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Section 7: RICA Written Examination Subtest 2Sample Multiple-Choice QuestionsExpand All Answers | Collapse All Answers Domain 4—Vocabulary, Academic Language, and Background KnowledgeCompetency 10—Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.1. Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to:
Competency 10—Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.2. A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?
Competency 10—Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.3. Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?
Competency 10—Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.4. A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, students will read chapters from their social studies and science textbooks as well as relevant fictional narratives. These materials will also be incorporated into a variety of instructional activities designed to promote students' reading development. Which of the following statements best describes an important advantage of using a cross-curricular approach such as this unit to promote students' reading development?
Competency 10—Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.5. A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict derives from the Latin word for "speak." The teacher then asks students if they can think of English words that start with or include dict. The teacher uses the students' suggestions to create the diagram shown below.
This activity is likely to promote students' vocabulary development primarily by helping the students:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.6. A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an appropriate level text and asks students to determine reasonable and logical words to complete each blank. This technique is useful as an informal assessment of students' understanding of English language structures primarily because it requires them to:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.7. A fifth-grade teacher gives students the following sentence: Neither walking on the beach nor running around the track cheered Ahmed up. The teacher asks the students how the phrases that come just after neither and just after nor are similar. This exercise can promote students' reading comprehension by helping them:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.8. A middle school teacher designs an instructional activity in which students combine several sentences to form a single sentence, as illustrated below.
This activity is likely to be most effective in helping students:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.9. Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words?
Domain 5—ComprehensionCompetency 13—Understand how to facilitate reading comprehension by providing instruction that prepares students for the reading task, scaffolds them as needed through the reading process, and prepares them to respond to what they have read.10. To promote students' comprehension of a passage about comets and meteoroids, a middle school teacher shows the students how to use facts from the text to complete the following Venn diagram.
This comprehension strategy is most effective in facilitating students' ability to:
Competency 13—Understand how to facilitate reading comprehension by providing instruction that prepares students for the reading task, scaffolds them as needed through the reading process, and prepares them to respond to what they have read.11. A third-grade teacher prepares several poster-sized copies of the star diagram illustrated below.
After reading an assigned story, students divide into small groups, and the teacher distributes a copy of the star diagram to each group. The members of each group discuss how the six questions (who, what, when, where, why, and how) apply to the story and write answers in the six points of the star. The teacher then displays the completed star diagrams and leads a whole-class discussion about them. This instructional activity is most likely to promote students' reading proficiency in which of the following ways?
Competency 14—Understand how to promote students' comprehension and analysis of narrative/literary texts and their development of literary response skills.12. An eighth-grade class will be reading a drama that is a challenging grade-level text. The teacher is concerned that a student in the class who has a reading disability will have difficulty keeping up with and understanding the reading assignments. Which of the following strategies would be most effective for the teacher to use to promote the student's access to the text and his ability to participate fully in class discussions related to it?
Competency 14—Understand how to promote students' comprehension and analysis of narrative/literary texts and their development of literary response skills.13. A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?
Competency 14—Understand how to promote students' comprehension and analysis of narrative/literary texts and their development of literary response skills.14. A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:
Competency 15—Understand how to promote students' comprehension of expository/informational texts and their development of study skills and research skills.15. A sixth-grade teacher has students read a short expository text. After the students finish reading the text, the teacher uses guided discussion to help them complete the form shown below.
This writing activity promotes students' comprehension and analysis of expository texts primarily by:
Use the information below to answer the two questions that follow. A fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below.
Competency 15—Understand how to promote students' comprehension of expository/informational texts and their development of study skills and research skills.16. Creating such a web is likely to promote students' ability to retain and use information they read about a topic by:
Competency 13—Understand how to facilitate reading comprehension by providing instruction that prepares students for the reading task, scaffolds them as needed through the reading process, and prepares them to respond to what they have read.17. After giving each student a copy of the web developed by the class, the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to:
Multiple-Domain PassagesUse the information below to answer the four questions that follow. A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below. 'Twas brillig, and the slithy toves Competency 12—Understand literal, inferential, and evaluative comprehension and factors affecting reading comprehension.18. The teacher reads aloud the clause "All mimsy were the borogoves" and asks students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skill in which of the following reading comprehension strategies?
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.19. The teacher plans a variety of activities related to "Jabberwocky." Students will work in pairs to make up definitions for some of the nonsense words (e.g., slithy). They will read the poem aloud using tone of voice to express various moods. Finally, they will create their own nonsense poems and give oral readings of them. These activities are most likely to promote students' reading development by:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.20. One student pronounces gyre with a hard g sound, while his classmate uses a soft g sound. They ask the teacher who is correct. The teacher's best response would be to:
Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.21. The teacher asks the students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that:
Use the information below to answer the three questions that follow. A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher designs the following paragraph-building activity as part of a chapter review toward the end of the unit.
After participating in this activity, all of the students review the chapter in their science text about volcanoes. Competency 11—Understand how to promote students' development of vocabulary, academic language, and background knowledge.22. The paragraph-building activity described is likely to promote students' reading development primarily by helping them:
Competency 12—Understand literal, inferential, and evaluative comprehension and factors affecting reading comprehension.23. After assessing the effectiveness of this activity, the teacher decides to include an additional step. For step 5, the teacher will guide students to develop topic sentences for the paragraphs they generated. This modification is most likely to promote students' reading development by:
Competency 15—Understand how to promote students' comprehension of expository/informational texts and their development of study skills and research skills.24. Which of the following best describes one important way in which this activity is likely to benefit English Learners?
Return to Navigation Which of the following is the primary purpose of activating students prior knowledge before they read a text?Purpose: To help them make connections of prior knowledge and apply it into the new material. This helps students understanding what they are reading.
What does it mean to activate prior knowledge quizlet?Activating prior knowledge and generating interest to create an intentional context in which students will read with purpose and anticipation. Cognition. The process of knowing. Cognitive readiness. Preparing students to make connections between what they know and what they will learn.
Which of the following statements best describes an effective way to prepare students to listen to or read a text?Which of the following statements best describes an effective way to prepare students to listen to or read a text? Establish the purpose for reading the text and impart background knowledge.
Which assessment can be used to identify strengths of an emergent reader?Because details regarding exactly which emergent literacy skills are strong or weak for each child can be useful in planning effective instruction, diagnostic assessment is most likely the best way to measure children's emergent literacy skills.
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