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RICA SUBTEST 2
ACTUAL EXAM WITH CORRECT
SOLUTIONS.
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. 1 / 2
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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.
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