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?

prepare a checklist of the key elements than an effective retelling of this story should include.

prompt the student to recall similar tasks the student has previously performed.

review grades earned by the student on recent tests and quizzes in language arts.

remind the student to concentrate on recalling as many details possible during the retelling.

10. 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?

A graphic organizer for the student to connect their answer to the text.

The teacher needs to model for the student. The student needs to see examples of what is required. Paragraph frames are also appropriate.

Another option included the teacher needs to give a set of questions the students have to discuss and answer.

Having the teacher ask questions about the book and telling the students to use examples from the book in their answers.

12. EL student who can read fluently 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.

teaching the student to read carefully and take notes/outline.

have the student use headings, subtitles, and titles to write a summary for them.

provide students with a list of questions to answer as she reads.

A middle school teacher and the students are reading a narrative text. The students read it well, however, when they are 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?

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.

give them questions to share about why they think. something the teacher gives them to do and discuss.

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. Using this opportunity, what strategy should the teacher use to connect it to reading and language skills?

write the poem on a chart paper and read it aloud.

recite the students poem to him with the initial letter omitted.

ask the student to recite his poem many times.

What study guide would you use for high school students?

work in small groups and quiz each other

work in small groups and read aloud and then silently

have the students look for the main topic and titles and create questions to answer while reading.

Advance students who don't do well on the standardized assessments, why could this be?

not able to understand the meaning of justify and evaluate in the assestment.

identify the main idea and key details.

important structural differences in narrative/ literacy text.

As students respond to prompts posed by the teacher, the results should reveal whether the student has met or exceeded expectations in each of the following areas:

engage in literary analysis and literary criticism.

recognizing the structure and characteristics of different literary genres.

understanding the literary elements that make a story grammar.

17. The teacher writes the following sentences with blank spaces and provides a list of 4 nonsense words for the students to fill in the blank. This activity identifies the student's ability to

something about subconsciously using inferential grammar in reading.

18. Teacher asking 8th grade students to take notes about literary story. Students copy word for word from the book. The teacher asks the students open ended questions. How can the teacher help the student write better notes?

teach the student how to do notes double entry style with they key terms/concepts on one side and a brief summary on the other side.

something about writing in numerical order.

have students write topic and then write a sentence in regards to the word.

model to the student how to write notes outline style. (roman numerals, letters and subcategories).

20. 5th grade teacher is using a BINGO with synonyms, used with academic vocabulary and a synonym bee where students are to find a word that is a synonym of the word on their card. What is this type of activity helping students with?

different words could have similar meanings.

contextual analysis of meaning of words.

word morphology of meaning words.

21. The teacher asks students to predict what the book they are going to read is about.

predicting stimulates students interest in books, encourages thinking and creates an opportunity to share background knowledge.

to have students discuss with one another and bring ideas as a whole class.

Teacher wrote a sentence about a girl waiting... in 3 different ways... the question asked what the teacher is trying to teach. Mary stands waiting for the bus in the snow. While in the snow, Mary waits for the bus. Waiting for the bus, Mary stands in the snow.

introducing students to different writing styles.

to teach students which one is correct and incorrect.

24. You will be given an image of a worksheet that focuses on prefixes. The purpose of this worksheet is to focus on...

seeing the difference between words

26. The student is asked to read, retell, record his retelling, reread, listen to the retell recording and discuss the retell with the teacher. A teacher is assessing a student. The student reads a book or an article. Then the teacher records the student, the student hears himself read as he reads the book again. What is the purpose of this strategy?

students being able to monitor their own reading comprehension.

student being able to pace themselves

40. A 6th grade teacher gives students a list of statements about plants before reading a science text and asks them to mark true or false before they read. Student then have to check for accuracy of the facts when reading the chapter about plants. How does this support comprehension or what is the purpose of this activity?

to read with intentions/ purpose.

to clarify main points; definitions and meanings and proble common misconceptions.

29. A student scanning how/ when would it be beneficial ?

looking for information from a resource for a research project.

looking for keywords and elements of a text.

to gain deeper understanding of the text.

31. A girl wrote a poem and used the word "softly" in every line but used it different ways. The wind was blowing softly. My mom asked me to do something softly. My cat did something softly.

understanding the words have different meanings.

32. When creating lesson plans to promote specific reading skills the teacher?

target reading skills related to an appropriate instructional progression and reflect on the students needs.

to make sure students to every single subject throughout the week.

34. Question about 4th grade students disagreeing about the main idea of the passage. The teacher then decided to make groups to discuss the differences of the text and what the author may have meant.

basic elements of the plot that supports conflict, crisis and resolution.

grouping the students an have them discuss the exposition conflict and resolution

the teacher nereds to teach them

35. The teacher supports reading logs and meeting with students. The teacher meets with the student to help them pick a book that are between their instructional level and independent level.

ensures that students are introduced to unfamiliar words at their reading level.

so students are appropiately challenged with unfamiliar words at their reading level.

students pick challenging books when they are not at school.

