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.

Why did the teacher choose 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.

Which steps would be most helpful for the retelling activity? 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.

Prepare a checklist of the key elements that an effective retelling of this story should include.

What strategies could the 8th-grade teacher use to connect literary text with her class?

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

A middle school teacher and the students are reading a narrative text. The students read it well; however, when asked questions, they could talk about it but would focus too much on their personal experiences and deviate from the book's theme. What should the teacher do ?

Explicit direction about academic discussion/listening to each other questioning the author and literature discussion strategy.

What initial strategy would be most effective for an EL student who can read fluently and understand most of what she reads but struggled to comprehend a chapter in social studies?

Have a discussion to obtain background knowledge on the topic.

What strategy should the teacher use to connect it to READING and language skills of poem/reading comprehension? A student recites his poem orally: Misha Masha Bisha Basha Boo.

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

What study guide would you use for upper elementary and middle school students?

Work in small groups with a study guide and quiz each other.

Why would advanced readers don’t do as well on the standardized assessments?

Students struggle to understand the meaning of “justify” and “evaluate” when answering questions.

Does this activity identify the student’s ability to? The teacher writes the following sentences with blank spaces and lists four nonsense words for the students to fill in the blank. The cow ____ over the moon. 1. please 2. lanked 3. jizzle 4. pip.

Subconsciously using inferential grammar in reading.

Helping students write better notes: The teacher asked 8th-grade students to take notes about a literary story. Students copy word for word from the book. The teacher asks the students open-ended questions. What is the best method to help them?

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

This activity is helping students with? A 5th-grade teacher uses a BINGO game with synonyms, academic vocabulary, and a synonym bee where students give synonyms to the word the teacher says. The teacher calls out a comment, and students are to find a word that is a synonym of the word on their card.

Different words could have similar meanings.

What strategy would support comprehension? 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 opportunities to share background knowledge.

What informal assessment can a 4th or 5th-grade teacher use to determine if students know what sources to use for research after teaching a unit on using an atlas, periodicals, and other physical paper sources? Options: Students do a worksheet and match subjects/content to appropriate sources that they would need. Students write an essay using each of the sources for information. The teacher gives each student a set of factual comprehension questions. The students need to answer using multiple sources.

Students do a worksheet and match subjects/content to appropriate sources that they would need.

What is the purpose of this strategy? The student is asked to read, retell, record his retelling, reread, listen to the retell recording, and discuss the retell with the teacher.

Students can monitor their own reading comprehension. Helping the students with oral language skills and content.

How does this support comprehension, or what is the purpose of this activity ? 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. Students then have to check for the accuracy of the facts when reading the chapter about plants.

Establishing a definite purpose by reading the chapter. To read with Intentions.

Working with idioms/illustrations ELL student

Difficulty with figurative and having students draw pictures to represent the idiom working with a partner.

Which of the following activities promote 8th-grade students with evaluative comprehension skills? Gathering evidence from additional resources about two separate articles written by different authors.

Questioning the authors; Evaluative comprehension involves analyzing and weighing an event or an author’s intent, opinion, language, and presentation style.

Why would scanning be the most effective reading strategy for quickly finding information?

A swift sweep of the page to find specific information for resources for a research project.

A girl wrote a poem and used the word “ softly ” in every line but used it in different ways: The wind was blowing softly. My mom asked me to do something softly. My cat did something softly. What does this indicate?

The student understands that words have different meanings.

The teacher then decided to make groups to discuss the differences in the text and what the author may have meant: A fourth-grade student disagrees or has trouble beginning and continuing the conversation about the passage's main idea in their group.

Group the students and have them discuss the basic elements of the plot that support exposition, conflict, crisis, and resolution.

The teacher supports reading logs and meetings with students. The teacher meets with the students to help them pick books between their instructional and independent levels.

Ensures the students are introduced to challenging unfamiliar words at their reading level.

What options could help with their comprehension? The students are reading about a girl who wants to be a pilot. The students need to create an ending. Options: Research basic facts about pilots and predict challenges. Research on personal experience with pilots or from movies.

Research basic facts about pilots and predict challenges.

How can the teacher assess the student ? A fourth-grade teacher wants to test a student's English oral and conversational understanding.

Open-ended questions; should challenge students to use words in context when they talk in a group and write.

What is an effective way for the teacher to assess students' understanding of English language structure & conventions?

Have the students free write, read a passage, or have a class discussion and informally assess their understanding.

Transition words that relate to Cause and Effect : A 5th-grade lesson on “signal words” and “therefore, since, because.” How does it promote comprehension and memory?

To learn and recognize common text structures.

The approach to vocabulary instruction best demonstrates the teacher’s understanding of the value of: A 4th-grade teacher does a multiple-part lesson on three different types of lessons throughout the week to involving the word responsibility.

Promoting integration of word knowledge through repeating and purposeful exposure.

Which is the Essential Component to promoting the acquisition of vocabulary for elementary and middle school students?

Explicit vocabulary instruction in generalizable word learning strategies, and word consciousness.

What instructional strategy does this promote? “Town Century” The teacher mentioned the word centennial and dissected the word by cent. The students know it means 100 —the word annual, which they know means every year.

Morphemic Analysis effectively figures out the meaning of the word in any text.

Understanding the different tier vocabulary words can help a teacher determine?

Words from a text to teach to encourage the child's academic language.

Fourth grade teacher is going to start reading a passage and ask students to make predictions about the text to activate prior knowledge. What should be the next step?

Put the responses into categories to generate questions.

This shows that the student has an understanding of?

Common English Grammatical Conventions.

The teacher gives her students a chart after reading a chapter from a book. What is the purpose of this chart?

Comprehend and make connections.

Which strategy will help strengthen the oral language of ELL students to enhance comprehension ? A 2nd-grade class is reading a new book. Options: The students discuss their predictions with a partner using the title and illustrations., The teacher gives students a worksheet with questions they should consider when reading., The students look up vocabulary words that will appear in text.

The students discuss their predictions with a partner using the title and illustrations.

What types of questions should a 5th-grade teacher consider when creating questions for a literary comprehension assessment?

Address different levels of comprehension (e.g., literal, inferential).

How does this support ELL learners ?

Helps them strengthen understanding of English sentence structure.

Teacher allows 4th grade class flexible groups to ensure English Learners are included. What is the benefit of this approach?

Allows students more interaction for Maximize academic language.

What can change the meaning of a sentence?

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

What was the teacher demonstrating regarding the sentence: “While I set the table, you will set the flowers.”?

Showing students how commas change the meaning of a word.

RICA: Subtest Two

Flashcard

•

Education

•

1st - 5th Grade

•

Practice Problem

•

Hard

Wayground Content

FREE Resource

Student preview

51 questions

Show all answers

FLASHCARD QUESTION

Front

Such a procedure would be beneficial for assessing whether a student: George____ a prize at the fair yesterday. 1. Twibly 2. Norfing 3. Lubbed

Back

Intuitively make use of grammar when reading.

FLASHCARD QUESTION

Front

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.

Back

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

FLASHCARD QUESTION

Front

What would the teacher suggest to help a child understand the meaning of "endotherm"?

Back

Apply knowledge of suffixes term is a suffix.

FLASHCARD QUESTION

Front

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

Back

Sentence structure.

FLASHCARD QUESTION

Front

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.

Back

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

FLASHCARD QUESTION

Front

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….”

Back

Supported the answer with text evidence.

FLASHCARD QUESTION

Front

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

Back

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

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