Ultimate RICA Study Guide Cal State
TEACH Latest Updated
What are the five different *vocabularies a person has?
(competency 10, Domain 4) - ANS-Listening, speaking, writing, sight(reading), and
meaning (reading).
What are the three causes of poor reading comprehension other than lack of fluency?
(competency 10, Domain 4) - ANS-1. Lack of (meaning) vocabulary.
2. Lack of academic language.
3. Lack of Background knowledge.
Name three criteria to consider when deciding which vocabulary words to teach?
(competency 10, Domain 4) - ANS-1. Frequency
2. Utility
3. Level of knowledge (unknown vs. acquainted.
How do Tier 2 words differ from Tier 3 words?
(competency 10, Domain 4) - ANS-Both are academic language words. Tier 2 words
are nontechnical academic language (e.g. summarize, classify, etc.) that are found
across domains. Tier 3 are technical and domain specific (e.g. protozoa in science).
How to approach vocabulary instruction:
(competency 11, Domain 4) - ANS-1. Direct instruction of target or key words.
2. Teach students word-learning strategies: a) context clues b) Morphemic/structural
analysis c) apposition d) cognates e)dictionary skills
3. Develop word consciousness
4. Encourage wide reading.
Research shows that vocabulary instruction should be:
(competency 11, Domain 4) - ANS-1. Developmentally appropriate,
2. Using definitions that are kid-friendly.
3. Provide meaningful examples
Vocabulary lessons should include word definitions and what else?
(competency 11, Domain 4) - ANS-1. Examples of how words are used in context
(sentences).
2. Students should use the words learned in their writing.
3.Students must have repeated exposure:
they need to listen to, speak, read and write new words.
, Research has shown that the average student can learn the meaning of how many new
words a week?
(competency 11, Domain 4) - ANS-9 words per week
When are semantic maps used, and what for?
(competency 11, Domain 4) - ANS-When: Pre-reading instruction.
What for: To teach meaning/vocab focusing of a key word/concept and to activate
background knowledge of word.
*very effective
How can you develop Word Consciousness in students?
(competency 11, Domain 4) vocab - ANS-a. word play/teach synonyms and antonyms
b. teach homophones and homographs.
c. Word of the Day! Write big and post; use word in context.
d. Idioms and Puns
e. Poetry - haiku, limerick
f. Etymology - the history or development of words
What are some interventions for struggling readers and students with learning
disabilities?
(competency 11, Domain 4) - ANS-Universal Access, providing differentiated
instruction:
1. Focus on a key skill (phonics, HF sight words, vocabulary, etc.)
2. Reteach what is lacking-- Differently!(more lessons, slower, different modality)
3. Increase number and variety of examples.
4. Provide additional practice.
5. Use multiple modalities: visual, kinesthetic, tactile.
Interventions for ELs and SELs for reading and vocabulary include:
(competency 11, Domain 4) - ANS-SDAIE strategies like,
1. Capitalize on skills from L1 and L2 (cognates, letters)
1a. note and teach differences in L1, L2
2. modeling, scaffolds.
2. Realia; visuals; Concrete examples
3. Build knowledge of English morphemes (roots and affixes)
4. Teach English Syntax, or word order
How to assess vocabulary, academic language, and background knowledge:
(competency 11, Domain 4) - ANS-Formal Tests: CAT, SAT, Basal test
Informal:
1. Test by: a) Words used in sentences (not isolation) and answers are phrases. b)
Choose a synonym c) Analogies
2. Use in Context: plan a writing activity where students must use target words in it.
How do you assess Language Structure knowledge?
(Competency 12, Domain 5) - ANS-A CLOZE activity-delete nouns, or verbs
TEACH Latest Updated
What are the five different *vocabularies a person has?
(competency 10, Domain 4) - ANS-Listening, speaking, writing, sight(reading), and
meaning (reading).
What are the three causes of poor reading comprehension other than lack of fluency?
(competency 10, Domain 4) - ANS-1. Lack of (meaning) vocabulary.
2. Lack of academic language.
3. Lack of Background knowledge.
Name three criteria to consider when deciding which vocabulary words to teach?
(competency 10, Domain 4) - ANS-1. Frequency
2. Utility
3. Level of knowledge (unknown vs. acquainted.
How do Tier 2 words differ from Tier 3 words?
(competency 10, Domain 4) - ANS-Both are academic language words. Tier 2 words
are nontechnical academic language (e.g. summarize, classify, etc.) that are found
across domains. Tier 3 are technical and domain specific (e.g. protozoa in science).
How to approach vocabulary instruction:
(competency 11, Domain 4) - ANS-1. Direct instruction of target or key words.
2. Teach students word-learning strategies: a) context clues b) Morphemic/structural
analysis c) apposition d) cognates e)dictionary skills
3. Develop word consciousness
4. Encourage wide reading.
Research shows that vocabulary instruction should be:
(competency 11, Domain 4) - ANS-1. Developmentally appropriate,
2. Using definitions that are kid-friendly.
3. Provide meaningful examples
Vocabulary lessons should include word definitions and what else?
(competency 11, Domain 4) - ANS-1. Examples of how words are used in context
(sentences).
2. Students should use the words learned in their writing.
3.Students must have repeated exposure:
they need to listen to, speak, read and write new words.
, Research has shown that the average student can learn the meaning of how many new
words a week?
(competency 11, Domain 4) - ANS-9 words per week
When are semantic maps used, and what for?
(competency 11, Domain 4) - ANS-When: Pre-reading instruction.
What for: To teach meaning/vocab focusing of a key word/concept and to activate
background knowledge of word.
*very effective
How can you develop Word Consciousness in students?
(competency 11, Domain 4) vocab - ANS-a. word play/teach synonyms and antonyms
b. teach homophones and homographs.
c. Word of the Day! Write big and post; use word in context.
d. Idioms and Puns
e. Poetry - haiku, limerick
f. Etymology - the history or development of words
What are some interventions for struggling readers and students with learning
disabilities?
(competency 11, Domain 4) - ANS-Universal Access, providing differentiated
instruction:
1. Focus on a key skill (phonics, HF sight words, vocabulary, etc.)
2. Reteach what is lacking-- Differently!(more lessons, slower, different modality)
3. Increase number and variety of examples.
4. Provide additional practice.
5. Use multiple modalities: visual, kinesthetic, tactile.
Interventions for ELs and SELs for reading and vocabulary include:
(competency 11, Domain 4) - ANS-SDAIE strategies like,
1. Capitalize on skills from L1 and L2 (cognates, letters)
1a. note and teach differences in L1, L2
2. modeling, scaffolds.
2. Realia; visuals; Concrete examples
3. Build knowledge of English morphemes (roots and affixes)
4. Teach English Syntax, or word order
How to assess vocabulary, academic language, and background knowledge:
(competency 11, Domain 4) - ANS-Formal Tests: CAT, SAT, Basal test
Informal:
1. Test by: a) Words used in sentences (not isolation) and answers are phrases. b)
Choose a synonym c) Analogies
2. Use in Context: plan a writing activity where students must use target words in it.
How do you assess Language Structure knowledge?
(Competency 12, Domain 5) - ANS-A CLOZE activity-delete nouns, or verbs
