When a third grader who reads at grade level selects books from a series written in a formulaic style that does little to extend his conceptual or language development, what should the teacher's best response be?
RICA Practice-Subtest 2

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Life Skills, English, Special Education
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University
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Hard
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1.
FLASHCARD QUESTION
Front
Back
Provide the student with books with similar themes or on similar topics that are more challenging for him.
2.
FLASHCARD QUESTION
Front
A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?
Back
The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.
3.
FLASHCARD QUESTION
Front
Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?
Back
Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack.
4.
FLASHCARD QUESTION
Front
A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict derives from the Latin word for "speak." The teacher then asks students if they can think of English words that start with or include dict. This activity is likely to promote students' vocabulary development primarily by helping the students:
Back
apply knowledge of word roots as a word-learning strategy
5.
FLASHCARD QUESTION
Front
A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an appropriate level of text and asks students to determine reasonable and logical words to complete each blank. This technique is useful as an informal assessment of students' understanding of English language structures primarily because it requires them to:
Back
select appropriate words based on their grammatical function as well as on their meaning
6.
FLASHCARD QUESTION
Front
How are the phrases that come just after neither and just after nor similar in the sentence: Neither walking on the beach nor running around the track cheered Ahmed up?
Back
recognize parallel grammatical structures
7.
FLASHCARD QUESTION
Front
Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words? Impassable, Elephant, Interim, Examine
Back
Impassable
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