RICA Subtest 2 Exams (Latest 2024/ 2025 Updates
STUDY BUNDLE PACKAGE WITH SOLUTIONS) Qs & As|
100% Correct| Grade A (Verified Answers)
Listening Vocabulary - ANSWERwords you understand when listening to others
speak.
Speaking Vocabulary - ANSWERwords you use when you talk. smaller than listening
vocab.
Writing Vocabulary - ANSWERwords you use when you write.
Meaning Vocabulary - ANSWERwords for which meanings are understood.
Academic Language - ANSWERused in formal settings such as textbooks and tests
and not in everyday speech.
Technical Academic Language - ANSWERWords and phrases related to a specific
discipline (i.e. history includes language such as tyranny, monarchy, etc.).
Nontechnical Academic Language - ANSWERRuns across disciplines and would
include such words as theory, hypothesis, analysis, and synthesis. These level of
words are important to learn.
Background Knowledge - ANSWERReader's knowledge about a topic and essential to
comprehend what they are reading. This is the foundation to where greater
knowledge is built.
3 factors to comprehend a text are (1) Academic knowledge, (2) background
knowledge, and (3) ______________________________. - ANSWERmeaning
vocabulary
Matthew Effect - ANSWEROver a period of time, the gap between high-achieving and
low-achieving readers widens.
ineffective ways to teach the meaning of words - ANSWERdisplay the word on the
board and ask what it means and look up the word in the dictionary.
Contextual Redefinition - ANSWERStrategy for teaching vocabulary when passages
students are reading contain new and difficult words and the text does not provide
adequate context clues. The teacher contrives a text that provides context clues and
guides the students to discover the word meanings before reading. Words are first
presented in isolation (assess prior knowledge) then in contrived context.
, Semantic Map - ANSWERAnother strategy for vocabulary instruction using a bubble
map. Useful for pre-reading instruction to teach the meaning and activate their prior
knowledge of a word.
independent word-learning strategies - ANSWERmorpheme (aka structural) analysis,
contextual analysis (context clues), using the dictionary
Homographs - ANSWERWords that are spelled the same but have different
meanings, such as the word wind.
Word Consciousness - ANSWERInterest in words and their meanings.
Synonyms/Antonyms, Idioms and puns, and Etymology are ways to teach students.
What is a way to effectively increase vocabulary, academic language, and
background knowledge? - ANSWERIndependent reading!!!!!!
Cognates - ANSWERStrategy for EL students to understand vocabulary by using
words that look similar and have the same origin in two languages.
A method to acquire vocabulary, academic language, and background knowledge for
both struggling and EL readers. - ANSWERProvide concrete examples (real things,
illustrations)
Evaluative Comprehension - ANSWERMaking judgments based on what was read.
Answers are not in the text.
complex sentence - ANSWERA sentence with one independent clause and at least
one dependent clause.
Dependent clause - ANSWERLacks a subject and is not a complete thought
Syntax - ANSWERNecessary knowledge to increase academic language and
vocabulary. Order of words that make up a sentence such as article, adjective, noun
(e.g., the yellow house).
Contextual Analysis - ANSWERA strategy used in upper primary to find out a target
word using context clues.
contextual analysis strategies to learn homographs, homophones, and multiple-
meaning words - ANSWERpictionary and semantic maps
Instructional Conversations - ANSWERDeveloped for EL students, this reading
comprehension strategy works well for all students. During and after students read a
selection, the teacher leads a discussion by asking questions.
KWL - ANSWERA background knowledge strategy (using a chart) to guide reading
and inquiry: KNOW,WANT to know, LEARNED.
STUDY BUNDLE PACKAGE WITH SOLUTIONS) Qs & As|
100% Correct| Grade A (Verified Answers)
Listening Vocabulary - ANSWERwords you understand when listening to others
speak.
Speaking Vocabulary - ANSWERwords you use when you talk. smaller than listening
vocab.
Writing Vocabulary - ANSWERwords you use when you write.
Meaning Vocabulary - ANSWERwords for which meanings are understood.
Academic Language - ANSWERused in formal settings such as textbooks and tests
and not in everyday speech.
Technical Academic Language - ANSWERWords and phrases related to a specific
discipline (i.e. history includes language such as tyranny, monarchy, etc.).
Nontechnical Academic Language - ANSWERRuns across disciplines and would
include such words as theory, hypothesis, analysis, and synthesis. These level of
words are important to learn.
Background Knowledge - ANSWERReader's knowledge about a topic and essential to
comprehend what they are reading. This is the foundation to where greater
knowledge is built.
3 factors to comprehend a text are (1) Academic knowledge, (2) background
knowledge, and (3) ______________________________. - ANSWERmeaning
vocabulary
Matthew Effect - ANSWEROver a period of time, the gap between high-achieving and
low-achieving readers widens.
ineffective ways to teach the meaning of words - ANSWERdisplay the word on the
board and ask what it means and look up the word in the dictionary.
Contextual Redefinition - ANSWERStrategy for teaching vocabulary when passages
students are reading contain new and difficult words and the text does not provide
adequate context clues. The teacher contrives a text that provides context clues and
guides the students to discover the word meanings before reading. Words are first
presented in isolation (assess prior knowledge) then in contrived context.
, Semantic Map - ANSWERAnother strategy for vocabulary instruction using a bubble
map. Useful for pre-reading instruction to teach the meaning and activate their prior
knowledge of a word.
independent word-learning strategies - ANSWERmorpheme (aka structural) analysis,
contextual analysis (context clues), using the dictionary
Homographs - ANSWERWords that are spelled the same but have different
meanings, such as the word wind.
Word Consciousness - ANSWERInterest in words and their meanings.
Synonyms/Antonyms, Idioms and puns, and Etymology are ways to teach students.
What is a way to effectively increase vocabulary, academic language, and
background knowledge? - ANSWERIndependent reading!!!!!!
Cognates - ANSWERStrategy for EL students to understand vocabulary by using
words that look similar and have the same origin in two languages.
A method to acquire vocabulary, academic language, and background knowledge for
both struggling and EL readers. - ANSWERProvide concrete examples (real things,
illustrations)
Evaluative Comprehension - ANSWERMaking judgments based on what was read.
Answers are not in the text.
complex sentence - ANSWERA sentence with one independent clause and at least
one dependent clause.
Dependent clause - ANSWERLacks a subject and is not a complete thought
Syntax - ANSWERNecessary knowledge to increase academic language and
vocabulary. Order of words that make up a sentence such as article, adjective, noun
(e.g., the yellow house).
Contextual Analysis - ANSWERA strategy used in upper primary to find out a target
word using context clues.
contextual analysis strategies to learn homographs, homophones, and multiple-
meaning words - ANSWERpictionary and semantic maps
Instructional Conversations - ANSWERDeveloped for EL students, this reading
comprehension strategy works well for all students. During and after students read a
selection, the teacher leads a discussion by asking questions.
KWL - ANSWERA background knowledge strategy (using a chart) to guide reading
and inquiry: KNOW,WANT to know, LEARNED.
