RICA SUBTEST 2 COMPLETE
QUESTIONS AND ANSWERS WITH REAL
SOLUTIONS
, 1. Before reading a story with her class, a second-grade teacher introduces key
vocabulary to her students with visual illustrations. This supports students'
comprehension of texts through building skills in the area of: - ANSWERBackground
knowledge
1. A fifth-grade teacher realizes through her monitoring assessments that her students
understand concepts related to literal and inferential comprehension but are not meeting
benchmark on standardized assessments. The teacher most likely needs to conduct
direct instruction in: - ANSWERacademic language structures
Which of the following strategies would not be appropriate for helping students enhance
their word consciousness? - ANSWERExplicitly teaching students to distinguish
between the three tiers of vocabulary
1. After teaching the meanings of the prefixes un-, re-, and dis-, a second-grade teacher
provided her students with the following graphic organizer:
Directions: Divide the words provided into their correct parts and categorize them in the
chart. From your knowledge of affixes and base words determine the meaning of the
word.
This activity is an example of : - ANSWERword learning strategies
1. Before reading a story on the theme of survival, a fourth-grade teacher provided
students with the following direct instruction lesson on vocabulary related to the story:
captivity commotion reconsider
1. The lion was in captivity at the zoo and was unable to leave his cage.
2. There was a lot of commotion at school during the fire drill.
3. The boy asked his mother to reconsider his punishment because he thought she was
not being fair.
Teacher: Let's read the words in the box together as a class.
Students: Captivity, commotion, reconsider.
Teacher: Let's chorally read the sentence for captivity. Who can tell me someclue words
that can help with the meaning?
Student: Lion, zoo, cage.
Teacher: (circles clue words) From the clues, what do you think is the meaning of
"captivity"?
Student: Locked up, can't get out and escape.
QUESTIONS AND ANSWERS WITH REAL
SOLUTIONS
, 1. Before reading a story with her class, a second-grade teacher introduces key
vocabulary to her students with visual illustrations. This supports students'
comprehension of texts through building skills in the area of: - ANSWERBackground
knowledge
1. A fifth-grade teacher realizes through her monitoring assessments that her students
understand concepts related to literal and inferential comprehension but are not meeting
benchmark on standardized assessments. The teacher most likely needs to conduct
direct instruction in: - ANSWERacademic language structures
Which of the following strategies would not be appropriate for helping students enhance
their word consciousness? - ANSWERExplicitly teaching students to distinguish
between the three tiers of vocabulary
1. After teaching the meanings of the prefixes un-, re-, and dis-, a second-grade teacher
provided her students with the following graphic organizer:
Directions: Divide the words provided into their correct parts and categorize them in the
chart. From your knowledge of affixes and base words determine the meaning of the
word.
This activity is an example of : - ANSWERword learning strategies
1. Before reading a story on the theme of survival, a fourth-grade teacher provided
students with the following direct instruction lesson on vocabulary related to the story:
captivity commotion reconsider
1. The lion was in captivity at the zoo and was unable to leave his cage.
2. There was a lot of commotion at school during the fire drill.
3. The boy asked his mother to reconsider his punishment because he thought she was
not being fair.
Teacher: Let's read the words in the box together as a class.
Students: Captivity, commotion, reconsider.
Teacher: Let's chorally read the sentence for captivity. Who can tell me someclue words
that can help with the meaning?
Student: Lion, zoo, cage.
Teacher: (circles clue words) From the clues, what do you think is the meaning of
"captivity"?
Student: Locked up, can't get out and escape.
