RICA SUBTEST 2 FINAL EXAM PREPARATION
GUIDE WITH CORRECT ANSWERS
◉ meaning vocabulary. Answer: words you understand when reading
silently.
◉ To comprehend a text, a reader must have adequately developed.
Answer: - meaning vocabulary
- academic language knowledge
- background knowledge
◉ Tiers of Academic Vocabulary. Answer: 1) words most children will
know without instruction (rain, water)
2) more difficult and appear in several contexts across two or more areas
of study (climate, nautical)
3) most difficult as they are only used in one area of study (unicellular,
amoeba)
◉ 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 in texts?.
Answer: (C) 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.
◉ 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
class's partially completed web is shown below.Creating such a web is
likely to promote students' ability to retain and use information they read
about a topic by:. Answer: (D) helping students learn to use categories to
organize their thinking about the topic
◉ 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 teacher's best response to this behavior would be to:.
Answer: (B) provide the student with books with similar themes or on
similar topics that are more challenging for him
◉ A fifth-grade teacher is planning a multidisciplinary unit on water
pollution. For this unit, students will read chapters from their social
studies and 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?. Answer: (D) Reading instruction that integrates a variety
, of related texts promotes deep processing of new vocabulary through
multiple exposures to key words and concepts.
◉ 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:. Answer: (B)
select appropriate words based on their grammatical function as well as
on their meaning.
◉ Nontechnical Academic Language. Answer: academic words that run
across disciplines. (identify, summarize, classify, define)
◉ Morpheme. Answer: in a language, the smallest unit that carries
meaning; may be a word or a part of a word (such as a prefix)
◉ good vocabulary instruction. Answer: - repeated exposure
- provide definitions
- provide examples of how target words are used in sentences and
paragraphs
◉ magic # of vocab words to teach children per week. Answer: 9
GUIDE WITH CORRECT ANSWERS
◉ meaning vocabulary. Answer: words you understand when reading
silently.
◉ To comprehend a text, a reader must have adequately developed.
Answer: - meaning vocabulary
- academic language knowledge
- background knowledge
◉ Tiers of Academic Vocabulary. Answer: 1) words most children will
know without instruction (rain, water)
2) more difficult and appear in several contexts across two or more areas
of study (climate, nautical)
3) most difficult as they are only used in one area of study (unicellular,
amoeba)
◉ 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 in texts?.
Answer: (C) 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.
◉ 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
class's partially completed web is shown below.Creating such a web is
likely to promote students' ability to retain and use information they read
about a topic by:. Answer: (D) helping students learn to use categories to
organize their thinking about the topic
◉ 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 teacher's best response to this behavior would be to:.
Answer: (B) provide the student with books with similar themes or on
similar topics that are more challenging for him
◉ A fifth-grade teacher is planning a multidisciplinary unit on water
pollution. For this unit, students will read chapters from their social
studies and 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?. Answer: (D) Reading instruction that integrates a variety
, of related texts promotes deep processing of new vocabulary through
multiple exposures to key words and concepts.
◉ 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:. Answer: (B)
select appropriate words based on their grammatical function as well as
on their meaning.
◉ Nontechnical Academic Language. Answer: academic words that run
across disciplines. (identify, summarize, classify, define)
◉ Morpheme. Answer: in a language, the smallest unit that carries
meaning; may be a word or a part of a word (such as a prefix)
◉ good vocabulary instruction. Answer: - repeated exposure
- provide definitions
- provide examples of how target words are used in sentences and
paragraphs
◉ magic # of vocab words to teach children per week. Answer: 9
