RICA Subtest 2 Exam with Verified Answers
1. Word Conscious-
ness
2. Conversational
vocabulary (Tier
1)
3. Academic Vocab-
ulary (Tier 2)
4. Content Specific
Vocabulary (Tier
3)
5. Systematic Ex-
plicit Instruction
Awareness of words and their meanings as well as inter-
est in their u...
RICA Subtest 2 Exam with Verified Answers
1. Word Conscious- Awareness of words and their meanings as well as inter-
ness est in their usage.
2. Conversational Informal language: most basic, everyday speech that is
vocabulary (Tier familiar to students
1)
3. Academic Vocab- Formal language: high frequency words that are found
ulary (Tier 2) in many different subject discipline (Ex. examine, identify,
authority)
4. Content Specific Subject specific vocabulary: found in science, math, so-
Vocabulary (Tier cial studies (ex. hypothesis, photosynthesis)
3)
5. Systematic Ex- High structure and sequenced instruction
plicit Instruction Needs to be very interactive
6. Matthew Effect "Rich get richer and the poor get poorer"
The gap between strong and weak readers will only widen
when no one is catching any literacy difficulties and stu-
dents are not receiving proper instruction
7. 3 types of vocab- deliberate, spaced, and retrieval
ulary practice - goes well with "I do, we do, you do", modeling and
instruction
8. Wide reading Reading a wide variety of genres, styles, and purposes
Will expose students to more reading and will help them
learn more vocabulary
9. Cognates Words that look similar and have the same meaning in
two languages. (good to connect with for ELs)
10. Semantics Meanings of words, phrases, and sentences
11. Morphology The structure and form of words (affixes and roots)
12. Listening Vocab- words you understand when listening to others speak.
ulary
, RICA Subtest 2 Exam with Verified Answers
13. Speaking Vocab- words you use when you talk. smaller than listening vo-
ulary cabulary
14. Writing Vocabu- words you use when you write.
lary
15. sight vocabulary words that a child can immediately recognize and pro-
nounce correctly while reading
16. Meaning Vocabu- words you understand when reading silently.
lary
17. background Reader's knowledge about the topic
knowledge - Students will have a harder time comprehending what
they have read if they lack essential background knowl-
edge
18. The Role of vo- knowing the meaning of words will help in achievement of
cabulary in Flu- swift and accurate word recognition
ency
19. Role of vocabu- Students vocabulary is key indicator and predictor of Stu-
lary and reading dents understanding of what they are reading
comprehension (Comprehension = being able to explain words and their
meanings)
20. Role of Academ- If there is a lack of proficiency with academic language
ic Language and that can prevent proper comprehension
Comprehension
21. Role of Back- to comprehend a text readers need to have developed:
ground Knowl- - meaning vocabulary
edge and Com- - academic language knowledge
prehension - background knowledge
22. Important For fluency: The more frequent a word appears the more
words/Vocabu- important it is to teach
lary to teach:
For Utility: Is knowing the word essential for comprehen-
, sion? if yes, it should be taught
Level of Knowledge: The less a student knows about
the word, the more important it is to teach it (especially
unknown words)
23. Non technical Identify, define, illustrate, summarize, classify
words Students
need to know
24. Morpheme in a language, the smallest unit that carries meaning; may
be a word or any affix
25. bound mor- A morpheme that must be "bound" with another mor-
pheme pheme to form a word and cannot occur alone (Ex: un-,
-est, -es, -ed, pre-)
26. free morpheme a morpheme that can stand alone as a word (ex. test,
walk)
27. Research Based - Provide Students with vocabulary definitions that are kid
Instruction friendly and easy to understand
Strategies: - After S learns vocabulary have them read it in a sen-
tence, paragraph, then write using the target word(s)
- Students need to speak, read, and write words they are
learning
GIVE AS MUCH EXPOSURE AND PRACTICE AS POS-
SIBLE
28. 4 components 1. Direct instruction of specific words
of vocabulary in- 2. Teaching students independent word learning strate-
struction gies
3. Developing word consciousness
4. Encouraging wide reading
29. Contextual Re- use of context surrounding the target word and cooperate
definition (Direct learning
teaching of spe-
cific words)
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