rica 2.4

56. A fifth grade teacher plans to test a student's understanding of a narrative text by having the student respond to questions posted by… formulating questions for this purpose, it is most important for the teacher to make sure that the questions

• Encourage the student to recall as many specific details from the text as possible

• Are sequential with respect to the events in the text

• Address different levels of comprehension (example: literal/inferential)

• Focus on the students' personal connections with the text

57. Students in a second grade class are about to read a new book. Which of the following strategies would best take advantage of the oral language strengths of the English Learners in the class to enhance their reading comprehension of the book?

• Students look up definitions of story vocabulary prior to reading

• Students discuss with a partner their predictions about the story based on its title and illustrations

• The teacher distributes worksheets listing questions for students to consider when reading

• Students are encourage to read aloud to the class parts of the story they coupon most enjoyable

58. As teachers analyze oral and written responses, they should see their students do each of the following:

• Incorporate Literary Elements

• Make Connections

• Provide evidence from text

• Have the students write a short paragraph

59. What mainly leads to the acquisition of vocabulary for students from grades 4th to 8th in that four year span?

• Content area specific vocabulary instruction

• Explicit classroom vocabulary instruction

• Everyday knowledge from developed cognition

• Explicit with oral language

60. A fourth grade teacher writes the following two sentences on the board

While you set the table, I will get the napkins.

When riding her bike, Sally saw a rainbow.

The teacher then asks, “what is the easiest way to divide the first sentence into two sentences?”. After some discussion, the students agree removing the word while and replacing the comma with a period. The teacher then asks the same question for the second sentence .. that in this case more words must be added to divide the sentences into two sentences. This instructional activity is likely to promote comprehension primarily by:

• Enhancing students’ ability to analyze how punctuation affects the meaning of a text.

• Enhancing students’ ability to use semantic and syntactic clues to identify unfamiliar words

• Helping students recognize and interpret sentences containing dependent clauses or phrases.

• Helping students recognize the difference between nouns and verbs

61. 6th grade research skills, what would be an initial informal assessment?

• start researching a topic

• have a discussion with them beforehand

• worksheet that has student match skill to content

• join a group of 4 to have a discussion

62. Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher’s best response to this behavior would be to:

• Avoid interfering with the student’s selection of books as long as he finds his choices enjoyable

• Point out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school.

• Provide the student with books with similar themes or on similar topics that are more challenging for him.

• Advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade

  Provide the student with books with similar themes or on similar topics that are more challenging for him.

63. A second- grade student has limited vocabulary knowledge, which hinders the students word recognition and reading comprehension. The students' oral reading is slow and labores, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention.

• The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average- performing peers in third grade.

• The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.

• The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level.

• The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful.

64. You’re shown two separate sentences

The first sentence had to do with the dishes, but I can’t remember it.

The next sentence was about “while out on a bike ride, Jill saw a rainbow”

The teacher asked the students how to combine each sentence into one sentence. For the first one the students said to take out the comma and add a word (it was easy to combine). The second sentence took out the comma and the students stated more words were needed in order for the sentence to make sense. What is the teacher trying to teach?

While out on a bike, Jill saw a rainbow.

> another sentence: ____________,__________

• Something about restrictive or independent clauses.

• Removing comma and adding punctuation can change the meaning of a sentence

• Answer included something about nouns

• importance of grammar

65. Use of a cloze technique provides information about a students ability

• Decode missing words

• Author's point of view

• Contextual cues

• Recall factual details