Rica Practice Test Quiz: Exam!

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Rica Practice Test Quiz: Exam! - Quiz

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Questions and Answers
  • 1. 

    DOMAIN 1: What are evidence-based learning objectives?

    • A.

      The teacher has created objectives that are appropriate for students due to evidence from research.

    • B.

      The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective.

    Correct Answer
    B. The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective.
    Explanation
    The correct answer is "The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective." This means that the teacher has established a way to assess and determine if each student has achieved the learning objective. By having a defined source of evidence, the teacher can effectively measure and track the progress and success of each student in meeting the objective. This ensures that the objectives are not only appropriate for the students but also measurable and achievable.

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  • 2. 

    DOMAIN 1: What are the key factors of differentiated instruction?

    • A.

      Student's knowledge and skills

    • B.

      Prerequisite knowledge and skills

    • C.

      Complexity of content/skills to be presented

    • D.

      Scaffolds

    Correct Answer(s)
    A. Student's knowledge and skills
    B. Prerequisite knowledge and skills
    C. Complexity of content/skills to be presented
    D. Scaffolds
    Explanation
    The key factors of differentiated instruction include considering the student's knowledge and skills, as well as their prerequisite knowledge and skills. This helps the teacher tailor their instruction to meet the individual needs of each student. Additionally, the complexity of the content or skills being presented should be taken into account, as well as the use of scaffolds to support student learning. By considering these factors, teachers can provide instruction that is appropriate and effective for each student.

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  • 3. 

    DOMAIN 1: How do teachers organize instruction to meet the needs of all students?

    • A.

      Basal reading programs

    • B.

      Programs that provide additional instruction for English learners

    • C.

      Programs written in languages other than English

    • D.

      Intensive intervention programs for struggling readers in grades K-3

    • E.

      Intensive intervention programs for struggling readers in grades 4-8

    • F.

      Intensive intervention programs for English learners in grades K-3

    • G.

      Intensive intervention programs for English learners in grades 4-8

    Correct Answer(s)
    A. Basal reading programs
    B. Programs that provide additional instruction for English learners
    C. Programs written in languages other than English
    E. Intensive intervention programs for struggling readers in grades 4-8
    G. Intensive intervention programs for English learners in grades 4-8
    Explanation
    The correct answer includes a variety of programs that teachers can use to meet the needs of all students. Basal reading programs are commonly used to provide a structured approach to reading instruction. Programs that provide additional instruction for English learners are important for supporting their language development. Programs written in languages other than English can be beneficial for students who are more proficient in another language. Intensive intervention programs for struggling readers in grades 4-8 are essential for providing targeted support to students who are struggling with reading. Intensive intervention programs for English learners in grades 4-8 are also important for addressing the specific needs of these students.

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  • 4. 

    DOMAIN 1: What is the difference between benchmark, strategic, and intensive groups?

    • A.

      Students in a benchmark group are experiencing a small level of difficulty in achieving standards. Students in a strategic group consist of students who are 1 or 2 years behind their peers. Students in an intensive group consist of students who are more than 2 years behind and need considerable help.

    • B.

      Students in a benchmark group consist of students who are 1 or 2 years behind their peers. Students in a strategic group are more than 2 years behind and need considerable help. Students in an intensive group are experiencing a small level of difficulty in achieving standards.

    • C.

      Students in a benchmark group are more than 2 years behind and need considerable help. Students in a strategic group are experiencing a small level of difficulty in achieving standards. Students in an intensive group consist of students who are 1 or 2 years behinds.

    Correct Answer
    A. Students in a benchmark group are experiencing a small level of difficulty in achieving standards. Students in a strategic group consist of students who are 1 or 2 years behind their peers. Students in an intensive group consist of students who are more than 2 years behind and need considerable help.
    Explanation
    The correct answer accurately describes the differences between benchmark, strategic, and intensive groups. It states that students in a benchmark group are experiencing a small level of difficulty in achieving standards, while students in a strategic group are 1 or 2 years behind their peers and students in an intensive group are more than 2 years behind and need considerable help. This explanation aligns with the definitions provided in the question.

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  • 5. 

    DOMAIN 1: What are the components of effective instruction delivery indicated in the California Reading/Language Arts Framework?

    • A.

      Orientation

    • B.

      Presentation

    • C.

      Structured and guided practice

    • D.

