RICA Subtest 2 Exam with Accurate
Solutions
1) The first question showed a worksheet for 5th graders that had the students add
suffixes to words (ly, ed, etc.) - ANS-I think the answer was about morphology.
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. - ANS-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. - ANS-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 - ANS-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. - ANS-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? - ANS-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? - ANS-
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? - ANS-
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). - ANS-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? - ANS-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 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.
8) 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:
Solutions
1) The first question showed a worksheet for 5th graders that had the students add
suffixes to words (ly, ed, etc.) - ANS-I think the answer was about morphology.
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. - ANS-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. - ANS-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 - ANS-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. - ANS-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? - ANS-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? - ANS-
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? - ANS-
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). - ANS-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? - ANS-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 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.
8) 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:
