RICA book practice 1

A first-grade teacher is using the reading program adopted by her school district. The program includes decodable texts. The instructional advantage of using decodable texts with beginning readers is that:

• decodable texts provide abundant practice with previously taught phonic elements and sight words.

• decodable texts can provide beginning readers with a controlled vocabulary that will enable them to read more books.

• books with controlled vocabulary are predictable and can be used as literature in a reading program.

• decodable texts allow the school to accumulate more books in primary classrooms.

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

A second-grade teacher listens to students read orally in a small guided reading group. She notices one student who is continually struggling with fluency. What intervention strategies would best provide for the needs of this student?

• The teacher should model reading with expression. In addition, the teacher should provide decodable text for this student and encourage the child to whisper read and reread passages to develop automaticity and appropriate phrasing.

• The teacher needs to concentrate on using related workbook pages in prosody and word-recognition skills for this student to become an automatic reader.

• The teacher should increase time for read-alouds, which would provide this reader with more exposure to good literature. Doing this would also result in the added benefits of increasing the student’s vocabulary and helping develop automaticity.

• The teacher should give time for sustained, silent reading, which increases fluency and reading rate when the student is reading books at the student’s reading level.

After completing his entry-level reading assessments, a fifth-grade teacher notes that one of his students, Maya, reads 80 WCPM (words correct per minute). Which of the following strategies would the teacher be least likely to use when planning his next steps?

• Analyze Maya's reading to see whether she has been focusing her attention on decoding the words and perhaps needs to read lower-level material.

• Work to develop automaticity so Maya can translate letters into sounds effortlessly and accurately.

• Record WCPM and then begin systematic instruction in phonological awareness and word attack skills.

• Directly teach and model appropriate prosodic features.

In a May assessment of a kindergarten student's performance, the teacher notes that the student is able to name the letters of the alphabet and has mastered print concepts. However, the student is unable to identify rhyming words. What should the teacher conclude about this student?

• The student has completed most of the requirements of kindergarten and will be successful in first-grade reading.

• The student has not mastered a phonemic awareness skill (that is, rhyming words) that should be mastered by the end of kindergarten.

• The student will not be able to perform at grade level in first grade.

• The student needs additional instruction in letter naming and print concepts.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

When evaluating a student’s reading, a primary teacher notes that when reading text orally, the student continually omits the silent e and reads: hat for hate, tap for tape, cop for cope. What are the instructional implications of this behavior?

• The student is performing poorly in spelling, and the teacher needs to focus on teaching silent e endings to the student.

• The teacher needs to focus the student’s attention on making sense of what she is reading.

• The teacher needs to have the student reread the passage to clarify meaning.

• The student would benefit from more explicit skills instruction with attention to vowel sounds.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

A third-grade student is confusing consonant pairs when writing in her daily journal. She writes JUNCL for jungle, EFRYONE for everyone, and CARROD for carrot. Which is an appropriate instructional strategy to use with this student?

• The teacher should assign related workbook pages from their reading series to help this student overcome these errors.

• The student would benefit from worthwhile practice in sound blending to make meaning of words.

• The teacher needs to instruct the student in articulating phonemes.

• The student needs to add similar words to her spelling lists and study them.

Tags

CCSS.RF.1.3A

During daily writing, a third-grade student continually confuses long vowel sounds and writes hiev for hive, bote for boat, and trea for tree. The instructional strategies the teacher should use to meet this student’s identified need include which of the following?

• increasing independent reading, assigning additional homework with long vowel sounds, and making frequent assessments

• providing crossword puzzles and word hunts and encourage independent reading, so the student can encounter similar vocabulary

• developing weekly spelling words using the look-see-say method; sorting pictures; and adding vocabulary hunts

• direct instruction in long vowel patterns, word sorts, and the use of word study notebooks and other activities to practice vowel patterns

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A fourth-grade teacher is working on syllabication with her class. When she says "misunderstanding," her students clap on the syllables. Next, she says "helpful" and asks students to segment the syllables and segment the word into help-ful. Later, during a writing assignment, she encourages students to softly clap on the syllables before writing difficult words. Which is the best reason for students to practice segmenting words?

• Syllabication will increase their ability to encode the first 100 high-frequency words.

• The ability to break words into syllables will have an impact on their spelling accuracy with multisyllabic words.

• Syllabication helps students connect new words to existing words in their oral vocabularies.

• Awareness of syllabication and word origin is necessary for students to become proficient readers.

Tags

CCSS.RF.1.3E

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What are the instructional implications regarding a primary student who reads the word yell as will?

• The student needs added practice with letters and blending sounds into words.

• Some examples of activities that would benefit the student are picture sorts and spelling puzzles.

• Maintenance of critical word skills is imperative to this student's progress.

• The ability to distinguish between letters and sounds is apparent, and the child should be moved to the next level.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Fifth-grade students are studying traditional literature. As part of the fables genre, students will perform a Readers' Theatre version of Androcles and the Lion for a second-grade class. This type of activity helps teachers informally gather data about the fifth-grade students' ability to:

• change the way they speak to fit main character traits while reading and develop automaticity at an independent level.

• develop listening skills in younger students.

• learn roles and read lines with fluency and expression.

• work with younger students while performing literary analysis.

Tags

CCSS.RL.1.10

CCSS.RL.2.2

CCSS.RL.3.2

CCSS.RL.K.5