36. An 8th grade student was struggling with note taking summarizing and paraphrasing. She was writing everything down verbatim and it asked what would be the best way the teacher could help.

teacher modeling: teacher provides a list of questions that need to be answer.

cornell notes: double entry, write the definition on the right and short explanation on the left.

write down new key vocab and definition and then summarize sections briefly.

37. Students are reading about a girl who wants to be a pilot. I think it was reading on struggles and chalelnges to fly planes and stuff like that. This question referred to something along the lines of having the students create an ending or something

research basic facts about pilots and predict challenges.

students being introduced to the challenges and discussing obstacles female pilots face.

make the student create or write an ending to the story.

40B. A 4th grade teacher wants to test an English oral and conversational understanding. How can teacher assess the student?

have the students write an essay that assess a topic and students write an essay for the teacher to see their oral and conversational skills.

41. A 5th grade teacher provides her students with an easier science article with easier vocabulary

students being exposed to similar language to familiarize

Question about English language structure and conventions. Giving a list of questions for kids to match answers.

having them free write, read a passage, or have a class discussion and informally assess their understanding.

45. English learners students who struggle to understand reading.

provide various text at their reading level.

group readings throughout the day

46. Students are working in groups. What is the best strategy for them to take notes?

Teacher will give them an outline.

Look at titles and subtitles to help write notes.

Write down content terms/ definitions and write a summary at the end.

Slowly read the text and take thorought notes the reading.

50. A group of 4th graders are reading a book. They are overheard arguing about what the conflict in the story is. The teacher suggests that they meet together once a week to talk about the book. The teacher has suggested this because

basic elements of the plot that support conflict, crisis and resolution.

to help them review the plot and elements.

to help them advance their oral skills they are discussing.

students not understanding the authors point.

52. 7th graders are learning about medieval society . They are introduced to similar terms like lord, vassals, and serfs showing they already have in depth knowledge about medieval society. The students were able to have a good discussion on the topic but when the teacher did and students were reading the passage about it, they were not understanding the main point. The teacher wanted them to write definitions of the words. However, when they read the text explaining about feudalism, they did not understand the whole concept/ contents. Why are they struggling?

to help students understand that similar words have different meanings.

the excerpt of the passage was more complex sentences.

the teacher provided the vocabulary in multiple texts in the content area.

students learn the content superficially.

A question about teacher grouping students in small groups for content and language- English learners and flexible grouping and its benefits on their development of academic language.

it exposes ELs to more oral academic language.

students are able to get out of their comfort zone.

students will be willing to share among their peers.

54. A teacher does a multiple part lesson on 3 different types of lessons throughout the week to incorporate the word responsibility. The first was something about seeing the word, 2nd was writing about the word and the third was writing an essay about the word. What was the purpose?

to intergrate the word into their vocabulary with repeated and throughtful exposure. Making the word and definition easy to remember since it is connected to their real life experiences or repeated experiences and would be meaningful/purposeful.

a way of the word integration through repeated and thoughtful exposure.

multiple exposure of the vocabulary word through cross multiple exposure of the word.

55. Which is an essential component to promote a vocabulary program for elementary and middle school students?

explicit instruction in generalizable word learning strategies.

to expose students to different unfamiliar words in the classroom.

include content area vocabulary.

58. A 4th grade teacher reads aloud "town century" (centi, centennial, ..etc) teacher says something like centi means 100 years. The teacher mentioned the word centennial and was dissecting the word by cent which they know mean 100 and then using the word annual which they know means every year. Based on those meanings the teacher had come up with the conclusion that centennial means 100 years. What instructional strategy does this promote?

understanding morphemes or morphology in text/ morphological strategies.

something about word has meanings.

Rica 2 Quiz

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

Tags

CCSS.RF.1.3A

CCSS.RF.1.3E

CCSS.RF.2.4B

CCSS.RF.2.4C

CCSS.RF.3.3C

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RF.1.3F

CCSS.RF.2.3A

CCSS.RF.4.4C

CCSS.RF.5.3A

CCSS.RF.5.4A

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.L.1.4B

CCSS.L.3.4B

CCSS.RF.2.3D

CCSS.RF.3.3A

CCSS.RF.5.3A

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RF.1.3B

CCSS.RF.1.3C

CCSS.RF.1.4A

CCSS.RF.2.3C

CCSS.RF.2.4A

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RI.1.1

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.3.1

8.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RF.1.3G

CCSS.RF.2.3C

CCSS.RF.2.4B

CCSS.RF.3.3C

CCSS.RF.3.4B

9.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

10.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.

Tags

CCSS.RF.1.3

CCSS.RF.2.3D

CCSS.RF.2.4

CCSS.RF.3.3B

CCSS.RF.3.3C

Rica 2

69 questions

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?

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?

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.

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?

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

5. Part C
During the group discussion, how does the teacher increase comprehension?

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Rica 2

69 questions

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?

3. Part AFirst 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?

3. Part BFor 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.

5. Part AThere 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?

5 Part BWhich of the following comprehension strategies does student 3 refer to the text?

5. Part CDuring the group discussion, how does the teacher increase comprehension?

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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?

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.

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?

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

5. Part C
During the group discussion, how does the teacher increase comprehension?