RICA Subtest 1 3/3-4/2

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

• Boundaries

• Steps

• Transitions

Tags

CCSS.RF.4.3A

CCSS.RF.2.3A

CCSS.RF.1.2A

CCSS.RF.K.1D

CCSS.RF.K.2A

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

• 1:1

• Whole class activities (Spelling Bee and Spelling Baseball)

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

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

• Play on words

• Rhyming

• Automaticity

Tags

CCSS.L.1.5B

CCSS.L.1.5A

CCSS.L.K.5A

A question about the teacher wanting students who were at automaticity level to read silently?

• Modeling reading silently by picking up a book 

• Asking open ended questions

• Hold students accountable by having them follow up with comprehension questions

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RI. 9-10.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?

• Fun, sit

• IDK

• Carry, carried, carries

Tags

CCSS.RF.2.3A

CCSS.RF.2.3B

CCSS.L.1.2E

CCSS.RF.1.3C

CCSS.L.K.2D

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

• Student must know phonetic awareness before rules

• Use native language sounds to start

Tags

CCSS.RL.11-12.10

CCSS.RI.11-12.10

CCSS.RI. 9-10.10

CCSS.RL.9-10.10

CCSS.RL.8.10

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

• Morphemes only

•         The students requires conventional spelling instruction with homophones 

Tags

CCSS.L.4.1G

CCSS.L.K.4A

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

• Students need more practice sounding out words

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

• Overgeneralizing vowel sound OR student overgeneralizing phonic patterns

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.RF.1.3F

CCSS.L.K.4B

Kindergarten student going up to her teacher and her paper had a drawing of a cat and random letters spelled from left to right. She told her teacher that “It says tigger”. What is the student showing awareness of?

• Alphabetic principle. Example, a child might write aaLLo Sbav to represent My Dad’s new car.

• Precommunicative Stage

  From Zarillo: Pre-communicative- spelling shows no understanding that letters represent sounds. Rather than writing letters, the child in this draws pictures or makes squiggles, letters appear randomly assigned, no understanding of the 

Tags

CCSS.RL.11-12.10

CCSS.RI.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RL.8.10

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

• Greek, Latin roots Morphology of words

• Pre-teaching vocabulary

Tags

CCSS.RF.5.3A

CCSS.RF.4.3A

CCSS.RF.3.3D

CCSS.RF.3.3B

CCSS.RF.3.3C