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Rica practice #1

An illustrated classroom setting with students engaging in reading activities, a teacher highlighting vocabulary words on a blackboard, warm colors, cheerful atmosphere

Engaging Informational Writing Quiz

Test your understanding of essential teaching techniques and reading strategies with our engaging quiz designed for educators and students alike. This quiz covers various aspects of reading comprehension, vocabulary development, and innovative teaching methods.

Each question is crafted to enhance your teaching practices and improve student learning outcomes. Key features include:

10 multiple-choice questions.
Focused on educational strategies and reading skills.
Ideal for teachers looking to refine their instructional techniques.

10 Questions2 MinutesCreated by TeachingGuru47

In a second-grade reading class, students are being introduced to informational writing. They will be reading an article about caring for pets. The teacher prepares the students by asking who has a pet at home or who wants a pet at home. The class then discusses how the students care or would care for their pets. She then informs the students that the article will have some words that the students might not recognize, including words like lethargic, veterinarian, and coat. The class discusses these words. Prior to instructing the students to independently read the article, all but which of the following might be appropriate advice for the teacher to share with the students?

Imagine the author is telling you a story and envision yourself as the main character.

Read each paragraph slowly, one at a time, and when finished with each, think about what the paragraph is telling you.

Take notes on anything you think is important.

Reread anything that is difficult to understand.

At the beginning of the school year, a teacher introduces students to the classroom library. The teacher establishes guidelines for taking books from the library and for independent reading time. The teacher then gives students a list of questions to consider, such as '' What types of books do you like to read the most?'' and '' What do you do when you come across a word in a text that you do not understand?'' The teacher is striving to do which of the following with her approach?

scaffolding independent reading opportunities

Fostering students' innate interest in reading

Encouraging development within the proximal zone of development

Developing students' locus of control

Students are learning about summarizing and are given the following points from an article they read about hurricanes. (A) One feature of a hurricane is its eye, which is the calmest part of the storm. (B) Hurricanes are tropical storms that often bring heavy rains and strong, rotating winds. (C) The Coriolis Force determines in what direction a hurricane rotates. (D) Other names for hurricanes include cyclones and typhoons. If students have to identify the main point of the article based on the four sentences, which should they choose?

(D) Other names for hurricanes include cyclones and typhoons.

(B) Hurricanes are tropical storms that often bring heavy rains and strong, rotating winds.

(A) One feature of a hurricane is its eye, which is the calmest part of the storm.

A teacher is making a chart to help students understand different patterns of regular words and become more adept at recognizing similar words and incorporating new words into their reading vocabularies. What examples would be most appropriate to put into the chart?

Street, thread, bread

Three, school, through

Sprig, splat, throw

Shrink, threw, phrase

A student has been struggling with the discourse level of academic language. Which of the following scenarios exemplifies this?

The student struggles learning new vocabulary concepts within her math class and then confuses different concepts, like those associated with the distributive and associative properties.

The student has difficulty understanding the content of her history text because the sentence structures are often compound-complex sentences offering many facts that can become overwhelming.

In her writing class, the student struggles creating an outline because she is used to just writing in narrative form without any preparation.

In her science class, the student has difficulty identifying and recognizing the Latin roots of words, making it difficult for her to understand the meanings of such words.

In a reading class, a teacher devises a list of reading materials specific for each student based on their reading fluency rates. Aligned with the input hypothesis, the list will be comprised of which of the following?

Books that are slightly above the students' current reading levels

Books that will allow students to have new reading experiences about topics with which they may not be familiar

Books that are based on student learning and reading preferences

Books that are below or at the students' current reading levels

A teacher is spending the day acclimating students to new sight words. Using an incremental rehearsal approach, the teacher develops a set of ten flashcards. When given the first flashcard, students should:

Recognize the word as it is a known sight word.

Not recognize the word as it should be a new sight word.

Not recognize the word but be able to sound it out appropriately based on phonetic awareness and the word's similarity with other words that the students know.

Recognize the word as a word students learned phonetically previously in the class.

A teacher is developing a tier-two vocabulary list for a story that the students will be reading in their next lesson. The story is about a bear who gets lost in the woods. The teacher makes sure to select some words that are directly associated with the plot of the story and are repeated. The teacher, however, must also consider which of the following?

Selecting words with which the students are familiar and have had direct instruction on

selecting words that are similar to other words that students have had direct instruction on

selecting words that students have no familiarity with

Selecting words with which the students are familiar but have not had direct instruction on

One Monday morning, students walk into the classroom and recognize a new word wall. To what tier do the vocabulary words belong?

Tier one

tier four

tier three

tier two

Pattern books help students to develop fluency by:

Employing imagery along with the text

Including text that is similarly structured throughout

Incorporating unique characters with robust descriptions

Introducing students to new words based on the themes of the books

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