RICA Subtest 2 Questions and Answers Already Passed

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RICA Subtest 2 Questions and Answers Already Passed sight vocabulary ✔✔Words you can recognize and correctly pronounce meaning vocabulary ✔✔words you understand when reading silently. To c ... omprehend a text, a reader must have adequately developed ✔✔- meaning vocabulary - academic language knowledge - background knowledge Tiers of Academic Vocabulary ✔✔1) words most children will know without instruction (rain, water) 2) more difficult and appear in several contexts across two or more areas of study (climate, nautical) 3) most difficult as they are only used in one area of study (unicellular, amoeba) Nontechnical Academic Language ✔✔academic words that run across disciplines. (identify, summarize, classify, define) Morpheme ✔✔in a language, the smallest unit that carries meaning (walk and ed); may be a word or a part of a word (such as a prefix) good vocabuarly instruction ✔✔- repeated exposure - provide definitions - provide examples of how target words are used in sentences and paragraphs magic # of vocab words to teach children per week ✔✔9 Contextual Redefinition ✔✔use of context surrounding the target word and cooperate learning. Small group - teacher shows word and students independently write definition. In groups, students write second definitions with partners. Discussion on word, third definition of the word. Teacher selects most accurate definition of the students'. semantic maps ✔✔Word maps. Diagrams. Activate prior knowledge to find meaning of target word. Target word in center, and satellite bubbles appear around word and students place characteristics or examples in the bubbles. Semantic Feature Analysis ✔✔A graphic organizer using a grid to compare a series of words or other items on a number of characteristics. Independent Word-Learning Strategies ✔✔Morphemic analysis, contextual analysis, using the dictionary Syntax ✔✔Sentence structure. ex: article, adj, noun; the yellow house teaching vocab to ELLs ✔✔- cognates - provide concrete examples - build knowledge of english morphemes Cloze Assessment ✔✔An exercise, test, or assessment consisting of a portion of text with certain words removed , where the participant is asked to replace the missing words. syntactic/grammar cloze- ex (to, too, or two) semantic cloze- relies on meanings (I ____ my research, cite not sight) teach: homophones Literal Comprehension ✔✔The ability of a reader to understand the surface meaning of a text. These questions have verifiable answers in the text Inferential Comprehension ✔✔interpret what you have read. being able to draw conclusions by reading "between the lines." Answers are "in your head," not in the text. how, why, and what next questions Evaluative Comprehension ✔✔ablility to make judgments about what you have read. Answers to evaluative comprehension questions are not in the text independent clause ✔✔expresses a complete thought and can stand alone as a sentence. Has both a subject and a verb. compound sentence ✔✔a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions complex sentence ✔✔A sentence with one independent clause and at least one dependent clause. linked by words called subordinators (because, since, after) or relative pronouns (that, who, which) Strategic Read-Alouds ✔✔1. Teacher chooses a text to read aloud. (should be interesting to the children) 2. Text is divided into sections of about 250 words, depending on age of students. For each section the teacher identifies three or four target vocabulary words and writes both literal and inferential comprehension questions. 3. Before reading aloud, the teacher provides a preview of the section and teaches the meaning of the target words. 4. The teacher reads the section aloud. 5. After reading, the teacher asks the comprehension questions. 6. the text is then reread, and the children listen for the target words. 7. The next day, before starting a new section, the target words are reviewed. comprehension lessons ✔✔- should be planned and implemented for small groups of children - require group discussion - children in group should have same instructional reading level activate background knowledge ✔✔- KWL chart - Prereading plan (PreP) - vocabulary instruction -previewing the text Prereading Plan (PreP) ✔✔1) associations- "tell me what you think of when you hear the word penguins" 2) reflections on the associations "and what made you think of (whatever the child said) 3) organizing associations - "do any of you have new or different thoughts about penguins?" Question Classification/Answer Verification ✔✔Children challenged to first determine which type of question is being asked. Once an answered is offered, students should then be challenged to verify their answer and explain their answer. Reciprocal Teaching ✔✔gradual release of responsibility model to teach skills of: predicting generating ?s clarifying summarizing Postreading Tasks ✔✔Summarizing and retelling the text; sharing personal perspectives of the text; text-to-text, text-to-self, and text-to-world connections; visual/graphic representations of what was read. comprehension differentiation ✔✔struggling readers- lessons on word analysis, fluency, vocab, academic and background knowledge. provide access to grade-level texts through oral presentation. reteach, additional practice, concrete examples. ELLs- capitalize on comprehension strategies from the primary language and explicitly teach comprehension strategies that are missing assessment of comprehension ✔✔1) determine reading levels 2) asses comp skills at each level: literal, inferential, evaluative 3) use of retellings - unaided- child is asked to retell the story can use oral think-alouds poetry ✔✔ballad- stanzas have four lines, often set to music lyric- expresses personal feelings ex: sonnet couplet- pair of lines in a poem, usually rhyme epic- long poem often telling of heroic deeds sonnet- lyric poetry with 14 lines Story Grammar Outline ✔✔An outline of a story based on the literary elements. Story Grammar Outlines are a template completed by children, with or without the help of a teacher, and are used to develop literal comprehension. ex: setting: characters: problem: theme: instruction in literary analysis ✔✔- identify structural elements of the plot - compare and contrast motivations and reactions of characters - evaluate the relevance of the setting - identify recurring themes - writer's style/ figurative language Hyperbole ✔✔exaggerated comparison. ex: scared to death literacy instruction differentiation ✔✔-struggling readers- provide access through oral presentation, focus on key elements of story grammar, use story maps, reteach skills using concrete examples -ELL- clarify cultural context of text and preteach key vocab expository texts ✔✔transmit information and typically are written in formats that differ significantly from narrative texts Readability ✔✔- word length and number of syllables in a passage - number of words in sentences narrative schema ✔✔Schema for telling a story, includes setting, character, episodes and plot; organization of stories. use story map/graphic organizer expository schema ✔✔identify main ideas, compare/contrast, problem/solution structures use venn diagrams, outlines, webs inflectional suffix ✔✔-s, -es, -ing, -ed. Expresses plurality or possession when added to a noun. teach with a making words activity derivational affixes ✔✔Affixes added to base words that affect the meaning (sign/resign, break/breakable) and/or part of speech (beauty/beautiful) etymology ✔✔the study of word origins use semantic map- other meanings and related words/concepts Homographs ✔✔words spelled the same but may be said differently/ has different meaning or part of speech. Pictionary activity- something visual to accompany it, mark how the stress or vowel sound changes homonym ✔✔a word spelled exactly like another word, but having a different meaning Matthew effect ✔✔The gap between high achieving and low achieving readers widens. contextual analysis ✔✔definition, synonym, antonym, or example contextual clue [Show More]

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