RICA TEst

Teacher asked students to identify words in a sentence. Students were counting two syllables as two different words?

• Had the word boundaries in it

• Phonological awareness

• both

Second grades and how they will motivate each other to practice words with irregular patterns?

• Sing a songs

• Quiz each other with new words or Whole class activities (Spelling Bee and Spelling Baseball)

• TpR Activities in a small groups

Students' fluency was 98% and 39 words per minute. Student was like 51% below the norm.

• The student need to work on word automaticity

• The averange is wrong

• Student was like 80% below the norm.

Teacher wanting students who were at atomicity level to read silently?

• teacher modeling reading silently by picking up a book

• It's a good strategy

• We can use an intevention program

A student is adding E at the end of all words that he has spelled (lot-lote, put-pute, ball-balle).

• Overgeneralization of ‘e’ students needs instruction in phonics rules

• none of these

• use spelling strategies for to fix mistakes

Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling.

What kind of words should be given?

• Overgeneralization of ‘e’ students needs instruction in phonics rules.

•  Chow, shop

            To,too,two

            Fun, sit

How should a teacher begin teaching an EL student phonemic rules?

• Use native language sounds to start

• Organize different strategies

• Work in a small groups

Students who spelled wear to where, and forward to forward and to-too what type of instruction should the teacher provide students?

• Reading lessons

•  The students requires conventional spelling instruction with homophones

• Reading strategies

Math lesson on triangles, polygons, pentagons.  What strategy should the teacher use to teach these words? She was also reading books about these words through other lessons.

• none of these

• She was pre-teaching vocabulary.

  Greek, Latin roots Morphology of words

• Bridge lesson about the vocabulary

Before teaching consonant blends, the student should Master what skill?

• Vowel digraphs = OA, EW, OO, AI, OW, EA Basically, before blending, a child must know the individual sound.

  Example:

  VC = it, at, on…

  CVC = MAT

  CVCC = LOCK

  CCVC = THAT

  CVVC = SOAP

  CVCE = MATE

• Reading and writing

• Vocabulary Skills