RICA Subtest 2 Exam Questions and Answers (Graded A)

Word Consciousness - ANSWER-Awareness of words and their meanings as well as interest in their usage. Conversational vocabulary (Tier 1) - ANSWER-Informal language: most basic, everyday speech that is familiar to students Academic Vocabulary (Tier 2) - ANSWER-Formal language: high frequency words that are found in many different subject discipline (Ex. examine, identify, authority) Content Specific Vocabulary (Tier 3) - ANSWER-Subject specific vocabulary: found in science, math, social studies (ex. hypothesis, photosynthesis) Systematic Explicit Instruction - ANSWER-High structure and sequenced instruction Needs to be very interactive Matthew Effect - ANSWER-"Rich get richer and the poor get poorer" The gap between strong and weak readers will only widen when no one is catching any literacy difficulties and students are not receiving proper instruction 3 types of vocabulary practice - ANSWER-deliberate, spaced, and retrieval - goes well with "I do, we do, you do", modeling and instruction Wide reading - ANSWER-Reading a wide variety of genres, styles, and purposes Will expose students to more reading and will help them learn more vocabulary Cognates - ANSWER-Words that look similar and have the same meaning in two languages. (good to connect with for ELs) Semantics - ANSWER-Meanings of words, phrases, and sentences Morphology - ANSWER-The structure and form of words (affixes and roots) Listening Vocabulary - ANSWER-words you understand when listening to others speak. Speaking Vocabulary - ANSWER-words you use when you talk. smaller than listening vocabulary Writing Vocabulary - ANSWER-words you use when you write. sight vocabulary - ANSWER-words that a child can immediately recognize and pronounce correctly while reading Meaning Vocabulary - ANSWER-words you understand when reading silently. background knowledge - ANSWER-Reader's knowledge about the topic - Students will have a harder time comprehending what they have read if they lack essential background knowledge The Role of vocabulary in Fluency - ANSWER-knowing the meaning of words will help in achievement of swift and accurate word recognition Role of vocabulary and reading comprehension - ANSWER-Students vocabulary is key indicator and predictor of Students understanding of what they are reading (Comprehension = being able to explain words and their meanings) Role of Academic Language and Comprehension - ANSWER-If there is a lack of proficiency with academic language that can prevent proper comprehension Role of Background Knowledge and Comprehension - ANSWER-to comprehend a text readers need to have developed: - meaning vocabulary - academic language knowledge - background knowledge Important words/Vocabulary to teach: - ANSWER-For fluency: The more frequent a word appears the more important it is to teach For Utility: Is knowing the word essential for comprehension? if yes, it should be taught Level of Knowledge: The less a student knows about the word, the more important it is to teach it (especially unknown words) Non technical words Students need to know - ANSWER-Identify, define, illustrate, summarize, classify Morpheme - ANSWER-in a language, the smallest unit that carries meaning; may be a word or any affix bound morpheme - ANSWER-A morpheme that must be "bound" with another morpheme to form a word and cannot occur alone (Ex: un-, -est, -es, -ed, pre-) free morpheme - ANSWER-a morpheme that can stand alone as a word (ex. test, walk) Research Based Instruction Strategies: - ANSWER-- Provide Students with vocabulary definitions that are kid friendly and easy to understand - After S learns vocabulary have them read it in a sentence, paragraph, then write using the target word(s) - Students need to speak, read, and write words they are learning GIVE AS MUCH EXPOSURE AND PRACTICE AS POSSIBLE 4 components of vocabulary instruction - ANSWER-1. Direct instruction of specific words 2. Teaching students independent word learning strategies 3. Developing word consciousness 4. Encouraging wide reading Contextual Redefinition (Direct teaching of specific words) - ANSWER-use of context surrounding the target word and cooperate learning Semantic/word Maps (Direct teaching of specific words) - ANSWER-Place the target word in center and have supporting information in outside bubbles to help activate prior knowledge Semantic Feature Analysis (Direct teaching of specific words) - ANSWER-A graphic organizer using a grid to compare a series of words or other items on a number of characteristics. (looks at meaning, context) Morphemic Analysis (Independent word learning strategies) - ANSWER-Students looking at parts of words and using affixes and roots to determine the words meaning Contextual Analysis (Independent word learning strategies) - ANSWER-Students using context clues to figure our the meaning of unknown words Definition Context Clue - ANSWER-When the author puts the meaning of the word in parenthesis or states the definition in the following sentence. Synonym Context Clue - ANSWER-When the author gives the