RST2

The teacher wrote the following sentence on the board and asked the students to fill the space with a nonsense word.  What is the teacher trying to check her student’s understanding by?

• Subconsciously using inferential grammar in reading

•  Initiative or intuitive grammar in Reading

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

• Possible pre teaching/preloading information to familiarize  students with content and vocabulary ______

• Use index and tables

This is about Endothermic and exothermic. It is a 2 part question.  This passage is going to be about mammals being endothermic and reptiles are warm-blooded. Briefly describe the warm blooded aspect of mammals and we’ll also talk about snakes

• Apply knowledge of suffixes Therm is a suffix

• To scan or skim the text to find the answer

• context clues to recognize the meaning of words

The second question stated something like: the student said “I know what an exotherm is. But I don’t know what endothermic means”.What can the student do to gain this information?”

•  All mammals are endothermic

• “Skimming through the text to find the information

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

• Using the text to clarify

The teacher asked the student why didn’t the other animals like giraffes? One student said she disagreed with her peers because “the book stated…”

Which of the following comprehension strategies does Student 3 refer to the text?  

• enhancing knowledge from text  

• Referring to evidence from the text to clarify meaning

Why did the teacher have the students discuss? 

• Encouraging students to provide evidence from the text for their interpretations.

• Use knowledge to enhance understanding

A middle school teacher and the students are reading a narrative text. The students read it well, however, when they were asked questions, they were able to talk about it but would focus too much on their personal experiences and deviated from the theme of the book. What should the teacher do?

• Provide explicit direction

• Do an instructional lesson to help the students

Question about 6th graders having a hard time staying on topic when discussing a text in literature groups and how can the teacher help to keep them engaged and on topic

• Explicitly teach them to stay on topic

• Ask them to pick their favorite passage, read to group and discuss

• Teach them to ask and answer questions

Student made his own poem: Misha Masha Bisha Basha Boo. Teacher is going over poetry and one student in Kindergarten makes his own poem (ORALLY). Using this opportunity, what strategy should the teacher use to connect it to READING and language skills? To further the students oral language skills and something else, the teacher should. (It was not for students’ oral language skills, but for understanding of poem/reading comprehension)

• Reciting to classmates the student’s poem to him with the initial letter of each word omitted (omitting beginning sound.)

• Suggesting that the student mimic the poems that have been read aloud by making all four lines of his poem rhyme.

• Writing the student’s poem on chart paper and regularly including