RICA SUBTEST 1 2025 LATEST UPDATED 2025/2026 WITH ComPREHEnSIvE QUESTIonS AnD SURE vERIFIED SoLUTIonS 100% (moST FREQUEnTLY TESTED) GRADED AT A+ SCoRE !!

RICA SUBTEST 1 2025 LATEST UPDATED 2025/2026 WITH ComPREHEnSIvE QUESTIonS AnD SURE vERIFIED SoLUTIonS 100% (moST FREQUEnTLY TESTED) GRADED AT A+ SCoRE !! 1. A first-grade teacher considers ways to help a new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first? Gaining some basic familiarity with the sound system of the student's primary language 2. A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word "sat" on the board. In keeping the research-based practices, the most appropriate step for the teacher to take next in this lesson would be to: Teach the student to blend the sounds in the word sat slowly and continuously without pausing. 3. Which of the following strategies would best help a kinder teacher assess a student's ability to blend phonemes? Say the sounds /s/,/e/. and /t/ separately, then ask the child to say them as one word. 4. Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness? Asking the student to identify the sound at the beginning, medial or final of a spoken word (e.g., "what sound do you hear at the end of step?" OR Have the student segment the sounds in the word /c/ /a/ /t/ in order 5. What strategy is best used to teach phonemic awareness? //OR// When a student is having a difficult time identifying the sounds at the beginning, middle, or end of a word, a teacher sound build the students' sound isolation skills. Which is the ability to identify the beginning, middle or end sounds in a word? Say the individual sounds of a word OR Say the pronunciation of (cat) 6. A student who joins a first-grade classroom in late October preforms poorly on a phonemic-awareness activity. To address this student's reading needs, which of the following steps would be most important for the teacher to take first? Conducting formal phonemic-awareness assessments with the student 7. Which if the following statements best explains why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity? Vocbulary and academic language continue to be significant factors that disrupt students' fluency 8. A third-grade teacher develops a word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students, the teacher did a dictation activity with a different set of words that follow the same patten and the student wrote down the word. This activity demonstrates the teacher's awareness of the importance of? Using writing activities to give students opportunities to apply phonics knowledge to new words 9. Prosody has which of these characteristics? Variation in pitch and intonation 10. Prosodic reading both supports and is supported by reader's Active comprehension processes 11. Which of the following questions focuses most directly on a students' ability to read with prosody? Can the student accurately read aloud a grade-level appropriate passage in a manner that sounds like natural speech? 12. In a curriculum based oral reading fluency assessment conducted in September, a second-grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency. Promoting the students automatic word recognition (automaticity) 13. Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter-sound correspondence Asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters 14. A teacher is helping students learn orthographic generalization for adding suffixes to words ending in 'y'. in addition to promoting their spelling development, this type of lesson is likely to promote students' reading development by: Enhancing decoding skills 15. In oral fluency assessment in January, a 2nd grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student's reading performance on a separate copy of the text, noting the student's reading time and then calculating the students oral reading fluency score. The teacher's annotated copy of the passage appears below. Based on the student's assessment results and reading performance during the assessment, fluency instruction for this student should focus on: Providing the student with corrective feedback to increase accurate reading 16. The pattern of errors in this assessment most clearly suggests that this student: Relies heavily on contextual clues on word 17. A kindergarten teacher bases a number of reading-related activities on "sound of the day" for one activity, children substitute the sound of the day for the sound in each of their names (e.g. if /m/ is the sound of the day jack becomes mack) and call each other by their "new names. This activity is most likely to promote the reading development by Preparing them to learn about concepts of onset and rimes 18. A kinder teacher has designed an "alphabet bingo" game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose titles. When the teacher calls out, "B" for example, student try to find a tile with a B on it and match it to a B on their cards. This activity is likely to be most effective in promoting which of the following reading skills? Associating the names of the letters with their shapes 19. A kinder teacher wants to assess a student's ability to focus attention on the sounds in words. Which of the following assessment strategies would be most appropriate and effective for this purpose? Give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme. 20. A first-grade teacher notices that a student who is a