RICA Practice-Subtest 2

Front

What should a teacher do if a third grader consistently chooses formulaic books that do not extend his conceptual or language development?

Back

Provide the student with books with similar themes or on similar topics that are more challenging for him.

Front

What is likely to happen if a second-grade student with limited vocabulary knowledge 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.

Front

Limitation of teaching students to rely on context for word meaning?

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.

Front

What is an important advantage of using a cross-curricular approach to promote students' reading development in a unit on water pollution?

Back

Reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts.

Front

How does the activity of identifying words with the morpheme 'dict' promote vocabulary development?

Back

apply knowledge of word roots as a word-learning strategy

Front

A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in a text and asks students to determine reasonable words to complete each blank. Why is this technique useful as an informal assessment of students' understanding of English language structures?

Back

select appropriate words based on their grammatical function as well as on their meaning

Front

How are the phrases after 'neither' and 'nor' similar in the sentence: 'Neither walking on the beach nor running around the track cheered Ahmed up'?

Back

Recognize parallel grammatical structures

Front

A middle school teacher designs an instructional activity where students combine sentences to form a single sentence. Example: "Matthew stood and waited for the bus. The sun was blazing hot. Matthew fanned himself with the newspaper." Combined: "Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper." What skill does this activity help develop?

Back

strengthen their ability to comprehend and write complex sentences

Front

Which word's meaning can be determined using structural analysis? Options: Impassable, Elephant, Interim, Examine

Back

Impassable

Front

How does using a Venn diagram help students comprehend a passage about comets and meteoroids?

Back

Organize textual information according to similarities and differences.