RICA SUBTEST 1 2026 FINAL ASSESSMENT
TESTED CONTENT WITH ACCURATE
SOLUTIONS
◉ bound morpheme. Answer: A morpheme that must be "bound"
with another morpheme to form a word. Ex: un, ish, es, ed, pre
◉ free morpheme. Answer: a morpheme that can stand alone as a
word "test"
◉ Open and Closed Syllables. Answer: An open syllable occurs when
a vowel is at the end of the syllable, resulting in the long vowel
sound, e.g. pa/per, e/ven, o/pen, go & we. ... Whereas a closed
syllable occurs when a syllable ends with a consonant, resulting in a
short vowel sound, e.g., cat, sit, got & wet.
◉ Matthew Effect in Reading. Answer: Describes reading difficulties
are compounded at a young age to widen the gap between good and
poor readers.
◉ Direct Instruction to teach root words, prefixes, and suffixes
Whole to Part. Answer: 1. Display several sentences, each with a
word that contains the target affix or root word (ex. "unafraid" for
un)
, 2. Read the sentences and then the target words that are underlined.
What is the key common element?
3. You could circle the target affix/root word.
4. Work with students to find the meaning, and tell them if needed.
5. Provide more words with this element, or have students provide
words.
◉ Direct Instruction Part-to-Whole for affixes/root words. Answer:
1. Display the target element on the board "ing"
2. Prepare some index cards with root words that can be added
3. help kids put each word into sentences
◉ Root word lesson. Answer: "cycle" in bicycle, recycle, and
motorcycle
-sentences are read, target word underlines, root word identified
and defined, more words using the root word are provided
-->students could apply this phonics knowledge with cyclone to
pronounce it correctly
◉ Teaching multisyllabic words. Answer: teach rule by rule, state the
rule and then ask children to divide the target words appropriately
◉ What type of words should students learn? (spelling lisits).
Answer: 1. Groups of words that have common spelling patterns.
TESTED CONTENT WITH ACCURATE
SOLUTIONS
◉ bound morpheme. Answer: A morpheme that must be "bound"
with another morpheme to form a word. Ex: un, ish, es, ed, pre
◉ free morpheme. Answer: a morpheme that can stand alone as a
word "test"
◉ Open and Closed Syllables. Answer: An open syllable occurs when
a vowel is at the end of the syllable, resulting in the long vowel
sound, e.g. pa/per, e/ven, o/pen, go & we. ... Whereas a closed
syllable occurs when a syllable ends with a consonant, resulting in a
short vowel sound, e.g., cat, sit, got & wet.
◉ Matthew Effect in Reading. Answer: Describes reading difficulties
are compounded at a young age to widen the gap between good and
poor readers.
◉ Direct Instruction to teach root words, prefixes, and suffixes
Whole to Part. Answer: 1. Display several sentences, each with a
word that contains the target affix or root word (ex. "unafraid" for
un)
, 2. Read the sentences and then the target words that are underlined.
What is the key common element?
3. You could circle the target affix/root word.
4. Work with students to find the meaning, and tell them if needed.
5. Provide more words with this element, or have students provide
words.
◉ Direct Instruction Part-to-Whole for affixes/root words. Answer:
1. Display the target element on the board "ing"
2. Prepare some index cards with root words that can be added
3. help kids put each word into sentences
◉ Root word lesson. Answer: "cycle" in bicycle, recycle, and
motorcycle
-sentences are read, target word underlines, root word identified
and defined, more words using the root word are provided
-->students could apply this phonics knowledge with cyclone to
pronounce it correctly
◉ Teaching multisyllabic words. Answer: teach rule by rule, state the
rule and then ask children to divide the target words appropriately
◉ What type of words should students learn? (spelling lisits).
Answer: 1. Groups of words that have common spelling patterns.