      Independent practice and application

    Correct Answer(s)
    A. Orientation
    B. Presentation
    C. Structured and guided practice
    D. Independent practice and application
    Explanation
    The components of effective instruction delivery indicated in the California Reading/Language Arts Framework include orientation, presentation, structured and guided practice, and independent practice and application. Orientation refers to providing an overview of the lesson and activating prior knowledge. Presentation involves introducing new concepts or skills through explicit instruction. Structured and guided practice allows students to practice the new skills with support and guidance from the teacher. Independent practice and application give students the opportunity to apply the new skills on their own. These components work together to ensure that students receive a comprehensive and well-rounded instruction experience.

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  • 6. 

    DOMAIN 1: How can teachers engage and motivate students?

    • A.

      Create a stimulating learning environment that promotes success

    • B.

      Appropriate reading materials

    • C.

      Reading aloud to students

    • D.

      Book clubs, literature circles, and author studies

    • E.

      Implementing rewards for participation

    Correct Answer(s)
    A. Create a stimulating learning environment that promotes success
    B. Appropriate reading materials
    C. Reading aloud to students
    D. Book clubs, literature circles, and author studies
    Explanation
    The given answer lists various strategies that teachers can use to engage and motivate students. Creating a stimulating learning environment that promotes success is important as it helps students feel motivated and confident in their abilities. Providing appropriate reading materials is crucial as it allows students to explore their interests and develop a love for reading. Reading aloud to students helps to enhance their listening skills and exposes them to different genres and writing styles. Implementing book clubs, literature circles, and author studies encourages students to actively participate in discussions and develop a deeper understanding of the texts they are reading. These strategies collectively contribute to student engagement and motivation in the classroom.

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  • 7. 

    DOMAIN 1: What are the three primary reading assessments?

    • A.

      Entry-level assessments

    • B.

      Formative assessments

    • C.

      Monitoring of progress assessments

    • D.

      Summative assessments

    • E.

      Running records

    Correct Answer(s)
    A. Entry-level assessments
    C. Monitoring of progress assessments
    D. Summative assessments
    Explanation
    The three primary reading assessments are entry-level assessments, monitoring of progress assessments, and summative assessments. Entry-level assessments are used to determine a student's initial reading level and skills. Monitoring of progress assessments are ongoing assessments that track a student's growth and progress in reading. Summative assessments are end-of-unit or end-of-year assessments that evaluate a student's overall reading comprehension and skills. Running records, although mentioned in the question, are not considered one of the three primary reading assessments.

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  • 8. 

    DOMAIN 1: What strategy motivates independent reading that focuses on independent reading levels and the personal interests of students?

    • A.

      Five Fingers Strategy

    • B.

      I + I Strategy

    • C.

      Sustained silent reading

    • D.

      Reader's workshop

    Correct Answer
    B. I + I Strategy
    Explanation
    The I + I Strategy is a strategy that motivates independent reading by focusing on independent reading levels and the personal interests of students. The "I" stands for the student's independent reading level, which ensures that the text is at an appropriate difficulty level for the student. The second "I" stands for the student's interest, which ensures that the text is engaging and relevant to the student. By using this strategy, students are more likely to be motivated and engaged in their independent reading, leading to improved reading skills and a love for reading.

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  • 9. 

    DOMAIN 1: What are the quality indicators that apply to standardized assessments?

    • A.

      Reliability

    • B.

      Validity

    • C.

      Yield norm-referenced scores

    • D.

      Generalizability

    Correct Answer(s)
    A. Reliability
    B. Validity
    C. Yield norm-referenced scores
    Explanation
    The quality indicators that apply to standardized assessments are reliability, validity, and yield norm-referenced scores. Reliability refers to the consistency and stability of the assessment results, ensuring that similar results would be obtained if the assessment is repeated. Validity refers to the extent to which the assessment measures what it intends to measure, ensuring that it is a valid tool for assessing the intended construct. Yield norm-referenced scores means that the assessment provides scores that can be compared to a norm group, allowing for meaningful comparisons of individual performance. Generalizability, although mentioned in the question, is not a quality indicator that applies to standardized assessments.

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  • 10. 

    DOMAIN 1: Which of the following encompasses the support system to promote the skillful teaching of reading?

    • A.

      Reading coaches

    • B.

      Grade-level meetings

    • C.

      Parents of students

    • D.

