RICA Subtest 3 Exam (Latest
Update ) Questions &
Answers | 100% Correct | Grade A
(Verified Answers)
Question:
An 8th grade English Learner moved to the United States two years ago. This
student reads English fluently and comprehends most of other texts but she's
having difficulty understanding a chapter on US History in her social studies
textbook. The teacher's response in this situation would be to?
Answer:
Talk with the student to determine the extent of her background knowledge
about the topic
Question:
Having an understanding of the different tiers of vocabulary would best help
a teacher determine
Answer:
Which vocabulary words from a reading passage to teach
,Question:
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?
Answer:
Put the responses into categories (have students put ideas into categories) It
was written in a longer way)
Question:
A third grader is taking a reading assessment and makes one mistake. They
pause and self correct their mistakes. The sentence was Tea, is sweeter (sweet)
than honey. Or it was "Honey is sweet than jam", after reading she corrects
herself and reads it correctly, Honey is sweeter than jam, This shows that the
student has an understanding of......
Answer:
common English grammatical convention use
Question:
Which of the following study skills is likely to be most effective in helping
students comprehend and recall information they read and a textbook?
Answer:
Working in small groups, students quiz one another on the definitions of
keywords in the chapter after reading it
,Question:
The teacher gives her students a chart after reading a chapter from a book.
The chart looks something like this
Main idea
Personal Reflections
Prediction
What was the chapter's main idea?
What I found most interesting..
I wonder...
First column title: summary
Second column: Thoughts on the chapter
Third column: What do you think will happen next? My test in the third
column said reflection.
The question states something like: Based on the chart, what is the teaching
looking for?
Answer:
Comprehend and make connections
Question:
How can teachers help students identify graphs?
Answer:
Help students create graphs using their favorite things like candy, food, pets,
hobbies and so on.
, Question:
An upper elementary teacher would like to use student response journals as a
method for assessing student comprehension and Analysis towards text.
Which of the following Journal writing assignments would be most effective
for this purpose?
Answer:
the teacher poses one or more open-ended questions about a text and
students must include evidence from the text
Question:
1.The teacher writes a simple sentence on the board (ex: The dog barked) and
reads it aloud
2. The teacher then writes the sentence again with a blank (e.g, The _____ dog
barked), and students suggest a descriptive word (e.g. little)
3. The teacher writes the sentence a third time with a second blank for the
students to fill in (e.g. The little dog barked _____.) The students suggest
another word (e.g. loudly)
4. the teacher repeats step 1-3 with another sentence suggested by students
For English Learners, the activity described above is likely to be especially
helpful in:
Answer:
Reinforcing their understanding of English sentence structure
Update ) Questions &
Answers | 100% Correct | Grade A
(Verified Answers)
Question:
An 8th grade English Learner moved to the United States two years ago. This
student reads English fluently and comprehends most of other texts but she's
having difficulty understanding a chapter on US History in her social studies
textbook. The teacher's response in this situation would be to?
Answer:
Talk with the student to determine the extent of her background knowledge
about the topic
Question:
Having an understanding of the different tiers of vocabulary would best help
a teacher determine
Answer:
Which vocabulary words from a reading passage to teach
,Question:
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?
Answer:
Put the responses into categories (have students put ideas into categories) It
was written in a longer way)
Question:
A third grader is taking a reading assessment and makes one mistake. They
pause and self correct their mistakes. The sentence was Tea, is sweeter (sweet)
than honey. Or it was "Honey is sweet than jam", after reading she corrects
herself and reads it correctly, Honey is sweeter than jam, This shows that the
student has an understanding of......
Answer:
common English grammatical convention use
Question:
Which of the following study skills is likely to be most effective in helping
students comprehend and recall information they read and a textbook?
Answer:
Working in small groups, students quiz one another on the definitions of
keywords in the chapter after reading it
,Question:
The teacher gives her students a chart after reading a chapter from a book.
The chart looks something like this
Main idea
Personal Reflections
Prediction
What was the chapter's main idea?
What I found most interesting..
I wonder...
First column title: summary
Second column: Thoughts on the chapter
Third column: What do you think will happen next? My test in the third
column said reflection.
The question states something like: Based on the chart, what is the teaching
looking for?
Answer:
Comprehend and make connections
Question:
How can teachers help students identify graphs?
Answer:
Help students create graphs using their favorite things like candy, food, pets,
hobbies and so on.
, Question:
An upper elementary teacher would like to use student response journals as a
method for assessing student comprehension and Analysis towards text.
Which of the following Journal writing assignments would be most effective
for this purpose?
Answer:
the teacher poses one or more open-ended questions about a text and
students must include evidence from the text
Question:
1.The teacher writes a simple sentence on the board (ex: The dog barked) and
reads it aloud
2. The teacher then writes the sentence again with a blank (e.g, The _____ dog
barked), and students suggest a descriptive word (e.g. little)
3. The teacher writes the sentence a third time with a second blank for the
students to fill in (e.g. The little dog barked _____.) The students suggest
another word (e.g. loudly)
4. the teacher repeats step 1-3 with another sentence suggested by students
For English Learners, the activity described above is likely to be especially
helpful in:
Answer:
Reinforcing their understanding of English sentence structure
