RICA SubTest 1 Questions and Verified
Solutions 100% Correct Answers Already
Graded A+
QUESTIONS AND ANSWERS
Phonological Awareness. ANSWER -Understanding that speech is made up of sounds. A
child can manipulate sounds within words (NO letters)
Phoneme. ANSWER -The smallest unit of sounds
# of Phonemes in the word fox. ANSWER -4 ( /f/ /o/ /k/ /s/) x= /k/+/s/
Phonemic Awareness. ANSWER -The ability to manipulate and distinguish the phonemes
in a spoken word (NO letters present)
(ex. A student saying that duck has 3 sounds (/d/ /u/ /k/) is being phonemically aware
Grapheme. ANSWER -letters that represent phonemes (Ex. fox has 4 phonemes, but 3
graphemes f-o-x) (Ex. the /k/ sound (phoneme) in duck is ck, which is the grapheme)
Alphabetic principle. ANSWER -an understanding that letters and letter patterns represent
the sounds of spoken words.
What ideas are under the Umbrella Term Phonological awareness?. ANSWER -onset-rime,
syllables, rhyming/alliteration, words in sentences, phonemic awareness
What Ideas are under phonemic awareness ?. ANSWER -SOUND: blending, segmenting,
isolating, adding, deleting, and subtracting
Phonics. ANSWER -Refers to instruction in how letters and sounds correspond to each
other and how sound-letter correspondence can be used to decode and pronounce words in
text (LETTERS present)
, Word awareness. ANSWER -knowing that individual words make up a sentence
"A brown cat jumped over the car." has 7 words
syllable awareness. ANSWER -Students clap hands as they say each syllable in a word.
Easier if pronunciation of the syllables is distorted and said slowly/distinctly.
Word Blending. ANSWER -Taking 2 single-syllable words and combining them to make a
compound word (cow and boy = cowboy)
Onset and Rime. ANSWER -In a syllable, the onset is the initial consonant or consonants,
and the rime is the vowel and any consonants that follow it (ex., the word sat: Onset is s-
and the rime is -it. The word flip, onset is fl- and rime is -ip).
Sound isolation: (how to teach Phonemic awareness). ANSWER -S are given a word and
need to identify the beginning middle and end sounds of the word (ex. Bite: beginning
sound: /b/ , middle: /i/ , end: /t/
Sound Identity (how to teach Phonemic awareness). ANSWER -group of words that share
the same beginning, middle, or end sound but no other shared sounds. (Ex. Light, Leap, Let,
all have L at the beginning)
sound blending (how to teach Phonemic awareness). ANSWER -teacher says sounds with
only brief pauses in between each sound and students guess the word. (ex. T says
/b/....../a/....../t/..... Students then say "bat")
sound substitution (how to teach Phonemic awareness). ANSWER -Teacher asks child to
substitute one sound for another to create a new word (Ex. T says, "cat, cat, cat" Substitute
/k/ sound for /b/, we get, "bat, bat, bat")
Sound Deletion (how to teach Phonemic awareness). ANSWER -the teacher will say a word
then removes a sound and asks the student what the new word is (ex. the word is flag, the
teacher removes the /f/ and asks what the new word is; the student should say lag)
Solutions 100% Correct Answers Already
Graded A+
QUESTIONS AND ANSWERS
Phonological Awareness. ANSWER -Understanding that speech is made up of sounds. A
child can manipulate sounds within words (NO letters)
Phoneme. ANSWER -The smallest unit of sounds
# of Phonemes in the word fox. ANSWER -4 ( /f/ /o/ /k/ /s/) x= /k/+/s/
Phonemic Awareness. ANSWER -The ability to manipulate and distinguish the phonemes
in a spoken word (NO letters present)
(ex. A student saying that duck has 3 sounds (/d/ /u/ /k/) is being phonemically aware
Grapheme. ANSWER -letters that represent phonemes (Ex. fox has 4 phonemes, but 3
graphemes f-o-x) (Ex. the /k/ sound (phoneme) in duck is ck, which is the grapheme)
Alphabetic principle. ANSWER -an understanding that letters and letter patterns represent
the sounds of spoken words.
What ideas are under the Umbrella Term Phonological awareness?. ANSWER -onset-rime,
syllables, rhyming/alliteration, words in sentences, phonemic awareness
What Ideas are under phonemic awareness ?. ANSWER -SOUND: blending, segmenting,
isolating, adding, deleting, and subtracting
Phonics. ANSWER -Refers to instruction in how letters and sounds correspond to each
other and how sound-letter correspondence can be used to decode and pronounce words in
text (LETTERS present)
, Word awareness. ANSWER -knowing that individual words make up a sentence
"A brown cat jumped over the car." has 7 words
syllable awareness. ANSWER -Students clap hands as they say each syllable in a word.
Easier if pronunciation of the syllables is distorted and said slowly/distinctly.
Word Blending. ANSWER -Taking 2 single-syllable words and combining them to make a
compound word (cow and boy = cowboy)
Onset and Rime. ANSWER -In a syllable, the onset is the initial consonant or consonants,
and the rime is the vowel and any consonants that follow it (ex., the word sat: Onset is s-
and the rime is -it. The word flip, onset is fl- and rime is -ip).
Sound isolation: (how to teach Phonemic awareness). ANSWER -S are given a word and
need to identify the beginning middle and end sounds of the word (ex. Bite: beginning
sound: /b/ , middle: /i/ , end: /t/
Sound Identity (how to teach Phonemic awareness). ANSWER -group of words that share
the same beginning, middle, or end sound but no other shared sounds. (Ex. Light, Leap, Let,
all have L at the beginning)
sound blending (how to teach Phonemic awareness). ANSWER -teacher says sounds with
only brief pauses in between each sound and students guess the word. (ex. T says
/b/....../a/....../t/..... Students then say "bat")
sound substitution (how to teach Phonemic awareness). ANSWER -Teacher asks child to
substitute one sound for another to create a new word (Ex. T says, "cat, cat, cat" Substitute
/k/ sound for /b/, we get, "bat, bat, bat")
Sound Deletion (how to teach Phonemic awareness). ANSWER -the teacher will say a word
then removes a sound and asks the student what the new word is (ex. the word is flag, the
teacher removes the /f/ and asks what the new word is; the student should say lag)
