RICA Subtest 1
1. A first-grade teacher considers ways to help a new Gaining some basic familiarity
student who is beginning English learner develop- with the sound system of the
ment skills and phonemic awareness and knowl- student's primary language
edge of English sounds. Which of the following
steps will be most important for the teacher to take
first?
2. A first-grade teacher leads a small group of be- Teach the student to blend the
ginning readers in a lesson focused on decoding sounds in the word sat slowly
simple words composed of letters that students and continuously without paus-
have learned to sound out in isolation. The teacher ing.
begins by writing the word "sat" on the board. In
keeping the research-based practices, the most ap-
propriate step for the teacher to take next in this
lesson would be to:
3. Which of the following strategies would best help Say the sounds /s/,/e/. and /t/
a kinder teacher assess a student's ability to blend separately, then ask the child to
phonemes? say them as one word.
4. Which of the following informal assessments Asking the student to identify
would be most appropriate to use to assess an the sound at the beginning, me-
individual student's phonemic awareness? dial 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 Say the individual sounds of a
awareness? //OR// When a student is having a diffi- word
cult time identifying the sounds at the beginning,
, RICA Subtest 1
middle, or end of a word, a teacher sound build the OR Say the pronunciation of
students' sound isolation skills. Which is the ability (cat)
to identify the beginning, middle or end sounds in
a word?
6. A student who joins a first-grade classroom in late Conducting formal phone-
October preforms poorly on a phonemic-aware- mic-awareness assessments
ness activity. To address this student's reading with the student
needs, which of the following steps would be most
important for the teacher to take first?
7. Which if the following statements best explains Vocabulary and academic lan-
why students continue to need systemic, explicit guage continue to be signifi-
instruction to support and promote fluency even cant factors that disrupt stu-
after they have achieved automaticity? dents' fluency
8. A third-grade teacher develops a word list from a Using writing activities to give
small group of students that includes words repre- students opportunities to ap-
senting complex phonics patterns. After reviewing ply phonics knowledge to new
the list with students, the teacher did a dictation words
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?
9. Prosody has which of these characteristics? Variation in pitch and intonation
10. Prosodic reading both supports and is supported Active comprehension process-
by reader's es
11. Which of the following questions focuses most di- Can the student accurately read
rectly on a students' ability to read with prosody? aloud a grade-level appropri-
1. A first-grade teacher considers ways to help a new Gaining some basic familiarity
student who is beginning English learner develop- with the sound system of the
ment skills and phonemic awareness and knowl- student's primary language
edge of English sounds. Which of the following
steps will be most important for the teacher to take
first?
2. A first-grade teacher leads a small group of be- Teach the student to blend the
ginning readers in a lesson focused on decoding sounds in the word sat slowly
simple words composed of letters that students and continuously without paus-
have learned to sound out in isolation. The teacher ing.
begins by writing the word "sat" on the board. In
keeping the research-based practices, the most ap-
propriate step for the teacher to take next in this
lesson would be to:
3. Which of the following strategies would best help Say the sounds /s/,/e/. and /t/
a kinder teacher assess a student's ability to blend separately, then ask the child to
phonemes? say them as one word.
4. Which of the following informal assessments Asking the student to identify
would be most appropriate to use to assess an the sound at the beginning, me-
individual student's phonemic awareness? dial 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 Say the individual sounds of a
awareness? //OR// When a student is having a diffi- word
cult time identifying the sounds at the beginning,
, RICA Subtest 1
middle, or end of a word, a teacher sound build the OR Say the pronunciation of
students' sound isolation skills. Which is the ability (cat)
to identify the beginning, middle or end sounds in
a word?
6. A student who joins a first-grade classroom in late Conducting formal phone-
October preforms poorly on a phonemic-aware- mic-awareness assessments
ness activity. To address this student's reading with the student
needs, which of the following steps would be most
important for the teacher to take first?
7. Which if the following statements best explains Vocabulary and academic lan-
why students continue to need systemic, explicit guage continue to be signifi-
instruction to support and promote fluency even cant factors that disrupt stu-
after they have achieved automaticity? dents' fluency
8. A third-grade teacher develops a word list from a Using writing activities to give
small group of students that includes words repre- students opportunities to ap-
senting complex phonics patterns. After reviewing ply phonics knowledge to new
the list with students, the teacher did a dictation words
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?
9. Prosody has which of these characteristics? Variation in pitch and intonation
10. Prosodic reading both supports and is supported Active comprehension process-
by reader's es
11. Which of the following questions focuses most di- Can the student accurately read
rectly on a students' ability to read with prosody? aloud a grade-level appropri-
