RICA subtest 3 questions and Answers, well solved.
An example of a reading comprehension statement written in academic language is: -
ANSWER-I am going to visualize what is happening in the selection.
Before 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: -
ANSWER-classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: - ANSWER-a
term used by a psychologist that describes how readers acquire large vocabularies by
reading extensively, which widens the gap of knowledge between them and the
students who read less.
During independent reading of an expository text about dinosaurs, the students in a
second-grade class had difficulty with the vocabulary words "prehistoric ooze". Which of
the following is the best strategy to support students' understanding of the complex
vocabulary? - ANSWER-Before reading, introduce the meaning of target vocabulary
and explain words one at a time using student-friendly explanations.
According to research, most students learn vocabulary indirectly. An example of indirect
vocabulary learning is: - ANSWER-students learn word meanings from listening to
adults read to them and engage in conversations about new words encountered in the
texts.
In order to determine the vocabulary for direct instruction prior to reading a text, the
teacher needs to consider: - ANSWER-the tier levels of academic vocabulary
encountered in the text.
It is important 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.
Prior to teaching a lesson on mammals, a third-grade teacher displayed the following
graphic organizer on the board:
This graphic organizer will support the student in developing: - ANSWER-word learning
strategies.
A fifth-grade teacher designs the following vocabulary lesson for her students:
Introduce spelling and pronunciation of target words.
, Read a familiar sentence that includes the target word.
Ask students to identify any context clues that can support them in determining the
meaning of the target word.
Ask students to predict meaning and synonyms for target word.
Confirm accurate meaning, using a student-friendly definition.
This lesson is an example of: - ANSWER-direct instruction of vocabulary
The graphic organizer above is an example of a: - ANSWER-semantic map.
Use the illustration below to answer the question that follows.
The graphic organizer above will support students in developing vocabulary knowledge
relating to: - ANSWER-word roots.
A fourth-grade teacher writes the following sentence on the board during a vocabulary
lesson:
"The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type
of fossil found during an expedition in the desert."
In order to find the meaning of "paleontologist" using a word-learning strategy, the
teacher is teaching a directed lesson on: - ANSWER-apposition.
A third-grade teacher implements a long-term vocabulary activity for her students called
Word Wizard. The students will be provided with weekly vocabulary words. If they
encounter any of the words outside of direct instruction, the students have to fill out an
index card identifying the word, how it was used (conversation, television, magazine,
etc.) and explain its meaning. The teacher will place these cards in the Word Wizard's
bucket. The student with the most words in the bucket at the end of the week receives a
prize.
The implementation of this vocabulary strategy promotes: - ANSWER-word
consciousness.
In a second-grade class with a student population of 80% English Language Learners,
the teacher implements a communication guide to support her students during
academic discussions. An example is shown below:
Communication Starters:
The antonym for ________is ...
The synonym for _______ is ...
I used context clues to determine...
An example of a reading comprehension statement written in academic language is: -
ANSWER-I am going to visualize what is happening in the selection.
Before 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: -
ANSWER-classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: - ANSWER-a
term used by a psychologist that describes how readers acquire large vocabularies by
reading extensively, which widens the gap of knowledge between them and the
students who read less.
During independent reading of an expository text about dinosaurs, the students in a
second-grade class had difficulty with the vocabulary words "prehistoric ooze". Which of
the following is the best strategy to support students' understanding of the complex
vocabulary? - ANSWER-Before reading, introduce the meaning of target vocabulary
and explain words one at a time using student-friendly explanations.
According to research, most students learn vocabulary indirectly. An example of indirect
vocabulary learning is: - ANSWER-students learn word meanings from listening to
adults read to them and engage in conversations about new words encountered in the
texts.
In order to determine the vocabulary for direct instruction prior to reading a text, the
teacher needs to consider: - ANSWER-the tier levels of academic vocabulary
encountered in the text.
It is important 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.
Prior to teaching a lesson on mammals, a third-grade teacher displayed the following
graphic organizer on the board:
This graphic organizer will support the student in developing: - ANSWER-word learning
strategies.
A fifth-grade teacher designs the following vocabulary lesson for her students:
Introduce spelling and pronunciation of target words.
, Read a familiar sentence that includes the target word.
Ask students to identify any context clues that can support them in determining the
meaning of the target word.
Ask students to predict meaning and synonyms for target word.
Confirm accurate meaning, using a student-friendly definition.
This lesson is an example of: - ANSWER-direct instruction of vocabulary
The graphic organizer above is an example of a: - ANSWER-semantic map.
Use the illustration below to answer the question that follows.
The graphic organizer above will support students in developing vocabulary knowledge
relating to: - ANSWER-word roots.
A fourth-grade teacher writes the following sentence on the board during a vocabulary
lesson:
"The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type
of fossil found during an expedition in the desert."
In order to find the meaning of "paleontologist" using a word-learning strategy, the
teacher is teaching a directed lesson on: - ANSWER-apposition.
A third-grade teacher implements a long-term vocabulary activity for her students called
Word Wizard. The students will be provided with weekly vocabulary words. If they
encounter any of the words outside of direct instruction, the students have to fill out an
index card identifying the word, how it was used (conversation, television, magazine,
etc.) and explain its meaning. The teacher will place these cards in the Word Wizard's
bucket. The student with the most words in the bucket at the end of the week receives a
prize.
The implementation of this vocabulary strategy promotes: - ANSWER-word
consciousness.
In a second-grade class with a student population of 80% English Language Learners,
the teacher implements a communication guide to support her students during
academic discussions. An example is shown below:
Communication Starters:
The antonym for ________is ...
The synonym for _______ is ...
I used context clues to determine...
