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[Music] thank you teacher friends it's Dr Dickinson in this video I am going to be explaining what the Rica is so if you are a multiple subject teacher candidate an education specialist you're required from the state of California to pass the Rica the Rika is the reading instruction competency assessment and basically it's the science of reading how to teach reading how to assess reading how to deliver reading instruction and guess what I passed the Rica so in the video I'm going to be showing you best practices for studying for the assessment what to expect when you're taking the assessment and how to manage your time for this test if you stay in and stay on the video I'll even share with you a quizzes that I created so that you can practice the multiple choice and constructive response questions for the Rica and guess what um the Rica is now free that's right if you go onto the CTC website I will show you on my video you can now register to take the Rica and not have to pay any fees so Now's the Time seize the day and take the Rica I will support you and get you through it and we'll do this together hey everybody let's get started with talking about the Rika the Rica is a reading instruction competency assessment for the State of California if you like this video don't forget to like And subscribe this is Dr Dickinson and thanks for studying with me friends the purpose of the Rica is to ensure that all of California trained candidates for the multiple subject teaching credentials and the education specialist instruction credential have the Knowledge and Skills to provide active reading instruction for all of our students this is based on California Education Code and the multiple subject teaching credential as well as the initial education specialist instructional Prudential for preliminary level 1 or clear level 2. the Rica consists of five domains you are going to be required to demonstrate your knowledge and understanding and expertise in each of these five domains I'll be providing an overview of each of those domains as well as the 15 competencies in each of these domains I'll also share which domain addresses each of the three subtests when you're taking the Rica you will want to know where you need to grow so it's important to take a pre-assessment or a diagnostic to determine where you need the most support on Eureka assessment as you can see here domain 2 word analysis is 33 of the Rica exam domain 2 and domain 3 are going to be addressed in subtest one that is why it is considered one of the most challenging subtests for the weekend exam domain one planning organizing and managing reading instruction is part of subtest three and includes a case study domains four and five you will find in subtest two you will have two assessment options for taking the Rica the first is the Rica written exam this is typically how most people take the Rica this is what I did when I took the Rica and the Rica written exam consists of three subtests there is also an option for Eureka video performance assessment in which you will videotape yourselves with whole small group and individual students you will also need to demonstrate your expertise in each of the domains and competencies if you pass the Rica you don't get a score but you get a pass and it can be used to apply for your California certification within five years of the test date going back to the video again you have to demonstrate yourself teaching with the whole small and individual groups it is recommended that you do the video only if you're working with students and you have experience teaching when you're taking the Rica written test here are some strategies for the multiple choice you're going to see that there are multiple choice questions in each of the subtests first you'll want to scan the question read the question often the last sentence first identify the key terms of what is wanted and then read each of the answers the responses identify the two responses that do not relate to the key terms and select the correct response if the correct response is evident then just move on don't over analyze your first guess is probably right we're going to go ahead and try this strategy with some sample questions these questions were provided by the Rica sample test on the CTC website you can always go to CTC Exams to register for Eureka as of July 2022 the Rica test and all others California state tasks our fees are going to be waived so I would strongly recommend registering as soon as you can so let's get started with some test prep here's a sample question a kindergarten teacher plays the following game with students the teacher says guess whose name I'm going to say now the teacher then says the initial sound of a student's name hmm and the children try to guess the name this activity is likely to promote the reading development of students primarily by helping them again in the last sentence we're looking for a reading activity so which of our four options show us a reading activity is it blending separate sounds in words yeah that's a reading activity is it recognizing a spoken word is made up of sounds sure that's a reading activity too is it understand the principles of phonics not really that's not a reading activity or learning how to spell their own names again not a reading activity so we're left with option one and two going back to think about what the teacher's doing the teacher is sounding Out the student's first initial sound of a name hmm so they're not blending separate sounds in words they're recognizing that a spoken word is made up of sounds so the answer is two let's try another question during which of the following strategies of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds so here we're looking for and the activity stages excuse me in which the students are showing an understanding between a letter and a sound well I know that conventional spelling is learning about writing conventions so it's that's not an option transitional spelling is when students are transitioning different sounds and spelling patterns again not in options phonetic spelling is when students are sounding out sounds phonetically and semi-phonetic is when students are making the connection between letters and sounds so the answer is B semi-phonetic the four stops of reciprocal teaching are okay so we're looking for a teaching strategy that demonstrates students reciprocal teaching they're teaching their colleagues and they're collaborating so what were the four options we have survey questions read and review hmm that sounds more like an activity and not really something that students are doing reciprocally with each other so I'm gonna