RICA Subtest 2
Questions and Complete
Solutions Graded A+
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.
Questions and Complete
Solutions Graded A+
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.