      Professional development

    Correct Answer(s)
    A. Reading coaches
    B. Grade-level meetings
    D. Professional development
    Explanation
    The support system to promote the skillful teaching of reading encompasses reading coaches, grade-level meetings, and professional development. Reading coaches provide guidance and support to teachers in implementing effective reading instruction strategies. Grade-level meetings allow teachers to collaborate and share best practices for teaching reading. Professional development provides teachers with ongoing training and resources to enhance their knowledge and skills in teaching reading. All three components work together to create a comprehensive support system for promoting skillful reading instruction.

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  • 11. 

    DOMAIN 2: An example of an effective phonemic awareness activity is:

    • A.

      Presenting an oral activity

    • B.

      Doing a mini lesson

    • C.

      Reading a wordplay book

    • D.

      All of the above

    Correct Answer
    D. All of the above
    Explanation
    An effective phonemic awareness activity can involve presenting an oral activity, doing a mini lesson, or reading a wordplay book. These activities can help develop children's ability to recognize and manipulate individual sounds in spoken words, which is an important skill for learning to read and spell. By engaging in these different types of activities, children can practice listening for and identifying phonemes, as well as understanding how they work together to form words. Therefore, all of the options listed can be considered effective phonemic awareness activities.

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  • 12. 

    DOMAIN 2: The alphabetic principle is important for:

    • A.

      Learning to write

    • B.

      Learning to read

    • C.

      Learning the alphabet

    • D.

      All of the above

    • E.

      None of the above

    Correct Answer
    D. All of the above
    Explanation
    The alphabetic principle refers to the understanding that letters represent sounds in spoken language. It is important for learning to write because it helps children understand the connection between letters and the sounds they represent, enabling them to accurately represent their thoughts on paper. It is also crucial for learning to read, as it allows children to decode words by associating letters with their corresponding sounds. Additionally, the alphabetic principle is necessary for learning the alphabet itself, as it teaches children the names and sounds of individual letters. Therefore, the correct answer is "all of the above."

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  • 13. 

    DOMAIN 2: Reading materials used for phonic programs have:

    • A.

      High frequency words

    • B.

      Decodable words

    • C.

      Predictable words

    • D.

      All of the above

    Correct Answer
    B. Decodable words
    Explanation
    Reading materials used for phonic programs have decodable words. Decodable words are words that can be sounded out using phonics rules and letter-sound correspondences. These words are designed to help students practice and apply their phonics skills, as they can easily decode and read them. High frequency words and predictable words may also be present in these materials, but the key focus is on providing words that can be decoded using phonics knowledge.

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  • 14. 

    DOMAIN 2: An example of a vowel generalization is:

    • A.

      A dipthong

    • B.

      A digraph

    • C.

      CVC

    • D.

      A schwa

    Correct Answer
    C. CVC
    Explanation
    A CVC (consonant-vowel-consonant) pattern is an example of a vowel generalization. In this pattern, a single vowel sound is sandwiched between two consonant sounds. This generalization suggests that when a vowel is followed by a consonant and then another vowel, the first vowel sound is typically short. This pattern can be observed in words like "cat," "dog," and "bed."

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  • 15. 

    DOMAIN 2: In the word transportation, recognizing root, prefix, and suffix, is an example of:

    • A.

      Orthography

    • B.

      Phonetic analysis

    • C.

      Structural analysis

    • D.

      None of the above

    Correct Answer
    C. Structural analysis
    Explanation
    Structural analysis involves breaking down a word into its constituent parts, such as roots, prefixes, and suffixes, to understand its meaning and structure. In the word "transportation," "trans-" is a prefix meaning "across," "port" is a root meaning "carry," and "-ation" is a suffix indicating a noun. Recognizing these elements through structural analysis helps in understanding the word's meaning and how it is formed. Therefore, recognizing the root, prefix, and suffix in the word "transportation" is an example of structural analysis.

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  • 16. 

    DOMAIN 2: Sight words are high frequency words that should be:

    • A.

      Recognized in one second

    • B.

      Recognized in 20 seconds

    • C.

      Sounded out

    • D.

      Defined in a sentence

    Correct Answer
    A. Recognized in one second
    Explanation
    Sight words are high frequency words that should be recognized in one second because they are words that children should be able to recognize instantly without having to sound them out or decode them. These words are often encountered frequently in reading and are essential for building reading fluency and comprehension. By recognizing sight words quickly, readers can focus on understanding the overall meaning of the text rather than getting stuck on individual words.

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  • 17. 

    DOMAIN 2: At which stage of invented spelling do students apply the basic rules of the English orthographic system and spell more than 90% of words correctly?

