RICA subtest 2 | 100% Correct Answers
An example of a reading comprehension statement written in academic language is: Correct
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: Correct Answer: develop background knowledge to support comprehension of new
information.
A vocabulary strategy that supports early vocabulary development for students is: Correct
Answer: classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: Correct 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? Correct 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: Correct 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: Correct 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: Correct 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: Correct 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: Correct Answer: direct instruction of vocabulary
The graphic organizer above is an example of a: Correct 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: Correct 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: Correct 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: Correct 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: Correct Answer:
practice verbal communication of syntax and grammar.
An example of a reading comprehension statement written in academic language is: Correct
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: Correct Answer: develop background knowledge to support comprehension of new
information.
A vocabulary strategy that supports early vocabulary development for students is: Correct
Answer: classifying and categorizing words.
The "Matthew Effect", which relates to vocabulary, can be explained as: Correct 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? Correct 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: Correct 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: Correct 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: Correct 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: Correct 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: Correct Answer: direct instruction of vocabulary
The graphic organizer above is an example of a: Correct 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: Correct 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: Correct 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: Correct 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: Correct Answer:
practice verbal communication of syntax and grammar.
