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| Question | Answer |
| Domain 1 of the RICA | Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment |
| DOmain 2 of the RICA | Word Analysis |
| Domain 3 of the RICA | Fluency |
| Domain 4 of the RICA | Vocabulary, Academic Language, and Background Knowledge |
| DOmain 5 of the RICA | Comprehension |
| Phonemic Awareness | The conscious awareness that words are made up of individual sounds |
| Phoneme | Individual speech sound |
| Digraph | two letters that form one sound /ch/, /th/ |
| Phonics | knowledge of letter/sound relationships |
| diphthong | two letters that form one glided sound /oa/, /ow/ |
| morphology | structural analysis of words prefix, suffix, roots |
| homophone | words that sound the same, but look different |
| homograph | words that are spelled the same with different meanings |
| concepts about print | the way in which words, letters, and sentences look on the page |
| An example of Isolation Spelling Assessment | spelling test |
| An example of In Context Spelling Assessment | everyday writing samples |
| etymology | study of origin and development of words |
| Independent Reading Level | a student who can read aloud 95% or more words aloud and answer 90% or more comprehension questions |
| Instructional Reading Level | a student who can read aloud 90% or more words and answer 60% or more comprehension questions |
| Frustration Reading Level | A student who reads aloud less than 90% of the words and less than 60% of the comprehension questions |
| Word Bank | A child's personal collection of words that he/she knows well enough to recognize alone |
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