avoid that one is it preview paraphrase Ponder and perform preview and paraphrase are definitely associated with a reading activity and students are summarizing but it doesn't really get me give me the impression that students are becoming the teacher in small group reading sessions they're not modeling or helping their peers guide group discussions so I'm going to say now then we have question clarification predict and summarize that definitely sounds like strategies that teachers use in reading but let's check out the last one see it say it cover it whisper it uh it's definitely something teachers do when they're learning a new word for spelling but not for reciprocal teaching so the answer is C function words such as to the and of are most appropriately taught in the context of which of the following areas of reading instruction all right well even if you don't know what a function word is you may be able to eliminate um some of the other choices here I know the words to the and of and are are not phonetically spelled words so I can avoid a and they are not words that promote academic language development so that can also be omitted now I have structural analysis skills and sight word vocabulary hmm I know that sight words are words that students need to know with automaticity by looking at their site definitely two and not are some of the most common words in the English language in writing so I'm going to go with the sight words and that is correct sight word vocabulary so you can see here that just by thinking allow the questions by eliminating and just knowing um what a good Association might be we can select the correct answer so when it comes to learning about Rika academic language Rica skills and doing well on assessment we definitely need to know the research of reading we need to know teaching strategies academic language of the task like we just saw in our multiple choice supports for students like for like students with exceptionalities Advanced Learners and English language Learners we also need to know how to assess and use assessment to make informed decisions about instruction all right so let's talk about the three subtests and what is being assessed Enrico said test one again it is the most challenging of all three subtests it includes domain two and three which is word analysis and fluency there are seven competencies in these two domains and in subtest one you will have approximately 35 multiple choice questions 77 of those questions will be in between two word analysis and 23 in domain 3 fluency you also have two constructive response questions domain two word analysis is 150 to 300 words in domain three fluency is 75 to 121 25 words again the passing score for each Eureka subtest is 220. so we can see this different competencies that are being addressed on Rica subtest one and what we'll need to study now there are a lot of great books for studying for the Rica that will allow you to unpack each of these sub uh competency I recommend the Rika ready for Rika book and that is a test preparation guide for California's Rika assessment by James cervilo this is available on Amazon and Cirillo's book you will see how he unpacks each of these competencies with both um understanding the academic language of each of the key terminologies as well as classroom examples for example if we're working with Rico subtest one we need to know word analysis we'll have to know some of the key academic language like a phoneme which is the smallest unit of sound now I included a visual here because I'm a visual learner as you can see the phonemes in this example are the sounds how the sounds are spelled phonetically and the graphemes represent the written representation how these sounds are actually spelled our students also need to have phonological awareness which is the ability to hear identify and manipulate sounds so they'll do activities that allow them to segment sounds blend sound omit sounds and manipulate sounds we also want our students to have other skills like rhyming syllabication um and we want our students to be able to take part of different activities that include phonemic awareness such as manipulating individual sounds and hearing individual sounds and some of these sounds may be challenging like diphthongs such as the word this or the teenage make its own unique sound now let's talk about phonological awareness this is an important progression to be aware of because it allows us to think about how reading develops and how students develop phonological awareness think about it when you started reading you probably started learning and hearing books like Dr Seuss Cat in the Hat so beginning reading often starts with rhyme discrimination to cat and hat Ron how about dog and log ran and man so once students are able to discriminate Rhymes then we want them to be able to produce Rhymes what is a word that rhymes with mom students should also be able to blend different sounds and so what words do these syllables make pan cake pancake and students should also have phoneme blending what words do these sounds make her uh crust and if you change this down what's the new word if I change hat to that to start with the um sound Matt so students are manipulating phonemes here is a group of phonemic awareness activities that you can start to explore either in your classroom or with a friend it's important for us to really practice these phonemic awareness activities and skills so that we can apply these skills and do well on the Rica I'm sure you're like me you need to practice in order to really apply the skills and really be able to distinguish skills think about it in terms of Bloom's taxonomy there's so much understanding and knowledge on this assessment in fact the Rica has over 200 technical terms therefore it's important for us to practice and practicing phonemic awareness activities are really important remember this is Doom this is the domain that it has the largest um weight on the recap exam so it's important to really understand the content and be able to apply it I'm going to click on this link and you'll have access to a bunch of phonemic awareness activities that you can use it also tells you what the activities are and how they may confuse students again great things to practice so that you can distinguish between blending categorization segmentation addition and deletion omission and things like that all right let's talk about Rika subtest II in one subtest one we got to see the foundations of reading and what students need in terms of essential skills in order to begin to read now in subtest two we're going to have questions that deal with vocabulary I academic language background knowledge and reading comprehension