RICA Subtest 2 Q&A
Word Consciousness - =Awareness of words and their meanings as well as interest in their
usage.
Conversational vocabulary (Tier 1) - =Informal language: most basic, everyday speech that is
familiar to students
Academic Vocabulary (Tier 2) - =Formal language: high frequency words that are found in many
different subject discipline (Ex. examine, identify, authority)
Content Specific Vocabulary (Tier 3) - =Subject specific vocabulary: found in science, math,
social studies (ex. hypothesis, photosynthesis)
Systematic Explicit Instruction - =High structure and sequenced instruction
Needs to be very interactive
Matthew Effect - ="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 - =deliberate, spaced, and retrieval
- goes well with "I do, we do, you do", modeling and instruction
Wide reading - =Reading a wide variety of genres, styles, and purposes
Will expose students to more reading and will help them learn more vocabulary
Cognates - =Words that look similar and have the same meaning in two languages. (good to
connect with for ELs)
,Semantics - =Meanings of words, phrases, and sentences
Morphology - =The structure and form of words (affixes and roots)
Listening Vocabulary - =words you understand when listening to others speak.
Speaking Vocabulary - =words you use when you talk. smaller than listening vocabulary
Writing Vocabulary - =words you use when you write.
sight vocabulary - =words that a child can immediately recognize and pronounce correctly while
reading
Meaning Vocabulary - =words you understand when reading silently.
background knowledge - =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 - =knowing the meaning of words will help in achievement of
swift and accurate word recognition
Role of vocabulary and reading comprehension - =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 - =If there is a lack of proficiency with
academic language that can prevent proper comprehension
, Role of Background Knowledge and Comprehension - =to comprehend a text readers need to
have developed:
- meaning vocabulary
- academic language knowledge
- background knowledge
Important words/Vocabulary to teach: - =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 - =Identify, define, illustrate, summarize, classify
Morpheme - =in a language, the smallest unit that carries meaning; may be a word or any affix
bound morpheme - =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 - =a morpheme that can stand alone as a word (ex. test, walk)
Research Based Instruction Strategies: - =- 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
Word Consciousness - =Awareness of words and their meanings as well as interest in their
usage.
Conversational vocabulary (Tier 1) - =Informal language: most basic, everyday speech that is
familiar to students
Academic Vocabulary (Tier 2) - =Formal language: high frequency words that are found in many
different subject discipline (Ex. examine, identify, authority)
Content Specific Vocabulary (Tier 3) - =Subject specific vocabulary: found in science, math,
social studies (ex. hypothesis, photosynthesis)
Systematic Explicit Instruction - =High structure and sequenced instruction
Needs to be very interactive
Matthew Effect - ="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 - =deliberate, spaced, and retrieval
- goes well with "I do, we do, you do", modeling and instruction
Wide reading - =Reading a wide variety of genres, styles, and purposes
Will expose students to more reading and will help them learn more vocabulary
Cognates - =Words that look similar and have the same meaning in two languages. (good to
connect with for ELs)
,Semantics - =Meanings of words, phrases, and sentences
Morphology - =The structure and form of words (affixes and roots)
Listening Vocabulary - =words you understand when listening to others speak.
Speaking Vocabulary - =words you use when you talk. smaller than listening vocabulary
Writing Vocabulary - =words you use when you write.
sight vocabulary - =words that a child can immediately recognize and pronounce correctly while
reading
Meaning Vocabulary - =words you understand when reading silently.
background knowledge - =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 - =knowing the meaning of words will help in achievement of
swift and accurate word recognition
Role of vocabulary and reading comprehension - =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 - =If there is a lack of proficiency with
academic language that can prevent proper comprehension
, Role of Background Knowledge and Comprehension - =to comprehend a text readers need to
have developed:
- meaning vocabulary
- academic language knowledge
- background knowledge
Important words/Vocabulary to teach: - =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 - =Identify, define, illustrate, summarize, classify
Morpheme - =in a language, the smallest unit that carries meaning; may be a word or any affix
bound morpheme - =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 - =a morpheme that can stand alone as a word (ex. test, walk)
Research Based Instruction Strategies: - =- 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
