RICA: Subtest One

A first-grade teacher is considering ways to teach an EL learner to develop skills, phonemic awareness, and English sounds.

Which steps should the teacher consider first?

• Being able to identify what sounds transfer from the students primary language.

• Collect sample of rhyming poems and reciting with student.

• Prepare a list of simple English words with different vowel sounds for the student to study.

The lesson focused on Decoding simple words: The teacher begins by writing the word "sat" on the board. What is the most appropriate step for the teacher to do next in the lesson?

• Teach the student to blend the sounds in the word "sat" slowly without pausing.

• Ask students to suggest words they know that rhyme with "sat" and then write the words on the whiteboard

• Teach the students to first silently scan all the letters in the word "sat" then pronounce the word aloud.

Which strategies would best help a kindergarten teacher assess students' ability to blend phonemes?

• Say the word "set," "pet," and "MP," then ask the child which one sounds different.

• Say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word.

• Say the word “sat,” “set,” and “sit,” then ask the child to say them with /m/ in place of /s/.

Which formal assessments are most appropriate for accessing a student's phonemic awareness?

• By asking the student to identify the sound at the beginning, middle, or end of a spoken word.

• By having the student listen to a tape-recording story while looking at the book and then answering several simple questions about the story.

• By asking the students to identify the letters of the alphabet corresponding to the initial confidence sound and several familiar spoken words.

In October, a student who joined a first-grade classroom performed poorly on a phonetic awareness activity. Which of the following steps will be most important for the teacher to take first?

• By engaging the student in a variety of beginning phonetic games and activities.

• By consulting informally with the special education teacher to see if the student might benefit from an IEP.

• By conducting informal phonetic awareness assessments with the student.

Which of the following statements best explains why students need systematic, explicit instruction to support and promote fluency even after achieving automaticity?

• Vocabulary and academic language continue to be significant facts that disrupt students’ fluency.

• Students need to continue guide practice and basic phonic patterns and elements.

• Students need continue guide practice in basic word identification skills.

A third-grade teacher develops a word list from a small group of students, including words representing complex phonetic patterns. After reviewing the list with students, the teacher allowed a NEW set of words that followed the same pattern, and the students wrote down the word. This activity demonstrates the teacher's awareness of the importance of?

• By developing students recognition of common syllable patterns to support accurate reading and writing.

• By helping students understand the use of invented spelling to reinforce or phonic skills and foster self-expression.

• By using writing activities to give students opportunities to apply news words in context knowledge.

A first-grade teacher provides students with explicit, systematic phonetic construction to promote reading development. When designing activities to teach letter-sound correspondence, the teacher should?

• Provide reading opportunities for students to practice sounds and context after setting the sounds in isolation.

• Make certain that students have Mastered vowel sounds before focusing on consonants.

• Ensure the students Master the spelling of practice words using the target sound before teaching a new sound.

What are the characteristics of prosody?

• Reading at a rapid rate.

• Variation in pitch and intonation.

• Pronunciation of phonemes.

Prosodic reading both supports and is supported by the readers.

• Word Consciousness and enjoyment of words.

• Ability to recognize the internal structure of words.

• Active comprehension processes.