you'll have a total of 1 hour and 15 minutes to work on subtest two again you'll have multiple choice questions as well as essays there are two constructed response questions that you will need to address in subtest two here are the competencies that are identified in ricassept test 2. comprehension vocabulary okay and notice that you'll have to look at vocabulary in terms of ways to teach the role in Reading development as well as instruction and assessment and for comprehension you'll need to differentiate between narrative text information text and know the research in terms of instruction and assessment for reading comprehension now there's so much academic language on the Rica we want to know that academic language is critical for Student Success especially when it comes to reading it is the language of schools and language of the workplace so you will learn explicit strategies that you can use in your classroom to teach academic language this is especially important for our second language learners here's a wonderful model that can help you understand all of the elements that support academic language and literacy we've already talked about some of the foundational skills like phonemic awareness and phonics and how that builds towards fluency which is the student's ability to read words fluently if students do not have fluency they will not be able to comprehend what they're reading once students have developed fluency then we can start explicitly teaching comprehension strategies we always want to teach our comprehension strategies in conjunction with oral language written language and will also build in grammar so that will help students with spelling sentence structure and understanding unfamiliar words students will also learn about prosody which is the intonation and how language is expressed and how that ties into meaning as Educators we always want to build on our background schemers of our Learners and emphasize native language transfer to support all students in having academic language and literacy if you click on the link here you'll get uh access some additional resources and research on academic language I encourage you to check it out I also wanted to talk about the psyop framework which is the sheltered instruction observation protocol this is a critical piece of supporting English language Learners it's a scientifically validated model for supporting English learners through sheltered instruction it includes reading intervention RTI ESL techniques differentiated instruction and connecting it to our state standards a critical piece of success on the Rika and working with their kiddos is really knowing and understanding your Common Core State Standards for reading as you start to explore the state's standards you will see how all of the skills that I'm talking about are explicitly addressed in the state samur standards I also encourage you to start looking at your ELD Frameworks so that you can see best practices for supporting English language Learners in your state Frameworks as well feel free to click on this link here and you will get access to a padlet of resources for supporting English language Learners and their ELD development now I just want to piggyback that word recognition and language comprehension are intertwined we know that those critical early reading skills are what help our students to be able to recognize words and have fluency and now we're going to build on that strand by bridging language structures vocabulary background knowledge verbal reasoning and literacy knowledge one of my favorite things to read is from what works Clearinghouse I've included a hyperlink here to a ton of resources that are research based and High leverage practices that you can use there's also articles on supporting second language Learners students with learning disabilities and foundations of reading when it comes to reading comprehension the foundational skills are coupled with language comprehension and strategic knowledge when students have that automatic word recognition we can start explicitly teaching some strategies that will support them in comprehension of course as you can see print concepts are built into our foundational skills as well so students are learning comprehension in tandem with reading one of the best ways to get students excited about reading when they're just learning how to read is by doing lots of reader allowance and exposing our students to a variety of reading materials here are some explicit reading comprehension strategies that you can use in your classroom these are great ways to help your students develop the habits of mind to be a good reader when you start looking at some of the questions both um here on your essays in your case studies you may have be able to identify students who have struggles with reading comprehension so these are great strategies to make be aware of so that you can address this in your case studies let's talk about our essay you will have one focused educational problem on the subtest and one instructional task please make sure that you read each essay prompt carefully and think about how you will organize your response be sure you apply content and pedagogical content knowledge with examples so again your pedagogical content knowledge is your research-based practices why are these strategies that I'm intentionally selecting to support my students aligned with best practices for research and how will they allow them to access the content okay we're going to talk about Rika subtest three now this is really all about domain one which is planning organizing and managing reading instruction based on ongoing assessment on subtest three you're going to have 25 multiple choice questions again there are two competencies competency one planning organizing and managing reading instruction incompetency two reading assessment this is also where you're going to have your case study this is the three to six hundred word response assessing both of these domains it is recommended that you take um subtestry at the end because subtistory includes all of the domains and all of the competencies so we really want to make sure that we know all of the strategies and feel confident talking about each of those domains here's an example of one of the reading assessments that you should be familiar with it is the yop singer the yop singer is designed to support you in understanding where your students are in their reading development progression it will help you identify if your students have phonemic awareness segmentation and blending skills feel free to watch this video as this teacher administers the yacht singer to a young second grade student all right so after you watch the video think