RICA Subtest 2 Exam Test With
Quizs and Verified Answers
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.
Quizs and Verified Answers
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.