    • A.

      Prephonetic

    • B.

      Semi-phonetic

    • C.

      Phonetic

    • D.

      Transitional

    • E.

      Conventional

    Correct Answer
    E. Conventional
    Explanation
    At the conventional stage of invented spelling, students apply the basic rules of the English orthographic system and are able to spell more than 90% of words correctly. This means that they have a solid understanding of the spelling patterns and conventions of the English language, allowing them to accurately spell words using the correct letter-sound correspondences. Students at this stage have moved beyond relying on phonetic strategies and have developed a greater command of spelling conventions.

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  • 18. 

    DOMAIN 2: The best way to teach phonemic awareness is through:

    • A.

      Decodable text

    • B.

      Information books

    • C.

      ABC books

    • D.

      Literature

    Correct Answer
    D. Literature
    Explanation
    The best way to teach phonemic awareness is through literature because it exposes students to a wide range of words, sounds, and language patterns. Literature often includes rhymes, alliteration, and word play, which can help students develop their phonemic awareness skills. Additionally, reading literature aloud to students allows them to hear the sounds and rhythms of language, helping them to recognize and manipulate individual sounds in words. This active engagement with literature can enhance students' phonemic awareness and support their overall reading development.

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  • 19. 

    DOMAIN 2: The alphabetic principle is the idea that:

    • A.

      Spelling is learned through alphabetical lists of important words

    • B.

      Children are intuitively aware of letter-sound correspondence

    • C.

      Children must recognize letters of the alphabet before entering school

    • D.

      Letters represent sounds in words

    Correct Answer
    D. Letters represent sounds in words
    Explanation
    The correct answer is that letters represent sounds in words. This means that each letter in the alphabet corresponds to a specific sound or sounds, and when combined, they form words. Understanding this principle is crucial for learning how to read and spell words accurately.

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  • 20. 

    DOMAIN 3: A fluent reader can:

    • A.

      Pronounce words correctly when reading orally

    • B.

      Read at an appropriate speed, neither too fast nor too slow

    • C.

      Read with appropriate "expression"

    • D.

      Can read above grade level

    Correct Answer(s)
    A. Pronounce words correctly when reading orally
    B. Read at an appropriate speed, neither too fast nor too slow
    C. Read with appropriate "expression"
    Explanation
    A fluent reader is able to pronounce words correctly when reading orally, read at an appropriate speed (neither too fast nor too slow), and read with appropriate "expression". This means that they are able to accurately pronounce each word, maintain a pace that allows for comprehension and fluency, and convey the meaning and emotions of the text through their tone and intonation. Additionally, a fluent reader is capable of reading above their grade level, indicating a high level of proficiency and comprehension.

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  • 21. 

    DOMAIN 3: What is the first goal of fluency in all stages of reading development?

    • A.

      Automaticity

    • B.

      Fluency with single-syllable words with regular letter-sound correspondences and high-frequency sight words

    • C.

      Prosody

    • D.

      Rate

    Correct Answer
    A. Automaticity
    Explanation
    Automaticity is the ability to read with speed, accuracy, and little conscious effort. It is the first goal of fluency in all stages of reading development because it allows readers to focus on comprehension rather than decoding individual words. By achieving automaticity, readers can read fluently, smoothly, and with expression, which enhances their overall reading experience and understanding of the text.

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  • 22. 

    DOMAIN 3: A student of yours is reading an expository text. He/she is having trouble reading because it is full of academic language. What grade is this student in?

    • A.

      3rd

    • B.

      4th

    • C.

      5th

    • D.

      6th

    Correct Answer
    B. 4th
    Explanation
    The student is most likely in 4th grade because the question states that the student is having trouble reading an expository text that is full of academic language. Expository texts typically contain more complex vocabulary and sentence structures that may be challenging for younger students. By 4th grade, students are expected to have developed some proficiency in reading and understanding academic language, but may still struggle with more advanced texts.

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  • 23. 

    DOMAIN 3: Which group of readers should you provide systematic, explicit instruction in structural analysis, syllabic analysis and orthographic knowledge?

    • A.

      Younger readers

    • B.

      Older readers

    Correct Answer
    B. Older readers
    Explanation
    Older readers should be provided with systematic, explicit instruction in structural analysis, syllabic analysis, and orthographic knowledge because they have already developed basic reading skills and are ready to learn more advanced strategies for decoding and understanding complex words. These strategies can help older readers improve their reading fluency, vocabulary, and comprehension skills. Younger readers, on the other hand, are still in the early stages of learning to read and may benefit more from phonics instruction and other foundational reading skills.

