RICA Subtest 2 - first half

A 6th-grade teacher creates a written assessment in which the teacher leaves a word out of the sentence and asks students which of four nonsense words would be the most appropriate to use to complete the sentence. An example of this type of assessment is shown below.

George ________a prize at the fair yesterday.

Twibly

Norfing

Lubbed

Vishes

• Is familiar with common story structure

• Intuitively make use of grammer when reading

• is able to anaylze difficult sentence constructions

• Spontaneously chunks language into units when reading

A 5th 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

• Word has meaning

• Understand the authors purpose and perspective

• Reading for a purpose

Giraffe Passage

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

• Read alouds

• Small group

A 4th grade teacher selected a core literature book for her students to read. After her students have completed reading the book she asked them to go back to the text and find situations where the main character has experience that reminded the student of something in their own lives. The student uses a response log to record their ideas. The teacher might choose this strategy as a follow up to reading the book because? 

• The teacher wants the students to look for context clues

• The teacher understands that re reading the story is benefecial

• The teacher understands that helping her students connect to real life experiences to those character will deepen their understanding.

A middle school teacher designs an instructional activity in which students combine several sentences to form a single sentence, as illustrated below. 

This activity is likely to be most effective in helping students what?

Matthew stood and waited for the bus

The sun was blazing hot

• Apply literal comprehension skills to identify

• Strengthen their ability to comprehend and write complex sentences

• improve students inferential comprehension skills

• use self monitoring skills

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. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?

• Prompt students to recall similar tasks

• Prepare a checklist of key elements

• Review grades earned by student on recent tests

• Remind the student to concentrate on recalling as many details

A 6th grade/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?

• Explicitly teach them to stay on topic

• Have student pick their favorite passage

• Teach the to ask and answer questions

• Give them questions and have them share their answers

Reptiles Passage- What would the teacher suggest or what would the teacher do to help assist the student?

• Context clues to recognize the meaning of words

• Apply knowledge of suffixes

• Scan or skim the text to find the answer

• Using index and tables

8th grade teacher having trouble with her class connecting literary text too and not referring to the text at all. What strategies could she use to fix the problem?

• Teacher needs to model for the student

• Open ended questions

• Graphic organizer for the student to connect their answers to the text

• Students discuss a worksheet together in grous

EL student who can read fluently and can understand most of what she reads but she was struggling comprehending a chapter in social studies. What initial strategy would be most effective?

• Question students to find out background knowledge on the chapter/subject

• Teach students to read carefully and take notes in roman numerals

• Have students use headings, subtitles and titles and write a summary

• Provide student with a list of questions to answer as she reads