RICA Subtest 2 Exam Multiple Choice
A sixth-grade teacher creates a written assessment in which the teacher leaves a word
out of the sentence and asks students which of four nonsense words would be the most
appropriate to use to complete the sentence. An example of this type of assessment is
shown below.
George___________ a prize at the fair yesterday.
Twibly
Norfing
Lubbed
Vishes - ANS-Intuitively make use of grammar when reading
Fifth grade teacher provides her students with an easier science article with easier
vocabulary about the topic of asteroids before reading from the actual science textbook.
What is the teacher trying to achieve? It says pre reading lesson. - ANS-Possible pre
teaching/preloading information to familiarize students with content and vocabulary
(build on background/prior knowledge)
Part 1: Understanding how punctuation is used to set off nonrestrictive...would enable
students to gain which of the following pieces of information from this reading passage?
- ANS-All mammals are endotherms
Part 2: One student comes to the teacher and says, "I get what an exotherm is but
what's an endotherm?" This particular passage provides an especially good opportunity
for the teacher to help the student? - ANS-Apply knowledge of suffixes to gain meaning
from unfamiliar word
The teacher provides students a sentence frame and demonstrates how to fill the
sentence frames. What is the teacher trying to demonstrate?
An (A) _____ castle was in _____.
An ugly castle was in the forest.
A beautiful castle was in a dark green forest? - ANS-Sentence structure in the English
language
Gerard's New Home:
Which of the following strategies for effective discussion...does the teacher demonstrate
as the students talk about Gerard's New Home? - ANS-Encouraging the students to
respond to another's idea and details from text
Gerard's New Home Part 2:
, Which of the following comprehension strategies does Student 3 demonstrate during
the group discussion? - ANS-Referring to the text to clarify meaning
Gerard's New Home Part 3:
During the group discussion, which of the following strategies does the teacher use to
help students develop these responses to...? - ANS-Encouraging students to provide
evidence from the text to support their interpretations
A fourth grade teacher asked her students to break into groups and each student read a
different passage from the same story in their respective group. The students are to
discuss their passage in the group and then report the important elements back to the
whole class. What is the primary reason or what is the teacher trying to achieve through
this instructional technique? - ANS-The students gain a deeper understanding of the
passage and have an opportunity to clarify by discussing it with peers.
A fourth grade teacher selected a core literature book for her students to read. After her
students have completed reading the book she asked them to go back to the text and
find situations where the main character has experience that reminded the student of
something in their own lives. The student uses a response log to record their ideas. The
teacher might choose this strategy as a follow-up to reading the book because - ANS-
The teacher understands that helping her students connect real life experiences to
those of character will deepen their understanding of the above and she can analyze
their responses to plan future appropriate instruction.
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. - ANS-strengthen their ability to comprehend and write complex sentences.
A first-grade teacher plans to assess a student's comprehension of a short story through
oral retelling. After the student silently reads the story, the teacher will prompt the
student's retelling by asking open-ended questions. To prepare for this assessment, the
teacher reads the story carefully and composes the questions. Which of the following
additional steps would be most helpful for the teacher to take before the retelling activity
begins? - ANS-Prepare a checklist of the key elements that an effective retelling of this
story should include.
An eighth grade teacher is pleased that students are drawing on personal experience in
their responses to literary texts but is concerned that some students tend to become so
A sixth-grade teacher creates a written assessment in which the teacher leaves a word
out of the sentence and asks students which of four nonsense words would be the most
appropriate to use to complete the sentence. An example of this type of assessment is
shown below.
George___________ a prize at the fair yesterday.
Twibly
Norfing
Lubbed
Vishes - ANS-Intuitively make use of grammar when reading
Fifth grade teacher provides her students with an easier science article with easier
vocabulary about the topic of asteroids before reading from the actual science textbook.
What is the teacher trying to achieve? It says pre reading lesson. - ANS-Possible pre
teaching/preloading information to familiarize students with content and vocabulary
(build on background/prior knowledge)
Part 1: Understanding how punctuation is used to set off nonrestrictive...would enable
students to gain which of the following pieces of information from this reading passage?
- ANS-All mammals are endotherms
Part 2: One student comes to the teacher and says, "I get what an exotherm is but
what's an endotherm?" This particular passage provides an especially good opportunity
for the teacher to help the student? - ANS-Apply knowledge of suffixes to gain meaning
from unfamiliar word
The teacher provides students a sentence frame and demonstrates how to fill the
sentence frames. What is the teacher trying to demonstrate?
An (A) _____ castle was in _____.
An ugly castle was in the forest.
A beautiful castle was in a dark green forest? - ANS-Sentence structure in the English
language
Gerard's New Home:
Which of the following strategies for effective discussion...does the teacher demonstrate
as the students talk about Gerard's New Home? - ANS-Encouraging the students to
respond to another's idea and details from text
Gerard's New Home Part 2:
, Which of the following comprehension strategies does Student 3 demonstrate during
the group discussion? - ANS-Referring to the text to clarify meaning
Gerard's New Home Part 3:
During the group discussion, which of the following strategies does the teacher use to
help students develop these responses to...? - ANS-Encouraging students to provide
evidence from the text to support their interpretations
A fourth grade teacher asked her students to break into groups and each student read a
different passage from the same story in their respective group. The students are to
discuss their passage in the group and then report the important elements back to the
whole class. What is the primary reason or what is the teacher trying to achieve through
this instructional technique? - ANS-The students gain a deeper understanding of the
passage and have an opportunity to clarify by discussing it with peers.
A fourth grade teacher selected a core literature book for her students to read. After her
students have completed reading the book she asked them to go back to the text and
find situations where the main character has experience that reminded the student of
something in their own lives. The student uses a response log to record their ideas. The
teacher might choose this strategy as a follow-up to reading the book because - ANS-
The teacher understands that helping her students connect real life experiences to
those of character will deepen their understanding of the above and she can analyze
their responses to plan future appropriate instruction.
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. - ANS-strengthen their ability to comprehend and write complex sentences.
A first-grade teacher plans to assess a student's comprehension of a short story through
oral retelling. After the student silently reads the story, the teacher will prompt the
student's retelling by asking open-ended questions. To prepare for this assessment, the
teacher reads the story carefully and composes the questions. Which of the following
additional steps would be most helpful for the teacher to take before the retelling activity
begins? - ANS-Prepare a checklist of the key elements that an effective retelling of this
story should include.
An eighth grade teacher is pleased that students are drawing on personal experience in
their responses to literary texts but is concerned that some students tend to become so