reader another word that means the same or nearly the same as the unknown word. Antonym Context Clue - ANSWER-When the author gives a word that means the opposite of the unknown word. "Example Context Clue" - ANSWER-When the author gives examples that clearly help the reader understand the meaning of the unknown word. Using the dictionary(Independent word learning strategies) - ANSWER-Simply looking up words in the dictionary Students need to know: - Guide words - Alphabetical order Homophone - ANSWER-Words identical in pronunciation, but of different origin and meaning. (Ex. Sundae, Sunday) homogrpah - ANSWER-(rarer) 2 words with the same spelling but different pronunciation (Ex. Cool wind, wind the clock) Idiom - ANSWER-A common, often used expression that doesn't make sense if you take it literally. (Ex. It's raining cats and dogs) etymology - ANSWER-The history and development of words Importance/ how to use wide reading - ANSWER-- Students are exposed to and can learn thousands of words by simply reading independently - More reading = more vocabulary and words - Has Student focus and read new and different topics and material Vocabulary for listening and speaking - ANSWER-- teacher read-aloud with different genres (even more exposure to reading and vocabulary) Vocabulary for reading and writing - ANSWER-- reading that includes target vocabulary words - Students USING the words to write, applying vocabulary to writing activity Sentence Structure (key concepts) - ANSWER-- Students need to learn subject and predicate, independent and dependent clauses - know what a fragment and run-on sentence is AND avoid them Syntax - ANSWER-The arrangement of words and phrases to create well-formed sentences in a language. (Ex. Sentence order: Article, adjective, noun = The yellow house) Instruction Strategies and Activities for Class (Vocabulary particularly for ELs) - ANSWER-- Teach word morphology (Highlight common roots/affixes) - Pre-teach vocabulary (gives ELs context) - Provide sentence frames for written and oral responses - Add pictures, videos, and real life things to lessons - teach meanings of common affixes - draw and provide pictures of meanings of words - Create word webs and diagrams - Explain idioms and confusing figurative language Instruction Strategies and Activities for Class (Vocabulary particularly for ELs) CONT. - ANSWER-- Teach cognates (relate information to students prior knowledge of first lang.) - provide concrete examples To Assess Vocabulary: - ANSWER-*Vocabulary assessment is best in context* - target word is underlined or italicized in a phrase or a sentence (student is asked to define) - Chose a synonym and ask the student to identify the synonym of the target word - Analogies: Ex. head is to body, as _____ is to mountain (answer should be peak) CLOZE Procedure - ANSWER-A technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. Assessment for language and sentence structure How does vocabulary connect to comprehension - ANSWER-Adequate vocabulary understanding is important to comprehension ELs and vocabulary - ANSWER-They will need extra support with vocabulary, academic language, and building background knowledge Frayer Model for Vocabulary - ANSWER-A graphic organizer that helps break down a word Vocabulary journals - ANSWER-A good tool to have students collect words.... they either write down their knowledge or inquiry about target words or words they come across in reading Comprehension - ANSWER-The readers understanding of what is being read Levels of Comprehension Skills: - ANSWER-Literal, Inferential, and evaluative Literal Comprehension Skills - ANSWER-Skills are those that measure the ability of a reader to understand surface level text Can be found in the text (Ex. Recall order of events or cause and effect) Inferential Comprehension Skills - ANSWER-skills that measure the ability of a reader to interpret what they have read - reading between the lines and applying background knowledge to the text Evaluative Comprehension Skills - ANSWER-Skills that measure the ability for the reader to make judgement and opinions based off what they have read - Cannot be found in the text Simple Sentence (Sentence Structure) - ANSWER-has 1 independent clause (1 subject and 1 verb) Complex sentence (Sentence Structure) - ANSWER-Contains only 1 independent clause and at least 1 dependent clause. connected by sub-coordinators (because, since, after, although, when) Compound sentence (Sentence Structure) - ANSWER-Contains at least 2 independent clauses (no dependent) connected by coordinators/conjunctions (for, and, nor, but, yet, so) compound-complex sentence (Sentence Structure) - ANSWER-2 or more independent clauses and 1 dependent clause How Word analysis and Fluency affect comprehension - ANSWER-automaticity theory: Student needs to be able to decode and understand the meaning of the text to eventually be able to comprehend How vocabulary affects comprehension - ANSWER-If there is no understanding of the words in the text, then there will be no greater understanding of the meaning of the