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WorksheetsRICA: Subtest Two
Total questions: 53
Worksheet time: 53mins
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. Twibly
2. Norfing
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. An ugly castle was in the forest.
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.
Instructional Activity is helping students:
Combine:
1. Matthew stood and waited for the bus.
2. The sun was blazing hot.
3. Matthew fanned himself with the newspaper.
Single sentence:
Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper.
Strengthen their ability to comprehend and write complex sentences.
Apply literal comprehension skills to identify and write main idea statements.
Improve their inferential comprehension skills.
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.
Review grades earned by the student on recent tests and quizzes in language arts.
Prompt the student to recall similar tasks the student has previously performed.
Prepare a checklist of the key elements that an effective retelling of this story should include.
The 8th-grade teacher is having trouble connecting literary text with her class and not referring to the text at all. What strategies could she use to fix the problem?
The teacher needs to model for the student.
A graphic organizer for the student to connect their answer to the text.
The teacher needs to give a set of questions the students have to discuss and answer.
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.
Read their favorite parts of the passenger and comment on it.
Teach students how to have an academic conversation by asking the author questions.
What initial strategy would be most effective?
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.
Provide the student with a list of questions to answer as she reads.
Have the student use headings, subtitles, and titles and write a summary for them.
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.
Recite the student's poem to him with the initial letter omitted.
Write the poem on a chart paper and read it aloud.
Ask the student to recite his poem many times.
What study guide would you use for upper elementary and middle school students?
Taking detailed notes as they are reading.
Work in small groups with a study guide and quiz each other.
Work in small groups and read aloud and then silently.
Why would advanced readers don’t do as well on the standardized assessments?
Identify the main idea and key details.
Important structural differences in narrative/literacy text and expository/informational text.
Students struggle to understand the meaning of “justify” and “evaluate” when answering questions.
What did we learn from the student?
After a vocabulary lesson, a teacher asks the students to make up new words based on their discussion.
A student raised her hand and said, "I am a sweet-o-Phile because I love sweets."
Connecting or relating words with strategies.
Morphemes have meaning.
A phoneme makes little sounds.
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.
Recognize the story structure.
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.
Model to the student how to write notes outline style (roman numerals, letters and subcategories).
Highlighting in the text important information.
Provide guiding questions.
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.
Contextual analysis of meaning of words.
Word morphology of meaning of words.
What strategy would support comprehension?
The teacher asks students to predict what the book they are going to read is about.
To help students recall for comprehension.
Predicting stimulates students' interest in books, encourages thinking, and creates opportunities to share background knowledge.
What type of writing is the teacher trying to teach?
1. Mary stands waiting for the bus in the snow.
2. While in the snow, Mary waits for the bus.
3. Waiting for the bus, Mary stands in the snow.
Structure of sentences.
Introducing students to different writing styles.
Image of a worksheet that focuses on prefixes (un-/ pre-). The purpose of this worksheet is to focus on?
Morphology/Morphologic.
Sentence Structure
Informal Assessment/ Progress Monitoring:
A 4th or 5th-grade teacher is teaching a unit on using an atlas, periodicals, and other physical paper sources so students can use them for research, and she wanted to informally assess whether they knew what sources to use for research before moving on to the next unit.
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.
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.
Students can remember the details of a story or content they are reading.
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.
Increasing students’ awareness of text structure as they read.
Prompting students to generalize from what they read.
Working with idioms/illustrations ELL student
Difficulty with figurative and having students draw pictures to represent the idiom working with a partner.
Teacher explains figurative language.
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.
The authors are biased.
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.
Analyze the strength of a writer’s argumentative and assumptions in a text.
Focus on key vocabulary words during in-depth reading.
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.
The student understands the figurative language.
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 needs to teach them how to have conversations.
Having the students come to a consensus about the author's theme.
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.
Ensure the students are appropriately challenged with unfamiliar words at their reading level.
Ensure the students pick challenging books when they’re not at school.
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.
Research basic facts about pilots and predict challenges.
Research on personal experience with pilots or from movies.
A fifth-grade teacher has students write three sentences on the board.
Such as:
He’s nervous. He’s a wreck.
She’s happy. She’s walking on clouds.
He’s tired. He is worn out.
Parody
Figurative Language
Irony
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.
Give the student a test.
English language structure & conventions Assessment:
The teacher gives a list of questions for kids to match answers.
Have the students free write, read a passage, or have a class discussion and informally assess their understanding.
Give the students a worksheet and have them do a discussion.
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.
Draw on prior content knowledge.
Use word morphology to determine the meaning
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 students' genuine interest in and enthusiasm for vocabulary study.
Encouraging students' wide reading of narrative and informational texts to promote word knowledge.
Promoting integration of word knowledge through repeating and purposeful exposure.
Which is the Essential Companent to promoting the acquisition of vocabulary for elementary and middle school students?
Everyday knowledge from developed cognition.
Explicit vocabulary instruction in generalizable word learning strategies, and word consciousness.
Content area vocabulary instruction.
Image of a worksheet: for 5th graders that had the students add suffixes to words
(-ment, -ly, -ed, etc.).
Morphology
Grapheme
Phoneme
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.
Words have meanings.
Recognize the structure of words.
Morphemic Analysis effectively figures out the meaning of the word in any text.
Tiers of Vocabulary:
Understanding the different tier vocabulary words can help a teacher determine?
Greek or Latin words.
The student is meeting grade-level vocabulary knowledge.
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?
Write responses on the board. Erase and see what they remember.
Put the responses into categories to generate questions.
Write responses on the board and ask students to write sentences.
"Honey is sweet than jam."
A third grader is taking a reading assessment and makes one mistake. After reading, "Tea is sweeter than Honey." she corrects herself and reads it correctly, "Honey is sweeter than jam,"
This shows that the student has an understanding of?
Common English Grammatical Conventions.
Multiple meaning words
Phonemic Awareness
The teacher gives her students a chart after reading a chapter from a book.
Allows for the student to comprehend his understanding of the reading something.
Comprehend and make connections.
Describe and analyze story elements.
Which strategy will help strengthen the oral language of ELL students to enhance comprehension? A 2nd-grade class is reading a new book.
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.
A 5th-grade teacher is writing questions for a literary comprehension assessment. What types of questions should they consider when creating questions?
Address different levels of comprehension (e.g., literal, inferential).
Address different vocabulary levels of comprehension.
The teacher wrote on the board, “The dog barked.” Then I wrote another sentence, “The ugly dog barked__.” Students filled in loudly. How does this support ELL learners?
How to write complex sentences by moving around parts.
Identifying subject and predicate.
Helps them strengthen understanding of English sentence structure.
Teacher allows 4th grade class flexible groups to ensure English Learners are included.
Challenge to monitor own progress.
Minimize distractions.
Allows students more interaction for Maximize academic language.
You’re shown two separate sentences:
The first sentence ... dishes, and the following sentence, “While out on a bike ride, Jill saw a rainbow.”
For both sentences, the students stated to take out the comma and add words needed for the sentence to make sense.
Removing comma and adding punctuation can change the meaning of a sentence.
Restrictive or independent clauses.
Importance of grammar.
Run-on sentences:
“While I set the table, you will set the flowers.” The teacher asked students what they had to add/remove to make it a complete sentence.
What was the teacher demonstrating?
Sentences could have independent and dependent clauses.
Showing students verbs and nouns relationship.
Showing students how commas change the meaning of a word.