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  • 24. 

    DOMAIN 3: How often should a student read a text in order to improve all components of fluency?

    • A.

      2-3

    • B.

      3-4

    • C.

      4-5

    • D.

      5-6

    Correct Answer
    C. 4-5
    Explanation
    To improve all components of fluency, a student should read a text 4-5 times. Repeated reading helps in developing accuracy, speed, and expression while reading. By reading a text multiple times, students become more familiar with the content and vocabulary, which enhances their comprehension skills. Additionally, repeated reading allows students to practice decoding and word recognition, leading to improved fluency. Therefore, reading a text 4-5 times is recommended for students to enhance their overall fluency skills.

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  • 25. 

    DOMAIN 3: What is a good strategy to use with English learners and speakers of non-standard English in order to improve fluency?

    • A.

      Modeling

    • B.

      Phrase-cued reading

    • C.

      Echo/imitating reading

    Correct Answer(s)
    A. Modeling
    B. Phrase-cued reading
    C. Echo/imitating reading
    Explanation
    A good strategy to improve fluency in English learners and speakers of non-standard English is by using modeling, phrase-cued reading, and echo/imitating reading. Modeling involves the teacher or fluent speaker demonstrating correct pronunciation, intonation, and fluency for the learners to imitate. Phrase-cued reading provides learners with visual cues, such as highlighting or underlining phrases, to help them read with more fluency and natural rhythm. Echo/imitating reading involves learners repeating after the teacher or fluent speaker, imitating their pronunciation and intonation patterns. These strategies help learners develop their fluency skills by providing clear examples and opportunities for practice.

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  • 26. 

    DOMAIN 3: What are the fluency standards for a 1st-grade student?

    • A.

      No fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words.

    • B.

      Read aloud with fluency in a manner that sounds like natural speech.

    • C.

      Read aloud fluently and accurately with appropriate intonation and expression.

    • D.

      Read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression.

    Correct Answer
    B. Read aloud with fluency in a manner that sounds like natural speech.
    Explanation
    The correct answer is "Read aloud with fluency in a manner that sounds like natural speech." This answer is correct because it aligns with the fluency standards for a 1st-grade student. The other options describe higher levels of fluency that are not expected at this grade level.

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  • 27. 

    DOMAIN 3: What assessment should a teacher use to assess accuracy?

    • A.

      Running records

    • B.

      Timed readings

    • C.

      Multidimensional Fluency Scale

    Correct Answer
    A. Running records
    Explanation
    Running records are a type of assessment that teachers can use to assess accuracy in reading. This assessment involves the teacher listening to a student read aloud and making notes on their accuracy, such as miscues or errors. Running records provide valuable information about a student's decoding and comprehension skills, as well as their ability to read accurately. By analyzing the errors made by the student, teachers can identify areas of weakness and provide targeted instruction to improve accuracy in reading.

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  • 28. 

    DOMAIN 3: At what grade should students be able to read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression?

    • A.

      Kindergarten

    • B.

      1st grade

    • C.

      2nd grade

    • D.

      3rd-6th grade

    Correct Answer
    D. 3rd-6th grade
    Explanation
    Students should be able to read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression by 3rd-6th grade. This is because by this grade range, students have typically developed the necessary foundational reading skills and phonemic awareness to read fluently. They have also had enough exposure to different types of texts and have built their vocabulary and comprehension skills, allowing them to read with appropriate pacing, intonation, and expression. In earlier grades, such as Kindergarten and 1st grade, students are still building these foundational skills, while 2nd grade is a transitional stage where students are making progress but may not yet be fluent readers.

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  • 29. 

    DOMAIN 3: What is the goal of strategies used to build prosody?

    • A.

      To build on students' phonemic awareness

    • B.

      To get students to move beyond word-by-word reading

    • C.

      To focus on specific words child is having difficulty with and model faster reading

    • D.

      To recognize phrases in sentences and read them appropriately

    Correct Answer(s)
    B. To get students to move beyond word-by-word reading
    D. To recognize phrases in sentences and read them appropriately
    Explanation
    The goal of strategies used to build prosody is to help students move beyond word-by-word reading and recognize phrases in sentences, so they can read them appropriately. By doing so, students develop a better understanding of the natural rhythm, intonation, and expression of the language, which enhances their comprehension and fluency. Additionally, focusing on specific words that a child is having difficulty with and modeling faster reading helps improve their overall reading speed and accuracy.