critically about what are the key components of a structure of successful instruction remember subtestary is all about designing planning and using reading uh assessments so in order for us to really design successful instruction we need to be able to focus on the lesson what is it that we're trying to teach what is it that we're explicitly modeling and demonstrating so that our students can understand the skills and strategies that we are teaching so with the focus lesson you're modeling you're doing it and then you move into guided instruction or you work with your students and do it together your students can then work collaboratively in a small group and then independently so as you can see the students are moving towards individual independent progression of being able to work on their own so how do you plan reading instruction reading centers are a popular choice for Early Elementary teachers where students work at different centers and practice different skills that they're working on for example one Center might have students doing segmentation activities where another Center might have students working on spelling skills a third Center could have students practicing their fluency and a fourth Center could be working in a small group with the teacher so once you've identified your skills you also want to know about assessments that you could administer to see where students are in their progression f p Francis and panel is a popular assessment that is often given throughout Elementary this particular assessment allows you to identify where your students are in their reading fluency students are given a score that will allow you to see where they are in their reading levels based on their identified reading level you will then be able to select a book that is just above their level of ability so that the students are continuously progressing in their reading development again we want to make sure that we're having our students read consistently and reading um independently as well as doing guided reading with their teacher silence sustained reading is a popular activity in elementary schools however if our students are not reading independently they don't have fluency SSR really is not a useful practice to have daily SSR is better when students are able to read on their own until then we can do things like having our students work on their high frequency words work on their phonemic awareness and blending activities and working on reading decodable books which have constant vowel consonant words that are easily decodable and include pictures for helping students get a context of what they're reading as a cue to support them in decoding and blending reader's Workshop is also a popular activity and approach to designing reading instruction here's an example this comes from Lucy Calkins and this particular Workshop component the teacher begins with the mini lesson and then students are working independently for reading and writing and conferring in small groups the teacher will often lead a small group mid Workshop teaching practice to extend the mini lesson and remind students of ongoing habits and then there's a brief shirral where the students and the teacher meet and they talk about what they did and celebrate their achievements I also want to direct you to one of my favorite sites this is from Reading Rockets reading Rockets has a ton of wonderful resources for you to consider in research-based practices this particular article is called the 12 components of research-based reading programs and I encourage you to read it to really have a good understanding of what are critical components of reading programs now if you are already in the classroom I would advise that you look at your reading materials that are state adopted and read the front matter your state your schools are required to purchase research-based programs for reading instruction and so they should include a balanced approach which include phonemic awareness decoding whole world language and reading activities to support diverse learners as you can see here in this particular screenshot we have Running Records which are important for fluency comprehension to to support our students in developing comprehension strategies and understanding what the rating and progress monitoring we want to be consistently collecting data with our kiddos so that we can monitor their progress and determine when and if interventions are needed throughout our reading program all right so I've included a note-taking guide for you to use as you go through each of the stub tests one important thing to consider is defining the key terminologies in each of the competency areas considering how would you teach it how would you assess it include at least one instructional activity and one way to assess and then again in each of your competencies always be mindful of how you would support struggling readers English Learners and advanced learners you can always include hyperlinks to resources and activities to further your understanding when you're creating a study guide in addition I love the what works Clearinghouse um practice guides that are research based um articles published by the U.S Department of Education I strongly encourage you to check out each of their articles they include articles on the foundations of reading reading comprehension supporting diverse learners and engaging and motivating students with reading when they are struggling so some great articles here and unfortunately I can't share it reading Rockets let's see if it popped out nope there we go so you can see all the recommendations here as well as examples and again the key terminology that you see in these articles are what will appear on the Rica you need to be able to know with automaticity just like our kiddos what is a consonant blend or digraph and what is phonemic awareness so these are great ways to identify in the context of a reading instruction program the academic language that you will see on the Rica reading Rockets which I already shared and another one of my favorite sites is coloring Colorado which is all about supporting English language learners you can do any type of research here on how to best support English language centers foreign research-based articles here's a great one many of the Ells in my class are able to decotech but continue to struggle with reading comprehension this sounds like a reading question Eureka assessment question for sure so definitely check out the Articles here so when it comes to the constructed response let's talk about how you'll be evaluated this is on a three-point scale in order to get a 3 you need to fulfill the purpose of the assignment that's why it's so important to read the