RICA Subtest 1,RICA Subtest 2 & RICA Subtest 3 Exams
(Latest 2024/ 2025 Updates STUDY BUNDLE PACKAGE
WITH SOLUTIONS) Qs & As| 100% Correct| Grade A
(Verified Answers
Phonological Awareness - ANSWERUnderstanding that speech is made up of sounds.
A child can manipulate sounds within words (NO letters)
Phoneme - ANSWERThe smallest unit of sounds
# of Phonemes in the word fox - ANSWER4 ( /f/ /o/ /k/ /s/) x= /k/+/s/
Phonemic Awareness - ANSWERThe 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 - ANSWERletters 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 - ANSWERan understanding that letters and letter patterns
represent the sounds of spoken words.
What ideas are under the Umbrella Term Phonological awareness? - ANSWERonset-
rime, syllables, rhyming/alliteration, words in sentences, phonemic awareness
What Ideas are under phonemic awareness ? - ANSWERSOUND: blending,
segmenting, isolating, adding, deleting, and subtracting
Phonics - ANSWERRefers 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 - ANSWERknowing that individual words make up a sentence
"A brown cat jumped over the car." has 7 words
syllable awareness - ANSWERStudents clap hands as they say each syllable in a word.
Easier if pronunciation of the syllables is distorted and said slowly/distinctly.
Word Blending - ANSWERTaking 2 single-syllable words and combining them to
make a compound word (cow and boy = cowboy)
Onset and Rime - ANSWERIn 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) - ANSWERS 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) - ANSWERgroup 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) - ANSWERteacher 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) - ANSWERTeacher 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) - ANSWERthe 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)
sound segmentation (how to teach Phonemic awareness) - ANSWERbreak down a
word into its individual sound components (ex. Students take the word bee and
break it into /b/ /e/)
What is the connection between phonics and phonemic awareness? -
ANSWERStudents cannot learn which letters represent which sound (phonics) until
they are aware of the sounds in a word (phonemic awareness)
How to help Struggling learners/readers with Phonological and phonemic awareness
- ANSWER1. focus on key skills: blending and segmenting are the most difficult(small
groups work best)
2. reteaching lacking skills: change lessons pace and increasing modeling
3. use variety of concrete examples (real life examples or pictures work best)
4. provide additional practice
How to help ELs with Phonological and phonemic awareness - ANSWERbiggest
hurdle for ELs: being able to hear and manipulate sounds that are not phonemes in
their first language (Ex. phoneme /b/ is not in the Spanish lang.)
Instructional Strategies and activities for classroom (Domain 2: Word Analysis) -
ANSWER1. blend, segment, substitute, and delete phonemes (phonemic awareness)
2. use poems or nursery rhymes to teach rhyming (phonological awareness)
3. count the words in a sentence (phonological awareness)
4. teach rhyming explicitly
Remember: NO letters involved, ONLY speaking and listening
(Latest 2024/ 2025 Updates STUDY BUNDLE PACKAGE
WITH SOLUTIONS) Qs & As| 100% Correct| Grade A
(Verified Answers
Phonological Awareness - ANSWERUnderstanding that speech is made up of sounds.
A child can manipulate sounds within words (NO letters)
Phoneme - ANSWERThe smallest unit of sounds
# of Phonemes in the word fox - ANSWER4 ( /f/ /o/ /k/ /s/) x= /k/+/s/
Phonemic Awareness - ANSWERThe 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 - ANSWERletters 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 - ANSWERan understanding that letters and letter patterns
represent the sounds of spoken words.
What ideas are under the Umbrella Term Phonological awareness? - ANSWERonset-
rime, syllables, rhyming/alliteration, words in sentences, phonemic awareness
What Ideas are under phonemic awareness ? - ANSWERSOUND: blending,
segmenting, isolating, adding, deleting, and subtracting
Phonics - ANSWERRefers 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 - ANSWERknowing that individual words make up a sentence
"A brown cat jumped over the car." has 7 words
syllable awareness - ANSWERStudents clap hands as they say each syllable in a word.
Easier if pronunciation of the syllables is distorted and said slowly/distinctly.
Word Blending - ANSWERTaking 2 single-syllable words and combining them to
make a compound word (cow and boy = cowboy)
Onset and Rime - ANSWERIn 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) - ANSWERS 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) - ANSWERgroup 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) - ANSWERteacher 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) - ANSWERTeacher 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) - ANSWERthe 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)
sound segmentation (how to teach Phonemic awareness) - ANSWERbreak down a
word into its individual sound components (ex. Students take the word bee and
break it into /b/ /e/)
What is the connection between phonics and phonemic awareness? -
ANSWERStudents cannot learn which letters represent which sound (phonics) until
they are aware of the sounds in a word (phonemic awareness)
How to help Struggling learners/readers with Phonological and phonemic awareness
- ANSWER1. focus on key skills: blending and segmenting are the most difficult(small
groups work best)
2. reteaching lacking skills: change lessons pace and increasing modeling
3. use variety of concrete examples (real life examples or pictures work best)
4. provide additional practice
How to help ELs with Phonological and phonemic awareness - ANSWERbiggest
hurdle for ELs: being able to hear and manipulate sounds that are not phonemes in
their first language (Ex. phoneme /b/ is not in the Spanish lang.)
Instructional Strategies and activities for classroom (Domain 2: Word Analysis) -
ANSWER1. blend, segment, substitute, and delete phonemes (phonemic awareness)
2. use poems or nursery rhymes to teach rhyming (phonological awareness)
3. count the words in a sentence (phonological awareness)
4. teach rhyming explicitly
Remember: NO letters involved, ONLY speaking and listening