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  • 30. 

    DOMAIN 4: Which of these are NOT an example of the different vocabularies used by the student?

    • A.

      Academic vocabulary

    • B.

      Meaning vocabulary

    • C.

      Speaking vocabulary

    • D.

      Listening vocabulary

    Correct Answer
    A. Academic vocabulary
    Explanation
    The given options consist of different types of vocabularies used by the student. Academic vocabulary refers to the specialized language used in academic settings and subjects. Meaning vocabulary refers to the understanding of words and their definitions. Speaking vocabulary refers to the words and phrases a student uses when speaking. Listening vocabulary refers to the words a student understands when listening to others. Therefore, the correct answer is "Academic vocabulary" because it is an example of the different vocabularies used by the student.

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  • 31. 

    DOMAIN 4: Which of these are true when it comes to issues regarding the development of vocabulary, academic language, and background knowledge?

    • A.

      If the student does not require thousands of words between pre-kindergarten to 2nd grade, they will struggle with reading.

    • B.

      There is not a reciprocal relationship between the meaning of words and acquiring broader concepts.

    • C.

      Students must read at least 5 books weekly in order to gain vocabulary to be successful.

    • D.

      All of the above.

    Correct Answer
    A. If the student does not require thousands of words between pre-kindergarten to 2nd grade, they will struggle with reading.
    Explanation
    The explanation for the given correct answer is that if a student does not acquire a sufficient number of words between pre-kindergarten and 2nd grade, they will face difficulties in reading. This is because vocabulary development is crucial for reading comprehension and overall academic success. Without a strong vocabulary, students may struggle to understand the meaning of words and concepts in texts, which can hinder their ability to comprehend and engage with academic content. Therefore, it is important for students to continuously build their vocabulary throughout their early years of education.

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  • 32. 

    DOMAIN 4: What are some strategies used to teach the meanings of words?

    • A.

      Contextual redefinition

    • B.

      Semantic maps

    • C.

      Sematic feature analysis

    • D.

      All of the above

    Correct Answer
    D. All of the above
    Explanation
    All of the strategies mentioned - contextual redefinition, semantic maps, and semantic feature analysis - are used to teach the meanings of words. Contextual redefinition involves providing the meaning of a word through its context in a sentence or passage. Semantic maps visually represent the relationships between words and their meanings. Semantic feature analysis involves analyzing the defining features or characteristics of a word to understand its meaning. Therefore, all of these strategies are effective in teaching word meanings.

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  • 33. 

    DOMAIN 4: Which of the following are a part of a contextual analysis?

    • A.

      Word sorts

    • B.

      Synonym contextual clues

    • C.

      Antonym contextual clues

    • D.

      Both b and c

    Correct Answer
    D. Both b and c
    Explanation
    A contextual analysis involves examining the surrounding words and phrases to understand the meaning of a particular word or phrase. Word sorts can help in identifying patterns and relationships between words in a given context. Synonym contextual clues provide alternative words with similar meanings, while antonym contextual clues provide words with opposite meanings. Therefore, both synonym and antonym contextual clues are part of a contextual analysis.

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  • 34. 

    DOMAIN 5: What is the best definition of comprehension?

    • A.

      Understanding the meaning of the words

    • B.

      Understanding of what is being read

    • C.

      Having a knowledge of the print and reading it accurately

    • D.

      All of the above

    Correct Answer
    A. Understanding the meaning of the words
    Explanation
    Comprehension refers to the ability to understand and make sense of what is being read. It involves not only understanding the meaning of individual words, but also grasping the overall message or concept being conveyed. Therefore, the best definition of comprehension is "Understanding of what is being read." This encompasses the idea of understanding the meaning of the words as well as comprehending the larger context and message of the text.

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  • 35. 

    DOMAIN 5: Which of the following has an impact on comprehension?

    • A.

      Spelling

    • B.

      Word analysis

    • C.

      Prosody

    • D.

      None of the above

    Correct Answer
    B. Word analysis
    Explanation
    Word analysis has an impact on comprehension because it involves breaking down words into their component parts, such as prefixes, suffixes, and root words, in order to understand their meaning. By analyzing the structure of words, readers can make connections and infer the meaning of unfamiliar words, which enhances their overall comprehension of the text.

