Deck 14: Making the Transition to Content Area Texts

Question 1

When textbooks are too difficult, teachers should look for other ways to teach content material.

Answer 1

False

Question 2

To assist struggling readers or ELL students, it is suggested to pair students of differing reading abilities, tape-record informational texts, or use a kaleidoscope reading strategy.

Answer 2

True

Question 3

When previewing textbooks, students should study the structure and format of their books to get a picture of the content of the course.

Answer 3

True

Question 4

Previewing and skimming are the same thing.

Question 5

When students use the Internet for learning about content area subjects, they need to understand that the organizational patterns of Web sites are similar to textbooks.

Question 6

Teachers should question themselves when making decisions about textbook difficulty. Which one of the following questions is least important in the decision-making process?

A) How does the textbook meet the goals of the curriculum?
B) How many pages of information does the textbook contain?
C) How well are the ideas in the text organized?
D) Does the author have a clear sense of purpose?

Question 7

When a teacher judges the difficulty of textbooks, the teacher must analyze all of the following EXCEPT which characteristic?

A) Interestingness
B) Usability
C) Attitude
D) Understandability

Question 8

The question "Do chapter headings clearly define the content of the chapter?" relates to a textbook's

A) usability.
B) interestingness.
C) readability.
D) none of the above

Question 9

When considering the interestingness of a textbook, what should teachers ask themselves?

A) Does the glossary contain all the technical terms used in the textbook?
B) Is the writing style of the text appealing to students?
C) Does the text avoid irrelevant details?
D) Do chapter headings clearly define the content of the chapter?

Question 10

All of the following are true regarding readability formulas EXCEPT

A) they are mathematical tools that offer a precise measure of text difficulty.
B) the most popular formulas are relatively quick and easy to calculate.
C) they typically involve a measure of sentence length and word length.
D) they indirectly measure vocabulary difficulty and sentence complexity.

Question 11

Which of the following is NOT taken into account when utilizing readability formulas?

A) Sentence complexity
B) Sentence length
C) Vocabulary difficulty
D) Background experience

Question 12

Which of the following is NOT one of the three models to consider when planning literature-based instruction in the content areas?

A) Single-discipline model
B) Integrative literature model
C) Bottom-up model
D) Interdisciplinary model

Question 13

Night by Elie Wiesel is a fictional story that conveys factual information about the Holocaust. Night is

A) an expository test.
B) a mixed-text informational book.
C) a narrative informational text.
D) none of the above

Question 14

Which of the following is meant to help students become aware of the purposes of a reading assignment?

A) Charting
B) Scanning
C) Previewing
D) Defining

Question 15

All of the following are true about organizers EXCEPT

A) they are meant to be developed using a specific format.
B) they prepare students conceptually for ideas they will encounter when reading.
C) they can be developed as written previews or verbal presentations.
D) they should explicitly link children's background experience to the ideas in the text.

Question 16

Asking students to respond to a series of declarative statements about the reading beforehand is called a(n)

A) anticipation guide.
B) graphic organizer.
C) preview.
D) KWLQ.

Question 17

All of the following are true about anticipation guides EXCEPT

A) they encourage students to make educated guesses prior to reading.
B) they can serve as a springboard for discussion prior to reading.
C) they are graphic organizers that visually prepare students for reading.
D) they are meant to be read prior to reading.

Question 18

All of the following are true about point-of-view guides EXCEPT

A) they are questions presented in an interview format.
B) literal-level questions are emphasized.
C) they allow students to elaborate and speculate.
D) they involve role-playing.

Question 19

All of the following are true about idea circles EXCEPT

A) they are small peer-led group discussions.
B) they are fueled by multiple text sources.
C) interaction rules are explicitly discussed and posted.
D) the desired end product is a presentation by each individual.

Question 20

All of the following are true about I-charts EXCEPT

A) students are encouraged to use them as they skim new sources of information.
B) students are encouraged to use them at the end of a research project.
C) they help students identify what they know.
D) they are a way to organize note taking.

Question 21

_____________provide a range of bands that designate grade and reading levels including easier text to more complex reading material.

A) Readability levels
B) Considerate texts
C) Inconsiderate texts
D) Lexical scales

Question 22

_________________can easily be adapted to improve content area reading skills.

A) Literature circles
B) Paired readings
C) Sustained silent reading
D) Repeated readings

Question 23

__________are a cooperative learning strategy that assists students in organizing and thinking about content area reading by providing them with a way to manipulate and group concepts, and add additional information from other resources, such as online texts and trade books.

A) Idea sketches
B) Literature circles
C) Sticky note folders
D) Trade books

Question 24

Graphic organizers that students complete in small groups as they read textbook material are called

A) idea sketches.
B) literature circles.
C) sticky note folders.
D) none of the above.

Question 25

Informational book selections should be made based on

A) the authority of the author.
B) its literary artistry.
C) its appropriateness for students.
D) all of the above.

Question 26

Which of the following is NOT a primary advantage of using a textbook to improve content area literacy?

A) Familiarizing students with narrative structure
B) Intense involvement
C) Schema building
D) Vocabulary building

Question 27

This model is typically based on a theme identified as important for the grade level; the theme may be based on standards identified in a required curriculum. Once identified, either a single narrative text or multiple texts, called text sets, are selected as the primary source of information about the theme. Which instructional model does this describe?

A) The Single-Discipline Model
B) The Interdisciplinary Model
C) The Integrative Literature Model
D) The Expository Model

Question 28

Which instructional model focuses on a central theme but also revolves around skills that go beyond subject areas such as problem solving, critical thinking, values, and social action skills?

A) The Single-Discipline Model
B) The Interdisciplinary Model
C) The Integrative Literature Model
D) The Expository Model

Question 29

Which instructional model incorporates two or more subject areas as students learn about a central theme?

A) The Single-Discipline Model
B) The Interdisciplinary Model
C) The Integrative Literature Model
D) The Expository Model

Question 30

A fictional story that conveys factual information is a(n)

A) expository informational book.
B) mixed-text informational book.
C) narrative informational text.
D) None of the above

Question 31

Discuss five factors that make textbooks difficult for students.

Question 32

What is content area literacy, and how is it different from other kinds of literacies?

Question 33

What are the differences and similarities between expository and literacy texts? How are they organized? What difficulties might students face with each kind of text?

Question 34

In order to determine the appropriate texts, teachers question the text's interestingness, usability, and understandability. Generate a series of questions that teachers must ask themselves about each characteristic.

Question 35

You are writing a grant in order to purchase literature and nonfiction trade books for integration into your curriculum. Discuss five reasons that you could include in your rationale for receiving the grant.