain 3 Fluency
• Domain 4 Vocabulary, Academic Language, and
  Background Knowledge Domain 5 Comprehension

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RICA Overview

• Content by Domain
• Domain 1 Planning, Organizing, and Managing
  Reading Instruction Based on Ongoing Assessment
  10
• Domain 2 Word Analysis 33
• Domain 3 Fluency 13
• Domain 4 Vocabulary, Academic Language, and
  Background Knowledge 20
• Domain 5 Comprehension 23

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RICA Overview

• Multiple Choice (70 items)
• 90 minutes
• Short Essays (2)
• Fluency and Vocab, Aca Lang, Prior Knowledge
• 75-125 words
• 30 minutes (15 minutes each)
• Long Essays (2)
• WA and Comprehension
• 150-300 words
• 50 minutes (25 minutes each)
• Case Study (1)
• 300-600 words
• 60 minutes

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RICA Competency Area Specifications

• DOMAIN 1 Planning and Organizing Reading
  Instruction
• COMPETENCY 1 Understand how to plan, organize,
  and manage standards-based reading instruction.
• COMPETENCY 2 Understand the purposes of reading
  assessment and best practices related to
  standards-based entry-level assessment,
  monitoring of student progress, and summative
  assessment.

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RICA Competency Area Specifications

• DOMAIN 2 WORD ANALYSIS
• COMPETENCY 3 Understand the role of
  phonological and phonemic awareness in reading
  development and how to develop students'
  phonological and phonemic awareness skills.
• COMPETENCY 4 Understand the role of concepts
  about print, letter recognition, and the
  alphabetic principle in reading development and
  how to develop students' knowledge and skills in
  these areas.
• COMPETENCY 5 Understand important terminology
  and concepts involved in phonics instruction and
  recognize the role of phonics and sight words in
  reading development.

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RICA Content Area Specifications

• DOMAIN 2 WORD ANALYSIS
• COMPETENCY 6 Understand how to develop
  students' phonics knowledge and skills and
  recognition of sight words to promote accurate
  word analysis that leads to automaticity in word
  recognition and contributes to spelling
  development.
• COMPETENCY 7 Understand the role of syllabic
  and structural analysis and orthographic
  knowledge in reading development and how to
  develop students' knowledge and skills in these
  areas to promote accurate word analysis that
  leads to automaticity in word recognition and
  contributes to spelling development.

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RICA Content Area Specifications

• DOMAIN 3 FLUENCY
• COMPETENCY 8 Understand the role of fluency in
  reading development and factors that affect
  students' development of fluency.
• COMPETENCY 9 Understand how to promote
  students' fluency development.

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RICA Content Area Specifications

• DOMAIN 4 VOCABULARY, ACADEMIC LANGUAGE, AND
  BACKGROUND KNOWLEDGE
• COMPETENCY 10 Understand the role of
  vocabulary, academic language, and background
  knowledge in reading development and factors that
  affect students' development of vocabulary,
  academic language, and background knowledge.
• COMPETENCY 11 Understand how to promote
  students' development of vocabulary, academic
  language, and background knowledge.

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RICA Content Area Specifications

• DOMAIN 5 COMPREHENSION
• COMPETENCY 12 Understand literal, inferential,
  and evaluative comprehension and factors
  affecting reading comprehension.
• COMPETENCY 13 Understand how to facilitate
  reading comprehension by providing instruction
  that prepares students for the reading task,
  scaffolds them as needed through the reading
  process, and prepares them to respond to what
  they have read.
• COMPETENCY 14 Understand how to promote
  students' comprehension and analysis of
  narrative/literary texts and their development of
  literary response skills.
• COMPETENCY 15 Understand how to promote
  students' comprehension of expository/informationa
  l texts and their development of study skills and
  research skills.

