welcome educators to another informational video here to help you pass eureka test on your next try this video is being brought to you by ricatest.com the official test prep site for the rika test in this video i will walk you problem by problem through our free online practice test for the subtest 2. that being said if you haven't already take the practice test yourself and come back to listen for the explanations if you're interested in getting there all you have to do is go to ricatest.com scroll past our bundle package as well as our online and study guide offerings our individual study guides and then right here in the middle of the screen we have subtest 2 practice test all you have to do is click that and it'll take you to a google form all right and then what we'll do is add your email and let's begin number one says lately when choosing a book to read a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development the teachers best response to this behavior would be to now this is a great question because this often happens with children in elementary school they get an author or a series that they really like and then they really only want to read this but as we know reading from a variety of authors styles and types of books is really good for language development now let's have a look at what the options say number one avoid interfering with the student's selection of books as long as he finds his choices enjoyable remember that there's a time for purely enjoying your reading as well as a time to build your reading number two provide the student with books with similar themes on or similar topics that are more challenging for him i already really like this is sort of using the i plus i strategy remember which is using the students independent reading level plus their interest to find the right books for them all right number three point out to the students some of the major limitations of the books he is choosing to read and ask him not to read those books at school i don't really like that's just too negative advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade again i get the intention here you just want the student to read more challenging books but it's sort of in like a negative light so we're going to go with this using the student's themes or topics that they already enjoy but with a more challenging set of books that ones is good let's keep going number two a second grade student has limited vocabulary knowledge which hinders the student's word recognition and reading comprehension the student's oral reading is slow and labored and the student typically spends the majority of independent reading time browsing through books making little effort to read the actual words on the page research has shown that which of the following is most likely to happen if this student receives no instructional intervention is it number one the student will always be behind average performing peers but will achieve an adequate reading level to be academically successful that's a little vague next one the student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average performing peers in third grade well we don't know if the student will catch up in third grade or ever really third one the student will remain approximately at a second grade reading level and will not be able to progress beyond this level i highly doubt that that's the case you know you spend years and years and years eventually you become a better reader and then the last option the student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary this is definitely the case if you can remember the matthew's effect the same effect that the rich get richer in the poor get poor we often use this with reading too so readers who love to read just become better readers and they continue to accelerate whereas readers who don't get that instructional intervention that they need at the right time well they fall behind just because of their lack of exposure to the correct text all right next one number three which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words is it number one context clues have limited usefulness for students who already have well-developed background knowledge related to a text subject or context i don't know about that one number two using context to determine the meaning of an unfamiliar word disrupts students reading fluency more significantly than simply consulting a dictionary i think consulting a dictionary would probably disrupt the reading fluency more than using the context third explicit context clues about a word's meaning are not very common in most texts while implicit contextual clues often require students to apply background knowledge they lack that one sounds pretty accurate let's go check out the last option over-reliance on context as a word learning strategy hinders students vocabulary growth since they should be learning most new words in direct vocabulary instruction no a lot of students learn new vocabulary while they're reading in context so yeah we're going to go with the third option right here number four a fifth grade teacher is planning a multi-disciplinary unit on water pollution for this unit students will read chapters from their social studies in science textbooks as well as relevant fictional narratives these materials will also be incorporated into a variety of instructional activities designed to promote students reading development which of the following statements best describes an important advantage of using a cross-curricular approach such as this unit to promote students reading development this is a great idea and it's really good when when teachers use a multi-disciplinary unit for example in their history their writers workshop their readers workshop even science and math let's go check out the options number one interdisciplinary reading instruction provides more opportunities for teachers to tailor teaching strategies to the needs of individual students two reading instruction that focuses on both literature and content area texts help students recognize and understand differences between written and oral english okay interdisciplinary reading instruction motivates students to apply a variety of word identification strategies to clarify the meaning of texts or is it that reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures of keywords and concepts and that's exactly it using the both academic language as well as the non-academic language in a variety of contexts will give the exposure necessary to really