text/overall comprehension How academic language affects comprehension - ANSWER-This is more prevalent for older grades Students will need to understand academic language for subject material comprehension How background knowledge affects comprehension - ANSWER-A lack of background knowledge of a topic is a key predictor of poor comprehension (ex. A student may not understand a text about farming if they have never heard of it or done it themselves) Examples of literal comprehension: - ANSWER-"In the text" - identify explicitly stated main idea - identify details and sequencing of events - Identify clearly stated cause and effect - Identify components of story grammar: plot events, Characters, setting, conflict and resolution (ONLY if clearly/explicitly stated) Examples of Inferential comprehension - ANSWER-"In your head" - Inferring main ideas - making comparisons - cause and effect relationships (not explicitly stated in text) - Drawing conclusions and making predictions with text evidence - Inferring themes (if not stated explicitly in the text) Examples of Evaluative Comprehension - ANSWER-"In your head" - Recognize instances of bias - Recognize unsupported assumptions/faulty reasoning in text - Distinguish facts and opinions - Judge text content, characters (Ex. "Did the characters do the right thing?) - Analyze the themes (Ex.Does the theme make sense?) Important information to know in a paragraph: - ANSWER--Identifying the topic and the topic sentence - expressing the main ideas (knowing a topic sentence will increase the chance of knowing the purpose or meaning of the paragraph) Comprehension lessons should be: - ANSWER-- done in a small group - have discussion and be engaging - in smalls groups with students all at the same reading level KWL charts (to activate background knowledge) - ANSWER-K- what do you KNOW? W- What do you WANT TO KNOW? L- What did you LEARN? Picture Walk (pre-reading strategy) - ANSWER--teacher guides students through a discussion of pictures in a book before reading Strategic Reading (during reading strategy) - ANSWER--Visualizing -Paraphrasing -Clarifying -Predicting -Generating questions -Summarizing -Adjusting reading rate Visualizing (Strategic reading) - ANSWER-"seeing" the action of the story in your head Paraphrasing (Strategic reading) - ANSWER-stating in your own words something that happened in the story Clarifying (Strategic reading) - ANSWER-Stopping when you are confused and doing something to help you understand Predicting (Strategic reading) - ANSWER-making an educated guess to what will happen next Generating questions (Strategic reading) - ANSWER-stating questions that will be answered in subsequent sections of the text Summarizing (Strategic reading) - ANSWER-reducing what has been read to a few sentences that contain the main events and themes of the story Adjusting reading rate (Strategic reading) - ANSWER-Changing the pace of reading according to text difficulty post reading strategies - ANSWER-Discussions are key - Summarize and retell the key events, main ideas, and themes of the story - Sharing personal perspectives: "Did you have a favorite part of the story? Favorite character? Why? - Text-to-self, text-to-text, and text-to-world connections - creating visuals or graphics about what they read Good strategy for teaching reading strategies.... - ANSWER-Gradual Release of Responsibility!!! I do, we do, you do! For strugglers and comprehension - ANSWER-lessons on word analysis, fluency, vocabulary, academic language, background knowledge - provide grade level text orally For ELs and comprehension - ANSWER-Transfer prior knowledge complete through assessment to determine reading strategies, those lacking should be taught Assessment for reading levels - ANSWER-Informal reading inventory (IRI) Reading levels show: % of words Student read aloud correctly % of comprehension question Students answer correctly Assessment for Comprehension - ANSWER-Use QARs (Questions answer relationships) Ex of QARs - Right there - Think and Search - Author and You - On my own Right there questions - ANSWER-For literal comprehension: answers are easily found in the text Think and Search Questions - ANSWER-For literal comprehension: Answer is in text but are scattered or in two different parts Author and your questions - ANSWER-For Inferential or Evaluative Comprehension: answer is not in text and the reader uses what they know and what the author has written to answer questions On my Own Questions - ANSWER-For Inferential or Evaluative Comprehension: not in the story, using more personal perspective to answer questions Retells for Comprehension Assessment - ANSWER-Retelling stories is good for younger readers 2 types of retelling: - Unaided: No guidance or prompting from Teacher - Aided: Student needs Teacher to ask open ended questions to answer T needs a checklist of items that the student should mention (Look for key elements of the story: characters, setting, plot events) Oral think alouds for assessment - ANSWER-A tool to assess which Student monitors their own reading, rereads what