Ultimate RICA Study Tool
CalStateTEACH Questions and Answers
100% Pass
What are the five different *vocabularies a person has?
(competency 10, Domain 4) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔9 words per week
When are semantic maps used, and what for?
(competency 11, Domain 4) ✔✔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 ✔✔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) ✔✔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) ✔✔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)
CalStateTEACH Questions and Answers
100% Pass
What are the five different *vocabularies a person has?
(competency 10, Domain 4) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔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) ✔✔9 words per week
When are semantic maps used, and what for?
(competency 11, Domain 4) ✔✔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 ✔✔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) ✔✔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) ✔✔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)