learn the vocabulary and its multiple meanings we're going with the last option all right it looks like we have a word web for number five and the question says a middle school teacher writes the morpheme on the board pronounces it and explains that dick derives from the latin word for speak the teacher then asks students if they can think of english words that start with or include dict the teacher uses the student's suggestions to create the diagram shown below this activity is likely to promote students vocabulary development primarily by helping the students all right so we have the root word and then we have words that use that root in it like dictator predict contradict dictionary and benediction and they are asking us that this activity promotes students development of vocabulary by is it number one recognize common prefixes and suffixes well we're not really doing that because we're just focusing on dict to learn the techniques of concept mapping this isn't really concept mapping this is a word map this is word mapping three apply knowledge of word roots as a word learning strategy this has got to be it but let's check out the last option draw on a knowledge of phonics to unlock word meanings no that's not it we are applying the knowledge of the root dict to find other words that include that root in it number six a teacher substitutes blank spaces for several nouns verbs adjectives and adverbs in an appropriate level text and asks students to determine reasonable and logical words to complete each blank this technique is useful as an informal assessment of students understanding of english language structures primarily because it requires them to is it number one define various grammatical categories in their own words number two select appropriate words based on their grammatical function as well as on their meaning that sounds pretty good number three group words in grammatical categories to clarify their meaning i don't think they're grouping words in order to clarify their meaning so and then the last one draw on grammatical knowledge to identify the subjects and predicates of complex sentences that is also not what's happening the letter b or the second one is our best option number seven a fifth grade teacher gives students the sentence in the image so this one right here neither walking on the beach nor running around the track cheered ahmed up all right so the teacher asks the students how the phrase that comes i think that's supposed to became they came just after neither and just after nor are similar this exercise can promote students reading comprehension by helping them one distinguish between explicit and implicit main ideas apply literal comprehension skills although i don't think they're applying little literal comprehension skills identify cause and effect relationships they're not doing cause and effect let's check out the last option recognize parallel grammatical structures that's exactly the right one so what the teacher is doing here is taking the grammatical structure of neither and nor and putting it into a sentence so we're going with the last option number eight a middle school teacher designs an instructional strategy in which students combine several sentences to form a single sentence as illustrated in the image this activity is likely to be most effective in helping the students alright so let's have a look this image we have the combined sentences which says matthew stood and waited for the bus the sun was blazing hot matthew fanned himself with the newspaper and then a single sentence waiting for the boss matthew stood in the blazing sun fanning himself with the newspaper with a couple commas this activity is likely to be most effective in helping students is it number one strengthen their ability to comprehend and write complex sentences that already sounds pretty good because here this activity requires the students to take multiple single sentences and form a complex sentence but let's have a look at the other options number two apply literal comprehension skills no they're not applying literal comprehension skills here improve their inferential comprehension no it's not really about comprehension it's about combining sentences or the fourth one use self-monitoring techniques to clarify the meaning again we haven't discussed the meaning so we are going with the first option here all right all right number nine structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words impassable elephant interim examine all right so i noticed for example have a look at elephant elephant is basically just elephant right in interim we have the we have in before it but that doesn't like give us any insight to the words really then we have examine which you know has ex you could talk about that but really the most appropriate word here in order to look at the structure of a word to teach students structural analysis would be impassable because we have m and then we have the able so we're going to go with the first option all right looks like we have a venn diagram here comets meteoroids all right all right number 10 says to promote students comprehension of a passage about comets and meteoroids a middle school teacher shows the students how to use facts from the text to complete the following venn diagram this comprehension strategy is most effective in facilitating students ability to number one use inferential comprehension skills to identify cause and effect relationships usually we use venn diagrams for similarities and differences but let's have a look at the other options draw on their prior knowledge to clarify understanding if it was to draw on their prior knowledge we would use a kwl chart remember that's where the teacher uses the chart paper or the white board in order to write a k a w and an l and segment them into three columns to ask the students what they already know what they want to know and then afterwards what they learned so let's go on to the third option organize contextual information according to similarities and differences that's probably it remember that this is why we use the venn diagram and then apply their knowledge excuse me apply their vocabulary knowledge in a new context so nope we're not drawing out the knowledge of the vocabulary and applying them in something else we are organizing the text with similarities in the middle and differences on the left and right sections all right let's go to number 11. looks like we have a star diagram number 11 says a third grade teacher prepares