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COMPETENCY 1

• Understand how to plan, organize, and manage
  standards-based reading instruction.
• Tompkins Chapter 10
• Organizing for Instruction
• Homework Class 1 (Class 2)
• Balanced Reading program graphic organizer

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COMPETENCY 2

• Understand the purposes of reading assessment and
  best practices related to standards-based
  entry-level assessment, monitoring of student
  progress, and summative assessment.
• Tompkins Chapter 3
• Assessing Literacy Development
• Marie Clay text
• Assignments Literacy Assessment

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COMPETENCY 3

• Understand the role of phonological and phonemic
  awareness in reading development and how to
  develop students' phonological and phonemic
  awareness skills.
• Tompkins Chapter 4
• The Youngest Readers and Writers

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COMPETENCY 4

• Understand the role of concepts about print,
  letter recognition, and the alphabetic principle
  in reading development and how to develop
  students' knowledge and skills in these areas.
• Tompkins Chapter 4
• The Youngest Readers and Writers
• See also Lit Assessment for grades K-2

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COMPETENCY 5

• Understand important terminology and concepts
  involved in phonics instruction and recognize the
  role of phonics and sight words in reading
  development.
• Tompkins Chapter 4
• The Youngest Readers and Writers

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COMPETENCY 6

• Understand how to develop students' phonics
  knowledge and skills and recognition of sight
  words to promote accurate word analysis that
  leads to automaticity in word recognition and
  contributes to spelling development.
• Tompkins Chapter 5
• Cracking the Alphabetic Code
• Tompkins Chapter 6
• Developing Fluent Readers and Writers

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COMPETENCY 7

• Understand the role of syllabic and structural
  analysis and orthographic knowledge in reading
  development and how to develop students'
  knowledge and skills in these areas to promote
  accurate word analysis that leads to automaticity
  in word recognition and contributes to spelling
  development.
• Tompkins Chapter 6
• Developing fluent readers and writers

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COMPETENCY 8

• Understand the role of fluency in reading
  development and factors that affect students'
  development of fluency.
• Ready for RICA pp. 65-68 (3rd edition)
• Tompkins Chapter 6
• Developing Fluent Readers and Writers
• APE Accuracy, Pace, Expression
• Note This is where prosody comes in!

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COMPETENCY 9

• Understand how to promote students' fluency
  development.
• Tompkins Chapter 6
• Developing Fluent Readers and Writers

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COMPETENCY 10

• Understand the role of vocabulary, academic
  language, and background knowledge in reading
  development and factors that affect students'
  development of vocabulary, academic language, and
  background knowledge.
• Ready for RICA pp. 75-78 (3rd edition)
• Tompkins Chapter 7
• Expanding Academic Vocabulary

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COMPETENCY 11

• Understand how to promote students' development
  of vocabulary, academic language, and background
  knowledge.
• Ready for RICA pp. 79-87 (3rd edition)
• Tompkins Chapter 7
• Expanding Academic Vocabulary

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COMPETENCY 12

• Understand literal, inferential, and evaluative
  comprehension and factors affecting reading
  comprehension.
• Tompkins Chapters 8 and 9
• Promoting Comprehension Reader Factors
• Promoting Comprehension Text Factors

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COMPETENCY 13

• Understand how to facilitate reading
  comprehension by providing instruction that
  prepares students for the reading task, scaffolds
  them as needed through the reading process, and
  prepares them to respond to what they have read.
• CLS assignment
• Tompkins Chapters 8 and 9
• Promoting Comprehension Reader Factors
• Promoting Comprehension Text Factors

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COMPETENCY 14

• Understand how to promote students' comprehension
  and analysis of narrative/literary texts and
  their development of literary response skills.
• CLS assignment
• Tompkins Chapters 8 and 9
• Promoting Comprehension Reader Factors
• Promoting Comprehension Text Factors

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COMPETENCY 15

• Understand how to promote students' comprehension
  of expository/informational texts and their
  development of study skills and research skills.
• Ready for RICA pp. 114-123 (3rd edition)
• Tompkins Chapters 8 and 9
• Promoting Comprehension Reader Factors
• Promoting Comprehension Text Factors

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Specifications on the Domains and Competencies

• http//www.rica.nesinc.com/RC_preparation_material
  s.asp

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More RICA Resources

• RICA Home Page
• http//www.rica.nesinc.com/
• RICA Sample Written Exam Form (PDF)
• http//www.rica.nesinc.com/RC_publicTF_opener.asp
• Rossi, J. Schipper, B. (1999). Case studies in
  preparation for the California reading competency
  test. Allyn Bacon Needham Heights, MA.
• Zarillo, J. (2011). Ready for RICA (3rd edition)