RICA SUBTEST 2 (VERSION 2)
QUESTIONS AND ANSWERS 100%
SOLVED.
, 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:
A. academic language.
B. background knowledge.
C. fluency.
D. language structures. - ANSWERB. Background Knowledge
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:
A. word analysis.
B. orthography rules.
C. apposition indicators.
D. academic language structures. - ANSWERD. Academic Language Structures
A kindergarten teacher conducts the following lesson for target vocabulary words such
as "on" and "under". The lesson is conducted as:
Teacher (holds up a pencil): What is this?
Students: A pencil.
Teacher (points to a table): What is this?
Students: A table.
Teacher (puts the pencil on the table): Is the pencil ON the table?
Students: Yes, the pencil is on the table.
The lesson above is presented using the strategy:
A. classifying and categorizing words.
B. semantic mapping.
C. examples in context.
D. concept learning. - ANSWERC. Examples in Context
A teacher presents a kindergarten student with a photograph of a group of children
interacting in a playground. She asks the student basic questions which require them to
verbally describe what they see in the photograph. This is a meaningful way of
assessing the student's:
A. level of vocabulary.
B. visual literacy skills.
C. understanding of academic language conventions.
D. comprehension skills. - ANSWERB. Visual Literacy Skills
A fifth-grade teacher was conducting an explicit lesson on complex sentences during a
grammar lesson. A complex sentence can be described as:
A. It has a subject and a predicate.
QUESTIONS AND ANSWERS 100%
SOLVED.
, 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:
A. academic language.
B. background knowledge.
C. fluency.
D. language structures. - ANSWERB. Background Knowledge
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:
A. word analysis.
B. orthography rules.
C. apposition indicators.
D. academic language structures. - ANSWERD. Academic Language Structures
A kindergarten teacher conducts the following lesson for target vocabulary words such
as "on" and "under". The lesson is conducted as:
Teacher (holds up a pencil): What is this?
Students: A pencil.
Teacher (points to a table): What is this?
Students: A table.
Teacher (puts the pencil on the table): Is the pencil ON the table?
Students: Yes, the pencil is on the table.
The lesson above is presented using the strategy:
A. classifying and categorizing words.
B. semantic mapping.
C. examples in context.
D. concept learning. - ANSWERC. Examples in Context
A teacher presents a kindergarten student with a photograph of a group of children
interacting in a playground. She asks the student basic questions which require them to
verbally describe what they see in the photograph. This is a meaningful way of
assessing the student's:
A. level of vocabulary.
B. visual literacy skills.
C. understanding of academic language conventions.
D. comprehension skills. - ANSWERB. Visual Literacy Skills
A fifth-grade teacher was conducting an explicit lesson on complex sentences during a
grammar lesson. A complex sentence can be described as:
A. It has a subject and a predicate.