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  • 36. 

    DOMAIN 5: What are the principles that reading lessons should follow?

    • A.

      Lessons should be planned and implemented for whole group.

    • B.

      The materials students read should be at their instructional grade level.

    • C.

      Both a and b.

    • D.

      None of the above.

    Correct Answer
    B. The materials students read should be at their instructional grade level.
    Explanation
    The correct answer is "The materials students read should be at their instructional grade level." This principle ensures that the reading materials are appropriate for the students' current reading abilities, allowing them to comprehend and engage with the content effectively. It promotes their reading development and prevents frustration or boredom that may arise from texts that are too easy or too difficult for them. Planning and implementing lessons for the whole group is a good practice, but it is not specific to the principles of reading lessons.

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  • 37. 

    DOMAIN 5: What are some pre-reading activities you can implement for younger readers?

    • A.

      Picture walk

    • B.

      Graphic features

    • C.

      Both a and b

    • D.

      None of the above

    Correct Answer
    C. Both a and b
    Explanation
    Both a and b are correct answers because both pre-reading activities, picture walk and graphic features, can be implemented for younger readers. A picture walk involves looking at the pictures in a book before reading to make predictions and activate prior knowledge. Graphic features refer to elements such as headings, captions, and diagrams that help readers understand the content of a text. Implementing both of these activities can enhance younger readers' comprehension and engagement with the text.

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  • 38. 

    DOMAIN 5: What are some strategies that can help students recognize the structure and characteristics of major genres?

    • A.

      Exposing students to several examples of a particular genre and listing common elements.

    • B.

      Have students read independently and reflect on what type of genre the book is.

    • C.

      Students work on comprehension and elements of story grammar.

    • D.

      None of the above.

    Correct Answer
    A. Exposing students to several examples of a particular genre and listing common elements.
    Explanation
    Exposing students to several examples of a particular genre and listing common elements helps students recognize the structure and characteristics of major genres. By providing multiple examples, students can see the recurring patterns and elements that define a specific genre. Listing these common elements helps students develop a deeper understanding of the genre and enables them to identify similar elements in future texts. This strategy promotes genre awareness and enhances students' ability to analyze and comprehend different genres.

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  • 39. 

    DOMAIN 5: There are many elements in the structure of story grammar. Which of the following is NOT an element?

    • A.

      Character

    • B.

      Plot

    • C.

      Setting

    • D.

      Matter

    Correct Answer
    D. Matter
    Explanation
    In the structure of story grammar, the elements typically include character, plot, and setting. However, "matter" is not considered an element in story grammar. Matter refers to the physical substance or material of something, and it is not a fundamental component of story structure.

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  • 40. 

    DOMAIN 5: What are some ways that you can help students understand text structures and story patterns?

    • A.

      Cause and Effect

    • B.

      Problem and Solution

    • C.

      Sequence

    • D.

      Description

    • E.

      All of the above

    Correct Answer
    E. All of the above
    Explanation
    The correct answer is "All of the above" because all of the mentioned ways - cause and effect, problem and solution, sequence, and description - can help students understand text structures and story patterns. Cause and effect helps students understand the relationship between actions and consequences, problem and solution helps them identify and analyze problems and their solutions, sequence helps them understand the order of events, and description helps them visualize and comprehend the details of a text. By using all of these strategies, students can gain a comprehensive understanding of different text structures and story patterns.

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  • 41. 

    DOMAIN 5: What are some examples of oral and written activities for expository texts?

    • A.

      Graphic organizers

    • B.

      Story maps

    • C.

      Semantic maps

    • D.

      Both a and c

    Correct Answer
    D. Both a and c
    Explanation
    Both graphic organizers and semantic maps are examples of written activities for expository texts. Graphic organizers are visual tools that help students organize and comprehend information from the text, while semantic maps help students identify and define key terms and concepts related to the text. Therefore, the correct answer is "Both a and c" because both options a (graphic organizers) and c (semantic maps) are examples of written activities for expository texts.

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  • 42. 

    DOMAIN 5: Instructional activities for narrative analysis include identifying the structural elements of a plot, comparing and contrasting motivations and reactions of characters, evaluating the relevance of the setting, identifying recurring themes, and identifying elements of the writer's style.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    The explanation for the given correct answer is that instructional activities for narrative analysis do indeed include identifying the structural elements of a plot, comparing and contrasting motivations and reactions of characters, evaluating the relevance of the setting, identifying recurring themes, and identifying elements of the writer's style. These activities help students to understand and analyze narratives in a deeper and more meaningful way, allowing them to identify key elements and themes within a text.

