RICA subtest 2 2022/2023 with Complete Solutions

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: 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: - ANSWER-direct instruction of vocabulary The graphic organizer above is an example of a: - ANSWER-semantic map. Use the illustration below to answer the question that follows. The graphic organizer above will support students in developing vocabulary knowledge relating to: - ANSWER-word roots. A fourth-grade teacher writes the following sentence on the board during a vocabulary lesson: "The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type of fossil found during an expedition in the desert." In order to find the meaning of "paleontologist" using a word-learning strategy, the teacher is teaching a directed lesson on: - ANSWER-apposition. A third-grade teacher implements a long-term vocabulary activity for her students called Word Wizard. The students will be provided with weekly vocabulary words. If they encounter any of the words outside of direct instruction, the students have to fill out an index card identifying the word, how it was used (conversation, television, magazine, etc.) and explain its meaning. The teacher will place these cards in the Word Wizard's bucket. The student with the most words in the bucket at the end of the week receives a prize. The implementation of this vocabulary strategy promotes: - ANSWER-word consciousness. In a second-grade class with a student population of 80% English Language Learners, the teacher implements a communication guide to support her students during academic discussions. An example is shown below: Communication Starters: The antonym for ________is ... The synonym for _______ is ... I used context clues to determine... The use of this oral support will provide students with the opportunity to: - ANSWER-practice verbal communication of syntax and grammar. An effective strategy for a teacher to use during an oral language activity for discussing topic-related information is: - ANSWER-think-pair-share. A teacher follows up with a small group of students after an explicit vocabulary lesson in order to re-teach new concepts. The lesson was delivered as: Teacher: A new word we learned today is apprehensive. What is our vocabulary word? Students: Apprehensive. Teacher: Apprehensive means that you are not sure of something, or fearful of doing something. (Teacher shows a facial express