they dont understand Writing for comprehension assessment - ANSWER-Ex. Write a summary of what you just read Narrative/Literacy Text - ANSWER-Written accounts of actual or fictional events A type of writing that involves the elements of plot (Ex. short stories, novels) Elements of Plot - ANSWER-Exposition, rising action, climax, falling action, and resolution Folktales - ANSWER-A fairy-tale type story coming from spoken tradition (passed down generations) - provides reader with moral at the end Modern Fantasy - ANSWER-stories that play with the laws of nature and have known authors. animal fantasy, with beats that can talk, stories with toys and dolls that act like people, and stories with tiny humans. Ex. Charlottes WEb High Fantasy - ANSWER-Fantasy stories that take place in another world. Examples: Chronicles of Narnia, Harry Potter, City of Ember science fiction - ANSWER-A type of fantasy that uses science and technology. (Robots, time machines, etc.). Contemporary Realistic Fiction - ANSWER-takes place in the present day in the real world. historical fiction - ANSWER-A type of realistic fiction that takes place in a particular time period in the past. Often the setting is real, but the characters are made up from the author's imagination. biography - ANSWER-story of a person's life written by another person Lyric - ANSWER-A type of poetry that explores the poet's personal interpretation of and feelings about the world. Ballad - ANSWER-A poem or song narrating a story in short stanzas Couplet - ANSWER-Two consecutive lines of poetry that rhyme Epic - ANSWER-A long narrative poem telling of a hero's deeds Sonnet - ANSWER-a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line. To look at characteristics of a genre look at: - ANSWER-- Characters -Plot - Setting - Mood - Theme Literary Elements - ANSWER-Character, plot, setting, theme, mood, style Character - ANSWER-the people, animals, or imaginary creatures who take part in the action of a work of literature Plot - ANSWER-the sequence of events in a literary work Setting - ANSWER-The context in time and place in which the action of a story occurs. Mood - ANSWER-How the reader feels about the text while reading. Theme - ANSWER-Central idea of a work of literature Style - ANSWER-the choices a writer makes; the combination of distinctive features of a literary work Story Map - ANSWER-A visual representation of certain elements of a story (Ex. Star Map w/ Who, what, when, where, how, and why) - can help students think about how parts of the story relate to one another - students are more likely recall details with greater accuracy if they can understand the elements of a story Story Grammar Outline - ANSWER-challenges students to identity the specifics of each literary elements Ex. Setting: Characters: Problem/Plot: -Event 1: -Event 2: -Event 3: Resolution: Theme: SWBST (for narrative text) - ANSWER-Somebody: who is the main character(s) Wanted: What does the main character want But: What is the problem So: How does the main character solve the problem Then: How does the story end Instruction and Activities (Comprehension of Narrative text) - ANSWER-- Use audio books or struggling readers (w/ follow along text) - Teach students to summarize (SWBST) - teach students to visualize text like a movie in their head - Teacher models comprehension aloud (think aloud) - Double entry journals to write initial and post thoughts - Story boards: draw or sketch events with captions Expository Text - ANSWER-Information based text that are meant to inform Informational/Expository Text structures - ANSWER-Description, Sequence, Cause & Effect, Problem & Solution, Compare & Contrast If a student knows the structures it will help them find the purpose of the text and help them comprehend the meaning of the text The best tool for Expository texts - ANSWER-Graphic organizers!!! it will be a visual tool to help the reader organize what they have read or will be reading text features - ANSWER-table of contents, headlines, photographs, labels, captions, diagrams, maps, timelines, index, glossary, bold, italics, and underlined words Instruction and Activities for Expository text - ANSWER-- Teach close reading and annotation techniques - Pre-teach vocabulary (academic vocabulary) - Activate prior knowledge (KWL) - Teach various expository text structures - Teach students to be mindful of the text structures and to look at the charts, graphs, headings, maps, and bold worlds to help with comprehension Writing and Comprehension - ANSWER-Writing is the greatest tool for students and comprehension It supports comprehension because writing helps your memory - Questions with comprehension: INCLUDE WRITING ANSWERS Add writing to any Short response about comprehension ! The connection of skills to comprehension - ANSWER-Comprehension is the whole point of reading!! - If a student has difficulty comprehending text then any prior skill could be the problem (word analysis, word recognition, fluency, vocabulary, background knowledge) -Do not underestimate the power of writing to facilitate comprehe