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  • 43. 

    DOMAIN 5: What strategy can teachers use to assess students' mastery of all levels of comprehension?

    • A.

      Graphic organizers

    • B.

      Semantic maps

    • C.

      Question-Answer Relationships

    • D.

      None of the above

    Correct Answer
    C. Question-Answer Relationships
    Explanation
    Question-Answer Relationships (QAR) is a strategy that teachers can use to assess students' mastery of all levels of comprehension. QAR helps students understand the different types of questions and the relationship between the questions and the answers. By using QAR, teachers can evaluate students' comprehension skills at various levels, including literal, inferential, and evaluative. This strategy encourages students to think critically, make connections, and analyze the text, allowing teachers to assess their overall understanding and mastery of the content.

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  • 44. 

    DOMAIN 4: Which of the following can be used to describe background knowledge?

    • A.

      Refers to what you know about a specific topic

    • B.

      The foundation upon which greater knowledge can be built

    • C.

      Effects students' comprehension if lacking

    • D.

      All of the above

    Correct Answer
    D. All of the above
    Explanation
    The correct answer is "All of the above". This is because background knowledge refers to what a person knows about a specific topic, it serves as the foundation upon which greater knowledge can be built, and it also affects students' comprehension if it is lacking. Therefore, all of these statements accurately describe background knowledge.

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  • 45. 

    DOMAIN 4: What is the Matthew Effect?

    • A.

      Most students know at least 20 academic vocabulary words by 1st grade.

    • B.

      Over a period of time, the gap between high-achieving and low-achieving readers widens.

    • C.

      The more words you know, the more concepts you learn; and the more concepts you learn, the more words you know

    • D.

      None of the above

    Correct Answer
    B. Over a period of time, the gap between high-achieving and low-achieving readers widens.
    Explanation
    The Matthew Effect refers to the phenomenon where the gap between high-achieving and low-achieving readers widens over time. This means that students who start off as high-achieving readers continue to improve their reading skills and knowledge, while low-achieving readers fall further behind. This can be attributed to the fact that the more words a student knows, the more concepts they are able to learn, and vice versa. As a result, high-achieving readers have an advantage in acquiring new knowledge and skills, leading to a widening gap between them and low-achieving readers.

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  • 46. 

    DOMAIN 4: Fiction and information books we read tend to use a larger and more sophisticated vocabulary and less complex language structures than speech.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    Fiction and information books do not tend to use a larger and more sophisticated vocabulary and less complex language structures than speech. In fact, books often contain more complex language structures and a wider range of vocabulary compared to everyday speech. Therefore, the correct answer is False.

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  • 47. 

    DOMAIN 4: Which of the following is NOT one of the three independent word-learning strategies?

    • A.

      Morphemic analysis

    • B.

      Semantic feature analysis

    • C.

      Contextual analysis

    • D.

      Using the dictionary

    Correct Answer
    B. Semantic feature analysis
    Explanation
    Semantic feature analysis is not one of the three independent word-learning strategies. The three independent word-learning strategies are morphemic analysis, contextual analysis, and using the dictionary. Semantic feature analysis, on the other hand, is a different approach to understanding words that involves identifying and analyzing the specific features or characteristics associated with a word.

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  • 48. 

    DOMAIN 4: How can teachers use summative assessments to assess vocabulary, academic language, and background knowledge?

    • A.

      Can be used to decide which words need to be retaught

    • B.

      Can be used to determine whether too many words have been selected for an instructional sequence, or whether additional words can be added.

    • C.

      Can be used to challenge students to use words in context when they talk and write.

    • D.

      All of the above

    Correct Answer
    C. Can be used to challenge students to use words in context when they talk and write.
    Explanation
    Summative assessments can be used to challenge students to use words in context when they talk and write. This means that by using summative assessments, teachers can evaluate students' ability to effectively use vocabulary and academic language in their spoken and written communication. This can help identify areas where students may need further instruction or practice in using words in context. Additionally, it can also provide feedback on the effectiveness of the instructional sequence and whether additional words can be introduced. Overall, using summative assessments in this way can support students' development of language skills and enhance their ability to use words effectively in different contexts.

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Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.

  • Current Version
  • Mar 21, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Apr 15, 2016
    Quiz Created by
    Lindsayestrachan
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