RICA SUBTEST 2 MASTER STUDY PACK WITH
FULL QUESTIONS AND SOLUTIONS
◉ 2) A 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?
First question is where the child asks the teacher that he does not know
what exothermic means, what would the teacher suggest or what would
the teacher do to help assist the student. Answer: Possible pre
teaching/preloading information to familiarize students with content and
vocabulary
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. First question is where the child asks the teacher that he does
not know what exothermic means, what would the teacher suggest or
what would the teacher do to help assist the student. Answer: Context
clue Or Word morphology
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. Second question is where it asks if all endotherms are
,mammals. Answer: I chose literal comprehension information. ALL
mammals are endothermic.
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. Answer: Third question: For this question you HAVE to know
what non-restrictive clauses are. It asked about the usage of
nonrestrictive clauses and what part of the excerpt it pertains to. It says
All mammals are endothermic, snakes can.., and some other answers.
You are basically looking for the answer that you can remove, while still
retaining meaning, If that makes sense. Think of what is stated as non-
essential detail
◉ 5) The teacher provides students a sentence frame and demonstrates
how to fill the sentence frames. What is the teacher trying to
demonstrate? Answer: Figurative Language
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
Part A- Who was the tee animal that other animals did not welcome and
like? Answer: Literal comprehension students answered giraffe
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
, Part B- The teacher asked the student why didn't the other animals like
giraffes? Answer: The students supported the answer with text evidence
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
Part C- The teacher asked explicit questions
For this question it asks what student #3 is practicing as shown in her
response (or something). Answer: The student was using evidence from
the passage to clear up information
I chose the answer that student was using the text to clarify.. I chose this
because student#3 says something like "I don't think the giraffe was
unhappy. In the story it says he.."
◉ 6 P.2 ) 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? Answer: The students gain a deeper
understanding of the passage and have an opportunity to clarify by
discussing it with peers.
◉ 7) 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
FULL QUESTIONS AND SOLUTIONS
◉ 2) A 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?
First question is where the child asks the teacher that he does not know
what exothermic means, what would the teacher suggest or what would
the teacher do to help assist the student. Answer: Possible pre
teaching/preloading information to familiarize students with content and
vocabulary
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. First question is where the child asks the teacher that he does
not know what exothermic means, what would the teacher suggest or
what would the teacher do to help assist the student. Answer: Context
clue Or Word morphology
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. Second question is where it asks if all endotherms are
,mammals. Answer: I chose literal comprehension information. ALL
mammals are endothermic.
◉ 3) Endothermic and exothermic passage. This passage is going to be
about mammals and reptiles and briefly describe the warm blooded
aspect of mammals and we'll also talk about snakes. This is a 3-part
question. Answer: Third question: For this question you HAVE to know
what non-restrictive clauses are. It asked about the usage of
nonrestrictive clauses and what part of the excerpt it pertains to. It says
All mammals are endothermic, snakes can.., and some other answers.
You are basically looking for the answer that you can remove, while still
retaining meaning, If that makes sense. Think of what is stated as non-
essential detail
◉ 5) The teacher provides students a sentence frame and demonstrates
how to fill the sentence frames. What is the teacher trying to
demonstrate? Answer: Figurative Language
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
Part A- Who was the tee animal that other animals did not welcome and
like? Answer: Literal comprehension students answered giraffe
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
, Part B- The teacher asked the student why didn't the other animals like
giraffes? Answer: The students supported the answer with text evidence
◉ 6) There is a comprehension passage about a zoo animal where first
grade students read about giraffes and why other animals did not like
giraffes. This was a potential three-part question
Part C- The teacher asked explicit questions
For this question it asks what student #3 is practicing as shown in her
response (or something). Answer: The student was using evidence from
the passage to clear up information
I chose the answer that student was using the text to clarify.. I chose this
because student#3 says something like "I don't think the giraffe was
unhappy. In the story it says he.."
◉ 6 P.2 ) 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? Answer: The students gain a deeper
understanding of the passage and have an opportunity to clarify by
discussing it with peers.
◉ 7) 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