question carefully and respond to what it's being asked you need to also accurately and effectively demonstrate content and pedagogical knowledge so you need to be able to identify the content is it reading instruction is it fluency and then you'll be able to identify pedagogical knowledge what are the best practices for that identified content area that is being asked on this instructional task okay and again you'll want to connect it to supporting examples evidence and rationales based on the situation and based on the research in these areas so let's just take a look I did include four sample constructive responses that were provided on the Ricoh website but here's one example again you just have to provide a brief response no more than 300 words use the information below to complete the exercise that follows a second grade teacher frequently uses the following strategy with struggling readers who are performing below the second grade fluency benchmark the teacher selects a variety of supplemental texts that use a controlled vocabulary example nearly all the words are high frequency sight words or easily declutable words then the teacher has the student read these texts aloud quietly to themselves over period of days as the teacher monitors their reading using our knowledge of reading fluency Write a response in which you identify what aspects of fluency accuracy reading read or porosity this instructional strategy primarily develops and explain how this instructional strategy promotes development of the aspect you identified be sure to relate your response to specific features of the instructional strategy described above so again you're identifying the instructional strategy in the task you're explaining how it promotes development and you also identify what aspects of fluency is being addressed in this instructional strategy okay so let's look at the sample response that's provided again these are all available on the Ricoh website this instructional strategy primarily helps develop students reading rate the selected tasks helps support development of reading rate because they use controlled vocabulary I.E primarily easily decodable words and high frequency words notice that this particular response is pretty much restating what was given in the question so far now we're adding on the research research shows that reading texts with a high readability is more effective in enhancing reading rate than when readability is not controlled the strategy also promotes reading rate because the teacher selects a variety of these texts and has the student read them over a period of days this provides the students with repeated practice reading the same words in a variety of contacts which helps build their automatic recognition of the words I.E fluency automaticity and word recognition is essential for developing reading rate which enhances fluency so as you can see here again they're using the academic language they're connecting it to the research they're providing a rationale and why it is effective and why it connects to that identified domain of fluency now if we read the evaluation you can see here they're connecting it to domain three connecting it to fluency and the accurate understanding of fluency so again we want to know the research we want to know the domains and we want to know the competencies and again we want to know the academic language those key terms on the Rica over 200 technical terms on the recap I've included in this presentation some links to some quizlets online that you can use so that you can develop fluency with the academic language of the Rica assessment a critical piece in being in multiple choice as well as construction response feel free to go through the rest of these responses after you reviewed the constructed responses that are hyperlinked on this presentation as well as the evaluation again with when it comes to um multiple choice record your key instructional strategies in key terms as you go through this section so a few things that you may do is you might want to just start when you're taking the test start by reading the constructive response and then as you go through the multiple choice you can identify the key terms so you can start creating an outline on your assessment while you're taking the multiple choice and that way when you get to that constructive response you'll have all of the academic language front loaded for you to answer those essays and to answer those constructive responses okay so let's study I have included vocabulary flash cards and quizzes for you to practice practice is what is a critical piece of passing the Rica it's really important for you to synthesize the information which is why I've created a template for you to write notes as a study guide and of course it's important to find a study buddy for the case study you will have one essay this essay will include all of those five domains that's why it's subtestary and you should take it at the end this requires a written response of approximately three to three hundred to six hundred words you are going to get some substantial background knowledge on a student and samples on their performance you'll be asked to assess analyze and then recommend appropriate instructional strategies and tell us why would they be effective a few strategies well actually there's a lot for this case study again we want to make sure that we're reading the prompt make notes highlight what you should be including if it helps you to make an outline while you're reading the question and responding to the prompt I would definitely do that again identify key pieces in the attached assessment data make some notes be sure that you're accepting what you're reading okay don't make a judgment or assume don't try to fill in missing information that's not what they're asking for you to do here they want you to given the information come up with the plan so you'll be describing two different strategies that would be most effective in providing a rationale another important note here is you do not want to pull it you want to write in paragraphs you can underline your need and develop a strategy and then underline your second need so here's an example of a case study this is a case study that focuses on the student named Isabel who's eight years old her primary language is English you're going to get some documents you'll have to read it you know she's in the third grade and then here it says your response should include the following okay three parts one identify the um the reading strands and or needs at this point in the school year citing evidence from the documents to support your observation so going back to the evidence back to the documents and support it support