RICA Subtest 2 Exam Questions And 100%
Correct Answers
An example of an academic language reading comprehension statement might be:
-Answer I am going to visualize what is happening in the selection.
Pre-reading the story, Look Out Kindergarten, Here I Come, the teacher brought in
realia, pencils, scissors, crayons, glue, paper, to support her students with vocabulary
that will be encountered in the story and discussed the characteristics. This vocabulary
lesson will allow students to: - Answer develop background knowledge to support
comprehension of new information.
A vocabulary strategy that supports early vocabulary development for students is:
Response classifying and categorizing words.
The "Matthew Effect", as it relates to vocabulary can be defined as: Response the term
coined by a psychologist describing how readers make large vocabularies by reading
extensively, increasing the gap in knowledge between them and students who do not
read as much.
During their independent reading of the expository text about dinosaurs, the second
graders struggled with the following vocabulary: "prehistoric ooze". Which of the
following would be the best strategy to support students' comprehension of such
complex vocabulary? - Answer Before reading, introduce what target vocabulary mean.
Explain words one at a time using student-friendly explanations.
According to research, most students acquire vocabulary indirectly. An example of
indirect vocabulary acquisition is: - Response students pick up the meaning of words
when adults read to them and discuss new words found in the texts.
In order to identify words for direct instruction that a text would contain prior to the
reading of the text, the teacher considers: - Response the tier levels of the academic
, vocabulary found within the text.
It is necessary for a teacher to explicitly teach tier three vocabulary to elementary
students for all of the following reasons except: - Answer to promote word
consciousness and an enthusiasm for words.
Before teaching a lesson on mammals, a third-grade teacher showed the following
graphic organizer on the board:
This graphic organizer will support the student in developing: - Answer word learning
strategies.
Here is a sample of the beginning of a vocabulary lesson that a fifth-grade teacher may
go through with her students.
Introduction spelling and pronunciation of target words.
Read familiar sentence that uses target word.
Ask students to identify context clues that can help them determine the target word's
meaning.
Ask students to predict meaning and synonyms for target word.
Confirm correct meaning, using student-friendly definition.
This is an example of the type of lesson that: -Direct instruction of vocabulary
Graphic Organizer Above is an example of a: - Answer semantic map.
Use the illustration below to answer the question that follows.
Correct Answers
An example of an academic language reading comprehension statement might be:
-Answer I am going to visualize what is happening in the selection.
Pre-reading the story, Look Out Kindergarten, Here I Come, the teacher brought in
realia, pencils, scissors, crayons, glue, paper, to support her students with vocabulary
that will be encountered in the story and discussed the characteristics. This vocabulary
lesson will allow students to: - Answer develop background knowledge to support
comprehension of new information.
A vocabulary strategy that supports early vocabulary development for students is:
Response classifying and categorizing words.
The "Matthew Effect", as it relates to vocabulary can be defined as: Response the term
coined by a psychologist describing how readers make large vocabularies by reading
extensively, increasing the gap in knowledge between them and students who do not
read as much.
During their independent reading of the expository text about dinosaurs, the second
graders struggled with the following vocabulary: "prehistoric ooze". Which of the
following would be the best strategy to support students' comprehension of such
complex vocabulary? - Answer Before reading, introduce what target vocabulary mean.
Explain words one at a time using student-friendly explanations.
According to research, most students acquire vocabulary indirectly. An example of
indirect vocabulary acquisition is: - Response students pick up the meaning of words
when adults read to them and discuss new words found in the texts.
In order to identify words for direct instruction that a text would contain prior to the
reading of the text, the teacher considers: - Response the tier levels of the academic
, vocabulary found within the text.
It is necessary for a teacher to explicitly teach tier three vocabulary to elementary
students for all of the following reasons except: - Answer to promote word
consciousness and an enthusiasm for words.
Before teaching a lesson on mammals, a third-grade teacher showed the following
graphic organizer on the board:
This graphic organizer will support the student in developing: - Answer word learning
strategies.
Here is a sample of the beginning of a vocabulary lesson that a fifth-grade teacher may
go through with her students.
Introduction spelling and pronunciation of target words.
Read familiar sentence that uses target word.
Ask students to identify context clues that can help them determine the target word's
meaning.
Ask students to predict meaning and synonyms for target word.
Confirm correct meaning, using student-friendly definition.
This is an example of the type of lesson that: -Direct instruction of vocabulary
Graphic Organizer Above is an example of a: - Answer semantic map.
Use the illustration below to answer the question that follows.
