RICA subtest 2 | 100% Correct Answers
An example of a reading comprehension statement written in academic
language is: - (answers)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: -
(answers)develop background knowledge to support comprehension of new
information.
A vocabulary strategy that supports early vocabulary development for students
is: - (answers)classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: -
(answers)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? - (answers)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: - (answers)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: - (answers)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: - (answers)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: - (answers)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: - (answers)direct instruction of vocabulary
An example of a reading comprehension statement written in academic
language is: - (answers)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: -
(answers)develop background knowledge to support comprehension of new
information.
A vocabulary strategy that supports early vocabulary development for students
is: - (answers)classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: -
(answers)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? - (answers)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: - (answers)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: - (answers)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: - (answers)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: - (answers)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: - (answers)direct instruction of vocabulary
