RICA SUBTEST 2 WITH COMPLETE SOLUTIONS
GUARANTEED PASS
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:
GUARANTEED PASS
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:
