California Commission on Teacher
2 TSETBUS • ACIR
RICA✦
✦
SUB 2
Credentialing
Reading Instruction Competence Assessment · Subtest 2
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 2 Examination
V O C A B U L A R Y D E V E LO P M E N T · A C A D E M I C L A N G U A G E · CO M P R E H E N S I O N ST R AT E G I E S · T E XT
ST R U C T U R E S · A SS E SS M E N T
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 2 — Vocabulary & Comprehension ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Vocabulary · Comprehension · Text
Structure · Assessment
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 2 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 2.
▸ Content covers: vocabulary development (direct/indirect instruction, tiered vocabulary, word consciousness), academic
language, comprehension strategies (visualizing, clarifying, self-questioning), text structures (narrative, expository, cause-effect,
chronological), graphic organizers (KWL, semantic maps, learning logs), and assessment (QAR, Bloom's Taxonomy, anecdotal
notes).
▸ Key concepts: Matthew Effect, literature circles, figurative language vs. mood, apposition, classifying/categorizing.
SECTION I — VOCABULARY, COMPREHENSION & TEXT ANALYSIS Questions 1 – 25
1. An example of a reading comprehension statement written in academic language is:
A. "I liked the story because it was funny."
B. "I am going to visualize what is happening in the selection."
C. "The book had nice pictures."
D. "I read the words correctly."
CORRECT ANSWER B — "I am going to visualize what is happening in the selection."
RATIONALE "I am going to VISUALIZE what is happening in the SELECTION" uses academic language — precise, content-
specific vocabulary (visualize = create mental images; selection = reading passage). The other options use
informal, non-academic language. Academic language includes domain-specific vocabulary and formal
structures that support comprehension and discussion. Using realia (concrete objects) before reading builds
background knowledge to support comprehension of new information.
2 TSETBUS • ACIR
RICA✦
✦
SUB 2
Credentialing
Reading Instruction Competence Assessment · Subtest 2
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 2 Examination
V O C A B U L A R Y D E V E LO P M E N T · A C A D E M I C L A N G U A G E · CO M P R E H E N S I O N ST R AT E G I E S · T E XT
ST R U C T U R E S · A SS E SS M E N T
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 2 — Vocabulary & Comprehension ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Vocabulary · Comprehension · Text
Structure · Assessment
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 2 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 2.
▸ Content covers: vocabulary development (direct/indirect instruction, tiered vocabulary, word consciousness), academic
language, comprehension strategies (visualizing, clarifying, self-questioning), text structures (narrative, expository, cause-effect,
chronological), graphic organizers (KWL, semantic maps, learning logs), and assessment (QAR, Bloom's Taxonomy, anecdotal
notes).
▸ Key concepts: Matthew Effect, literature circles, figurative language vs. mood, apposition, classifying/categorizing.
SECTION I — VOCABULARY, COMPREHENSION & TEXT ANALYSIS Questions 1 – 25
1. An example of a reading comprehension statement written in academic language is:
A. "I liked the story because it was funny."
B. "I am going to visualize what is happening in the selection."
C. "The book had nice pictures."
D. "I read the words correctly."
CORRECT ANSWER B — "I am going to visualize what is happening in the selection."
RATIONALE "I am going to VISUALIZE what is happening in the SELECTION" uses academic language — precise, content-
specific vocabulary (visualize = create mental images; selection = reading passage). The other options use
informal, non-academic language. Academic language includes domain-specific vocabulary and formal
structures that support comprehension and discussion. Using realia (concrete objects) before reading builds
background knowledge to support comprehension of new information.
