RICA SUBTEST 2 EXAM COMPLETE STUDY
GUIDE WITH QUESTIONS AND ANSWERS
◉ 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.
GUIDE WITH QUESTIONS AND ANSWERS
◉ 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.
