RICA Practice-Subtest 2

Front

What should a teacher do if a third grader always selects formulaic books that do little to 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 most 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

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

Front

A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, students will read chapters from their social studies and science textbooks as well as relevant fictional narratives. These materials will also be incorporated into a variety of instructional activities designed to promote students' reading development. Which of the following statements best describes an important advantage of using a cross-curricular approach such as this unit to promote students' reading development?

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 and logical 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 in which students combine several sentences to form a single sentence, as illustrated below. Combine: Matthew stood and waited for the bus. The sun was blazing hot. Matthew fanned himself with the newspaper. Single sentence: Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper. This activity is likely to be most effective in helping students:

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.