Rica 2

1. A sixth grade teacher creates a written assestment in which the teacher leaves a word out of the sentence which of four nonsense words would be the most appropiate 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

Such a procedure would be especially useful for assessing whether a student:

• spontaneously chucks language into units when reading

• is familiar with common story structure

• intutively makes use of grammar when reading

• is able to analyze difficult sentence constructions

2. A fifth grade teacher provides her students with an easier 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.

• Teaching students that words have meaning.

• Preparing them for vocabulary assessment.

3. Part A

First question helps us understand that the child understands what exotherm is, he does not know what endotherm means. What would the teacher suggest or what would the teacher do to help assist the student?

• context clues to organize the meaning of words.

• to scan or skim the text to find the answer.

• apply knowledge of suffixes.

• use index or tables.

3. Part B

For this question you have to know what non-restrictive clauses are. It asked about the stages of nonrestrictive clauses and what part of the excerpt it pertains to.

• all mammals are endothermic.

• snakes can

• warm rocks

5. Part A

There is a comprehension passage about a zoo animal where first grade students read about giraffes and why other animals did not like giraffes.

Which of the following discussion strategies about literature does the teacher demonstrate after reading the story, Gerard's new home?

• grouping students based on reading level.

• encouraging students to respond to each other's ideas and details from the text.

5 Part B

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

• referring to evidence from the text to clarify meaning.

• underlining relevant information so the student can go back and refer to the information.

• grouping students together to work on comprehension questions.

5. Part C

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

• Going through silent reading.

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

• Having students reading the text three times.

A fourth grade teacher asked her students to break into groups each student read a different passage from the same story in their respective group. The students are to discuss their passage in the group and then report the important elements back to the whole class. WHat is the primary reason or what is the teacher trying to achieve through this instructional tecnique?

• For ELL to have a better chance to discuss about what they comprehend with other students their age.

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

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 experienced that reminded the student of something in their own lives. The student uses a response log to records their ideas. The teacher might choose this strategy as a follow up to reading the book because?

• The teacher understands that helping her students connect real life experiences to those of character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction.

• To see what the students have understand from the text.

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

Combine

Matthew stood and waited for the bus.

The sun was blazing hot.

Matthew fanned himself with the newspaper.

Single sentence

Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper.

This activity is likely to be most effective in helping students...

• use self monitoring techniques to clarify the meaning of the text.

• strengthen their ability to comprehend and write complex sentences.

• apply literal comprehension skills to identify and write the main idea statements.

• improve their inferential comprehension skills.