several poster sized copies of the star diagram illustrated below alright the star diagram is labeled with question words like what when where why how and who after reading in a signed story students divide into small groups and the teacher distributes a copy of the star diagram to each group the members of each group discuss how the six questions who what when where why and how applied to the story and write answers in the six points of the star the teacher then displays the completed star diagram and leads a whole class discussion about them this instructional strat excuse me this instructional activity is most likely to promote students reading proficiency in which of the following ways is it number one improving students comprehension by encouraging them to analyze a text underlying theme i think for an underlying theme a teacher would provide something more like a story grammar outline let's go to number two helping students learn a strategy for using visual representation to analyze key elements of a text yeah that does sound pretty good this is a visual um that could help students uh yeah the key structures especially for really young learners like yeah this is third grade okay so third graders could still use it remember who means characters where is the setting why might be like the purpose and how is supporting details and then when is kind of like the setting again supporting details um okay so that sounds pretty good i'm just gonna move that here for now number three improving students comprehension by encouraging them to connect personal experience to a text no this isn't anything to do with personal experience this is actually literal comprehension of what's been or what was written in the book last one helping students learn to use evaluative comprehension skills to determine an author's point of view again this isn't the author's point of view this is what happened in the book so the best solution is number two number 12 in 8th grade class will be reading a drama that is a challenging grade level text the teacher is concerned that a student in the class who has a reading disability will have difficulty keeping up with and understanding the reading assignments which of the following strategies would be most effective for the teacher to use to promote the student's access to the text and his ability to participate fully in class discussions related to it all right is it number one assigning the student the play several weeks before his classmates are scheduled to begin reading it let's check out the next option providing the student with a narrative version of the play to read rather than the original dramatic version you really want to find a way to give the student the same version as all the other students are reading number three assigning the student only selected portions of the play such as a few key speeches and dialogues i mean if you're going to act out the play you could give someone a few key speeches but again you want you don't want to rob the student of any part of the play because they should get to experience the entire play as well so last option providing the student with an audio reading of the play to listen to in conjunction with his reading that sounds like an excellent solution number 13 a first grade teacher plans to assess a student's comprehension of a short story through oral reading after the student silently reads the story the teacher will promote this student's retelling by asking open-ended questions to prepare for this assignment the teacher reads the story and carefully composes the questions which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins is it number one promote the student to recall similar tasks the student has previously performed number two prepare a checklist of the key elements that an effective retelling of the story should include that sounds really good kind of like a rubric number three reading grades earned by the student on recent tests and quizzes in language arts no number four remind the student to concentrate on recalling as many details as possible during the retelling i mean you could say that but the best answer here is the checklist number 14 a 5th grade teacher is teaching a unit on fiction to begin students read several simple fairy tales and discuss the moral or meaning of each one the teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it this instructional strategy is most likely to promote students reading proficiency by guiding students to analyze the relationship between plot and character in a literary text well that's a really specific um reading proficiency i think it might be able to do more helping students identify and understand the theme of a literary text that's kind of what i was looking for like the broader picture the theme um next fostering students ability to distinguish an author's use of fact verse opinion in a text not necessarily true or next enhancing students ability to use self-monitoring techniques to clarify the meaning of a text although a discussion will help clarify the meaning of the text the best answer here is helping students identify and understand the theme the broad picture number 15 looks like we have a scaffold for the student at the top it says topic of the text author's thesis about the text evidence presented by the author and is this evidence factual or reasonable interesting alright so number 15 says a sixth grade teacher has students read a short expository text after the students finish reading the text the teacher uses guided discussion to help them complete the forum shown below this writing activity promotes students comprehension and analysis of expository text primarily by number one developing their ability to evaluate the adequacy of an author's conclusions that sort of makes sense evidence of the author and then is it factual or not um okay number two teaching them explicit strategies for distinguishing facts from opinions it does say is it fact or reasonable but that doesn't feel like a total fit number three encouraging them to identify ways in which a text reflects the traditions and beliefs of its author that's not it helping them clarify their understanding of a text through the use of outlines this really isn't an outline again that outline would be more like a story grammar outline the best answer here is the first one developing the ability to evaluate the adequacy of the author's conclusions number 16 looks like we have another word web and if i scroll up here a little bit it says a fourth grade class is