your your um your beliefs about what would be important strengths okay and then describe two instructional strategies or activities again connecting this back to the assessment data that's your rationale and then explain how each strategy activity you describe would promote Isabelle's reading proficiency all right so as you can see this is the first piece of evidence that's provided and it's a reading inventory it's asking um the student about their interests their likes about reading if they think they're a good reader and so this is important to consider because it will help you make a plan for how to best support the student but they're on their interests and what they like about reading and the second piece of evidence that they're providing this is an excerpt from an informal assessment of Isabel's reading performance as you can see from this assessment she's reading aloud and the teacher is making annotations based on her reading ability so she deleted the word little there's pauses here in between certain words these words may be um words that she is not familiar with so they're unfamiliar words they're not uh they may or may not be necessarily um words that she's had some prior experiences with and certainly the teacher can use segmentation to support the student in being able to read the word finally you'll get another piece of evidence this is from a transcript about um what Isabella's read so checking in for oral reading comprehension and as you can see here why do Sarah's eyes filled with tears she's asking her to make an inference and she says because she starred my mom says she can tell when my brother's really tired because he starts to cry so she's building on her prior experiences and connecting it to the text which is a really great reading comprehension skill and then we have this particular teacher log here and this is giving us evidence of Isabelle's reading activities you want to look for what the teacher is making note of she's fidgeting she's playing with her hair so she's not really engaged with reading here now we see her accuracy is 97 percent rate is 70 words per minute less than 10 words below the fall 50th percentile benchmark she didn't make many errors but she slowed down to decode several high frequency irregular words which is what we noticed on the reading fluency um assessment and she was slowing down with those irregular words and then we have some more in notes about conference with Isabelle's parents and finally the last note on her choice for independent reading books in her progress all right and then in this next section here we have a class log and students are doing a journal about their book and then following her reading log uh the student the teacher has a dialogue between Isabel between herself and Isabel about her reading wrong entry so it's really important here to read this information take a look at your writing make some inferences again connecting it back to evidence and strategies so we have a sample response here you can make a copy you can bold some high frequent some um words that you want to make note of okay some key academic language assessment strategies and next steps notice that in this particular response she's making note of assessment so that's important piece of this subtest read you want to know your reading assessments so this informal reading assessment as well as the oral reading fluency also making note of her performance on each of these assessments and then identifying some of the areas where she struggled again those high frequency write irregular words and low frequency words foreign okay and then identifying areas for growth so as noted here a lack of understanding and credential comprehension good literal recall and some strategies for improvement increasing her vocabulary and understanding of multi-meaning words an instructional strategy here to improve comprehension teaching her to use information from the text to better understand character motives as you can note take note of again we're writing from the lens of if you were the teacher what you would do all right and then we have our second strategy would be to help Isabel increase her understanding of vocabulary first focusing on words with multiple meanings okay so a good strategy is to look for the academic language underline the instructional strategies and bold assessment strategies again when we look at our rubric for the case study it is a four point scale a four means the response completely fulfills the purpose of the assignment demonstrating accurate and effective application of the relevant content and pedagogical knowledge and providing strong supporting evidence and examples and rationales based on the Rica domains always connecting it back to those Rica domains here's the evaluation of the sample response make note of the evaluators identification of what was uh effective discussing those two strategies that should enhance her literacy development interpreting the performance strands as well as areas for growth and then connecting it to supporting evidence found in the samples provided all right so again I recommend using the ready for Rika book by James durello it includes all of the competencies and domains as well as test taking tips and strategies I've included links to how your flashcards and vocabulary words you can also color code by chapters so that you can see which chapter aligns with which Rica subtasks you'll also find and there's zerolo Book Questions in the chapter summary these are great points of reference to really understand each of the competencies include that in your study guide print out your study guide read your study guide use your study guide when you're explaining to your students about each of the reading and writing and spelling activities you are using in your classroom okay remember you must earn a passing score on either the written Rica examination or video performance bonus there's no limits the number of times you can take the Rica and as I shared earlier you can now register for the Rica without any fees you will need to have a passing score of 220 if you pass you won't get a score you'll just get pass and every paper is scored by two readers randomly selected you can always check out the website for more information on scoring rubrics as well as assessments that you can practice remember to always focus on your standards instruction that is assessment driven research-based systematic sequential and explicit instruction and application in classroom as well as differentiation for a full range of learners I hope you all have a wonderful holiday don't forget to like And subscribe follow me on Instagram at teacher prep Tech um have a wonderful holiday season [Music]