RICA: Subtest Two

Front

Such a procedure would be beneficial for assessing whether a student: George____ a prize at the fair yesterday. 1. Twibly 2. Norfing 3. Lubbed

Back

Intuitively make use of grammar when reading.

Front

What is the teacher trying to achieve? A fifth-grade teacher provides her students with an easier science article with more accessible vocabulary about the topic of asteroids before reading from the actual science textbook.

Back

Pre-teaching/preloading information to familiarize students with content, vocabulary, background/prior knowledge.

Front

What would the teacher suggest to help a child understand the meaning of "endotherm"?

Back

Apply knowledge of suffixes term is a suffix.

Front

What is the teacher trying to demonstrate? The teacher provides students with a sentence frame and how to use them. 1. An (A) ____ castle was in _____. 2. An ugly castle was in the forest. 3. A beautiful castle was in a dark green forest?

Back

Sentence structure.

Front

Which of the following discussion strategies about literature does the teacher demonstrate after reading the story Gerard’s New Home? Encouraging students to respond to each other’s ideas and details from the text., Encouraging students to ignore each each other’s ideas and details from the text. , Encouraging students to respond to work alone.

Back

Encouraging students to respond to each other’s ideas and details from the text.

Front

Small group Activity - Comprehension: Zoo animal - Giraffes Which comprehension strategies does Student 3 refer to in the text? The teacher asked the student why didn’t the other animals like giraffes. One student disagreed with her peers because “the book stated….”

Back

Supported the answer with text evidence.

Front

During the group discussion, how does the teacher increase comprehension?

Back

Encouraging students to use evidence from the text to support answers.

Front

What is the primary reason, or what is the teacher trying to achieve through this instructional technique? A fourth-grade teacher asked her students to break into groups, and each read a different passage from the same story in their respective group. The students will discuss their passage in the group and report to the class.

Back

The students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers.

Front

Why did the teacher choose this strategy? A fourth-grade teacher selected a core literature book for her students to read. After her students had completed reading the book, she asked them to go back to the text and find situations where the main character has an experience that reminded the student of something in their own lives.

Back

Helping the student connect real-life experiences to those of character will deepen their understanding.

Front

Which steps would be most helpful for the retelling activity? 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.

Back

Prepare a checklist of the key elements that an effective retelling of this story should include.