beginning a unit on deserts the teacher starts the unit by having the students form small groups and list everything they know about deserts then the whole class meets to share their lists and the teacher helps the students arrange their ideas into a web the classes partially completed web is shown below we have deserts right in the middle and then it looks like it's been organized climate and dry hot thunderstorms sandstorms plants landforms animals people all right let's have a look at what the question says creating such a web is likely to promote students ability to retain and use information they read or they read about a topic by encouraging students to attend to new information on the topic rather than to familiar information two providing students with the vocabulary they need to make sense of their reading three prompting students to assess the accuracy of their prior knowledge of the topic or for helping students learn to use categories to organize their thinking about a topic that's exactly what's going on here we have the topic and then through the use of organization we have headings and within the headings we have basically bullet points that go with those particular headings so yeah i'm definitely going with the fourth option here all right oh looks like we're using the same desert word web number 17 says after giving each student a copy of the web developed by the class the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to number one add continuously to the web as they encounter and analyze new information in their reading that sounds like a really great way to just keep building the unit number two compare the content of this web to the content of webs on other topics i mean you could look at other topics for an example to better learn how to better make webs but i don't know how it would really further this unit number three review each category on the web to ensure that it is an appropriate one to have included i think as you continue the unit you'll continue to make sure that snakes is an animal snakes are animals or scorpions or that a land doom is a type of land form or a cactus is a type of plant but i think that will just sort of naturally happen is it number four memorize the information on the web before they begin their reading uh i don't think students really need to memorize that again a snake is an animal yeah we're going to go with the first option right here all right we have another image down below it says a sixth grade teacher reads his students the nonsense poem jabberwocky by lewis carroll great one classic of course the first four lines of the poem are shown below oh jeez do you really want me to read this twizz brillig and the slythe toves did gyra and gimble in the wabi all mimsy were the borogoves and the mame wraths outgrabe okay let's have a look at what 18 says the teacher reads aloud the clause all whimsy war the borogoves and the students and asks students what that might mean one student responds it means that the boro groves were all whimsy the student's response demonstrates skill in which of the following reading comprehension strategies is it number one applying relevant content knowledge no um because it's yeah it's nonsense so there's not content knowledge two recognizing cause and effects relationships no because we're not talking about causal effect number three analyzing the use of figurative language well i don't know they didn't really analyze it uh or number four interpreting unusual grammatical constructions that's exactly it they interpreted the meaning through this unusual grammatical construction all right number 19 looks like we're using the same jabberwocky poem number 19 says the teacher plans a variety of activities related to jabberwocky students students will work in pairs to make up definitions for some of the nonsense words for example sleeves it's little thing they will read the poem aloud using tone of voice to express various moods finally they will create their own nonsense poems and give reading excuse me give oral readings of them these activities are most likely to promote students reading development by number one providing students with the opportunity for an in-depth analysis of a specific literary genre number two developing students understanding of the differences between written and oral english number three fostering students enjoyment of playing with and thinking about language or number four helping students make distinctions between serious and whimsical literature well we're not really comparing between serious and whimsical literature i like this plain and thinking with language developing students differences oral written that's not really being discussed here providing students the opportunity in-depth analysis again the students are creating their own definitions for the words so we're not doing an in-depth analysis it's more of like a creative playful activity so we're going to go with the third option number 20 so oh we're still using the jabberwocky problem okay number 20. one student pronounces gyra with a hard g like i just did gyrus on while his classmate uses a soft c so like yaira yara they ask the teacher who is correct the teacher's best response would be to remind students to use their knowledge of syntactic principles to determine the pronunciation that sounds a little technical explain that one strategy for determining a likely pronunciation of a new word is to consider other words that contain similar root so jay ray or gyroscope that sounds pretty good remind that's like a skill to use right so if a student doesn't know how to pronounce a word they can look at the word and figure out what words they do know that is that are similar to that word number three have the class vote that's just i can already say no but okay let's read it half the class vote and suggest that students use a pronunciation that's preferred by the majority nope that's not going to be it number four advise them that since gyra is a nonsense word it does not really matter whether they pronounce it with a hard g or soft g so both pronunciations are correct i mean you could probably say that both pronunciations are fine but you won't really want to say that anything that you're doing in your classroom doesn't really matter so we're going to go with the best solution here is number two number 21 we are still using lewis carroll's poem okay the teacher asks the student if they can tell which of the nonsense words in the poem are nouns one student says that toves is a noun