RICA subtest 1 practice
A "vowel crew" in syllabication regulations can be defined as:
A. A syllable with a single vowel, a consonant, and silent e.
B. A syllable in which a single vowel is followed by using an r.
C. A syllable with a vowel finishing in a single or greater consonants.
D. A syllable with a vowel sound that makes use of a vowel aggregate. - ANS-D. A syllable with
a vowel sound that uses a vowel aggregate.
A direct lesson that would support spelling improvement for a fifth-grade magnificence is:
A. Phonics instructions on common spelling patterns.
B. Sight word improvement.
C. Word types for lengthy vowel styles.
D. Morphology training that focus on affixes and roots, the usage of phrase webs. - ANS-D.
Morphology instructions that concentrate on affixes and roots, the usage of word webs.
A first grade teacher is designing training to attention on the alphabetic principle for small
organization preparation. An powerful lesson will be:
A. The trainer segments a CVC word. For each sound inside the phrase the scholars vicinity a
corresponding letter card at the mat. After setting the letter cards on the mat, the students blend
the sounds to mention the word.
B. The scholars collection the alphabet on a image organizer.
C. The students participate in sight word sports.
D. The teacher recites the alphabet tune with her students daily. - ANS-A. The trainer segments
a CVC word. For every sound in the phrase the students place a corresponding letter card on
the mat. After placing the letter cards on the mat, the students combo the sounds to say the
word.
A first-grade pupil turned into studying the subsequent sentences from a decodable textual
content:
"Matt favored to sit down on a mat with his fats cat. The fats cat looked at the rat even as he sat
on Matt's lap. The fats cat ran on the rat. Matt yelled at his cat, "Get that rat!""
By the letter combinations displayed inside the text, it can be decided that the target letter
combination at some stage in direct instruction turned into:
, A. -at.
B. -an.
C. -et.
D. -am. - ANS-A. -at.
A fourth-grade trainer designs a lesson that requires college students to complete the
subsequent:
Underline the bottom word for the words indexed underneath, then give an explanation for the
meaning of the affix.
Tearful _____________humorous ___________unlike ______________return
______________
The lesson above makes a speciality of the skill of:
A. Semantics.
B. Structural evaluation.
C. Syllabic analysis.
D. Automaticity. - ANS-B. Structural evaluation.
A kindergarten student writes about his journey over winter vacation whilst working within the
writing middle at some stage in Independent Workshop. The entry states:
I wnt to the mntns and plyd inside the sno. It ws fn.
The scholar's writing displays an instance of:
A. Traditional spelling.
B. Sound spelling.
C. Phonetic spelling.
D. Transitional spelling. - ANS-C. Phonetic spelling.
A kindergarten instructor administers the subsequent assessment for letter reputation to
character college students d
s critical that the letters aren't positioned in alphabetical order at the evaluation?
A. To confuse the student
B. To make sure the student is able to become aware of the letters and isn't reciting the
alphabet music even as pronouncing the letters
C. To make the evaluation more challenging
D. To put together the scholar for pertaining to the letters to the sounds - ANS-B. To ensure the
student is capable of become aware of the letters and isn't reciting the alphabet track at the
same time as announcing the letters
A "vowel crew" in syllabication regulations can be defined as:
A. A syllable with a single vowel, a consonant, and silent e.
B. A syllable in which a single vowel is followed by using an r.
C. A syllable with a vowel finishing in a single or greater consonants.
D. A syllable with a vowel sound that makes use of a vowel aggregate. - ANS-D. A syllable with
a vowel sound that uses a vowel aggregate.
A direct lesson that would support spelling improvement for a fifth-grade magnificence is:
A. Phonics instructions on common spelling patterns.
B. Sight word improvement.
C. Word types for lengthy vowel styles.
D. Morphology training that focus on affixes and roots, the usage of phrase webs. - ANS-D.
Morphology instructions that concentrate on affixes and roots, the usage of word webs.
A first grade teacher is designing training to attention on the alphabetic principle for small
organization preparation. An powerful lesson will be:
A. The trainer segments a CVC word. For each sound inside the phrase the scholars vicinity a
corresponding letter card at the mat. After setting the letter cards on the mat, the students blend
the sounds to mention the word.
B. The scholars collection the alphabet on a image organizer.
C. The students participate in sight word sports.
D. The teacher recites the alphabet tune with her students daily. - ANS-A. The trainer segments
a CVC word. For every sound in the phrase the students place a corresponding letter card on
the mat. After placing the letter cards on the mat, the students combo the sounds to say the
word.
A first-grade pupil turned into studying the subsequent sentences from a decodable textual
content:
"Matt favored to sit down on a mat with his fats cat. The fats cat looked at the rat even as he sat
on Matt's lap. The fats cat ran on the rat. Matt yelled at his cat, "Get that rat!""
By the letter combinations displayed inside the text, it can be decided that the target letter
combination at some stage in direct instruction turned into:
, A. -at.
B. -an.
C. -et.
D. -am. - ANS-A. -at.
A fourth-grade trainer designs a lesson that requires college students to complete the
subsequent:
Underline the bottom word for the words indexed underneath, then give an explanation for the
meaning of the affix.
Tearful _____________humorous ___________unlike ______________return
______________
The lesson above makes a speciality of the skill of:
A. Semantics.
B. Structural evaluation.
C. Syllabic analysis.
D. Automaticity. - ANS-B. Structural evaluation.
A kindergarten student writes about his journey over winter vacation whilst working within the
writing middle at some stage in Independent Workshop. The entry states:
I wnt to the mntns and plyd inside the sno. It ws fn.
The scholar's writing displays an instance of:
A. Traditional spelling.
B. Sound spelling.
C. Phonetic spelling.
D. Transitional spelling. - ANS-C. Phonetic spelling.
A kindergarten instructor administers the subsequent assessment for letter reputation to
character college students d
s critical that the letters aren't positioned in alphabetical order at the evaluation?
A. To confuse the student
B. To make sure the student is able to become aware of the letters and isn't reciting the
alphabet music even as pronouncing the letters
C. To make the evaluation more challenging
D. To put together the scholar for pertaining to the letters to the sounds - ANS-B. To ensure the
student is capable of become aware of the letters and isn't reciting the alphabet track at the
same time as announcing the letters
