RICA: Subtest Two

Such a procedure would be beneficial for assessing whether a student:

A sixth-grade teacher creates a written assessment: The teacher leaves a nonsense word that would be the most appropriate to complete the sentence.

George____ a prize at the fair yesterday.

1. 1. Twibly

2. 2. Norfing

3. 3. Lubbed

• Is familiar with common story structure.

• Intuitively make use of grammar when reading.

• Is able to analyze difficult sentence constructions.

What is the teacher trying to achieve?

A fifth-grade teacher provides her students with an easier science article with more accessible vocabulary about the topic of asteroids before reading from the actual science textbook.

• Pre-teaching/preloading information to familiarize students with content, vocabulary, background/prior knowledge.

• Analyze textual structure or scientific vocabulary.

• Something about language, graphemes maps, phonemes to the smallest unit.

Endothermic and Exothermic:

It 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 recognize the meaning of words.

• Scan or skim the text to find the answer.

• Apply knowledge of suffixes term is a suffix.

Endothermic and Exothermic:

The usage of non-restrictive clauses (answers you can remove; while still retaining meaning) and what part of the excerpt it pertains to.

All mammals are endothermic; snakes can..., and some other answers. Think of what is stated as non-essential detail “Snakes like to bask on warm rocks.”

• ALL mammals are endothermic.

• Reptiles need heat.

• Snakes lay on rocks to get warm

What is the teacher trying to demonstrate?

The teacher provides students with a sentence frame and how to use them.

1. An (A) ____ castle was in _____.

2. 2. An ugly castle was in the forest.

3. 3. A beautiful castle was in a dark green forest?

• Words can have different meanings.

• Sentence structure.

• Figurative language.

Small group Activity - Comprehension: Zoo animal - Giraffes

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.

• Encouraging students to ignore each each other’s ideas and details from the text.

• Encouraging students to respond to work alone.

Small group Activity - Comprehension: Zoo animal - Giraffes

Which comprehension strategies does Student 3 refer to in the text?

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

• Enhancing knowledge from text.

• Use prior knowledge.

• Supported the answer with text evidence.

Small group Activity - Comprehension: Zoo animal - Giraffes

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

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

• Encouraging students not to read the text.

• Encouraging students to come up with their answers.

What is the primary reason, or what is the teacher trying to achieve through this instructional technique?

A fourth-grade teacher asked her students to break into groups, and each read a different passage from the same story in their respective group. The students will discuss their passage in the group and report to the class.

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

• Collaborative conversations.

• Teaching students how to develop academic language.

Why the teacher chooses this strategy:

A fourth-grade teacher selected a core literature book for her students to read. After her students had completed reading the book, she asked them to go back to the text and find situations where the main character has an experience that reminded the student of something in their own lives.

• Helping the student connect real-life experiences to those of character will deepen their understanding.

• Help the students recognize other stories.