another student says that wabe and borogrow are nouns and adds that gyra and gimble are verbs the class then discusses how students were able to draw these conclusions this exercise would be especially useful for helping students understand that number one being familiar with conventions of capitalization and spelling can help a reader interpret a text grammatically it's important to point out where capitalizations exist but i don't feel like that's the appropriate response for this question number two recognizing roots of words can help a reader decode words i mean that's true but again these are nonsense words number three being familiar with common language structures can help a reader interpret a text it's mostly yeah about the the structure of the sentence you know like the grammar um that's how you can figure out where these nonsense words would be nouns or verbs for example or the fourth one option recognizing a text genre can help a reader comprehend the text not true i mean if a genre is science fiction and you know that it doesn't help you understand what's the story about or what's inside the book all right so we're going to go with being familiar with common language structures number 22 the paragraph building activity described okay so it's reading this let's read this activity a sixth grade class that includes several english learners has been studying volcanoes the teacher designs the following paragraph building activity as part of a chapter review toward the end of the unit step one the teacher leads a brief whole class discussion reviewing key topics covered by the textbook chapter step two students form heterogeneous cooperative learning groups remember a heterogeneous cooperative learning group means that it is not this the groups are not based on ability but they are sort of not necessarily randomly chose chosen but they form groups with students who come from a variety of levels so number two uh groups with three or four students in each group each of the students selects one of the key topics reviewed in during the discussion okay and then step three individual students write one or two sentences about their topic on sentence strips number four the members of the group then decide how to put the various sentences together editing the sentences as necessary to form a comprehensible paragraph about the chapter and correcting any errors in grammar or spelling after participating in this activity all of the students review the chapter in their science texts about volcanoes all right so now number 22 says the paragraph building activity described is likely to promote students reading development primarily by helping them number one apply knowledge of common text structures to improve comprehension as they read they're not really focusing on the text structures themselves number two transfer skills from oral language to written language that sounds good because they're having these discussions and then they're writing about it number three use a variety of word identification strategies again we're not analyzing the words number four understand differences between spoken and written english the students are transferring from what they hear into writing number 23 looks like we are using the same activity and number 23 says after assessing the effectiveness of this activity the teacher decides to include an additional step for step 5 the teacher will guide students to develop topic sentences for the paragraphs they generated this modification is most likely to promote students reading development by is it number one encouraging students to draw on prior knowledge to clarify their understanding as they read number two helping students distinguish between facts and opinions as they read three encouraging students to apply vocabulary knowledge in the new context none of these sound like a great fit so far or number four helping students recognize main ideas on how supporting details relate to main ideas remember that generating topic sentences is all about recognizing and supporting the main ideas so we are going to go with this fourth option for number 24 it looks like we're using the same activity which says uh and the problem says which of the following best describes one important way in which this activity is likely to benefit english learners okay so now we're focusing on english learners number one arranging sentences in a meaningful order helps english learners develop skills for locating and retrieving related information from content area text okay number two combining sentences into paragraphs encourages english learners to employ a variety of word identification strategies okay number three discussing and writing about a content area topic support english learners reading related to the topic by reinforcing key concepts in academic language development that is really true first talking in a small group about it and then having a large group discussion and then writing about it definitely really helps english learners build their confidence and their understanding of key concepts okay so i like that one so far and then lastly number four analyzing and editing individual sentences improve english learners reading fluency by helping them chunk text as they read not necessarily true we're going to go with number three all right i'm going to zoom back out so there are 24 questions in this practice test when you're finished just hit the submit button and let's see how we did all right so again this is the practice test for subtest number two and remember that all of our additional preparation materials for the rika test can be found at www dot let's go ahead and view our score all right great it looks like we answered the questions correctly now remember everyone if you're looking to learn this material more we have an online course which is the best way to learn the material to help you pass the rika test if you feel pretty solid on the material itself go ahead and get our study guide which is the best way to assess your understanding the study guide not only includes practice questions but an answer key to evaluate your understanding as well as a entire list of instructional strategies to help you match those instructional strategies with students reading needs so you are fully prepared for both the multiple choice as well as the constructed response meaning the essay and case study questions all right if there's anything else go to ricatest.com and have a look at the rest of our preparation materials thank you very much for watching