Question 1

Most children first learn how to develop a schema for stories through
A) listening to stories.
B) discussing the major elements of stories.
C) reading stories.
D) writing stories.

Accepted Answer

A) Most children first learn a schema for stories through listening to stories read at home or school. Later in childhood, they read, write, and discuss stories.
B) Most children first learn a schema for stories through listening to stories read at home or school. Later in childhood, they read, write, and discuss stories.
C) Most children first learn a schema for stories through listening to stories read at home or school. Later in childhood, they read, write, and discuss stories.
D) Most children first learn a schema for stories through listening to stories read at home or school. Later in childhood, they read, write, and discuss stories.

Question 2

Which of the following signal words or phrases would most likely indicate a comparison-contrast text structure?
A) for example; for instance
B) but; however
C) since; because
D) next; finally

Accepted Answer

A) The words but and however are frequently used to signal a comparison-contrast text structure. The phrases for example and for instance are used to signal enumeration-description text structure.
B) The words but and however are frequently used to signal a comparison-contrast text structure.
C) The words but and however are frequently used to signal a comparison-contrast text structure. The words since and because are used to signal cause-effect text structure.
D) The words but and however are frequently used to signal a comparison-contrast text structure. The words next and finally are used to signal time sequence text structure.

Question 3

Which of the following questions would be best at developing a deeper conceptual understanding of the topic of rivers?
A) ?Where does the Nile River start and end??
B) ?What is the largest river in the United States??
C) ?How is a river similar to but different from a lake??
D) ?How are rivers formed??

Accepted Answer

A) Noting how a river is similar to but different from a lake requires comparing and contrasting key characteristics of the two, thereby leading to a development of concepts regarding what a river is and what a lake is. Knowing where the Nile begins and ends is a factual understanding.
B) Noting how a river is similar to but different from a lake requires comparing and contrasting key characteristics of the two, thereby leading to a development of concepts regarding what a river is and what a lake is. Knowing the largest river in the U.S. is factual knowledge.
C) Noting how a river is similar to but different from a lake requires comparing and contrasting key characteristics of the two, thereby leading to a development of concepts regarding what a river is and what a lake is.
D) Noting how a river is similar to but different from a lake requires comparing and contrasting key characteristics of the two, thereby leading to a development of concepts regarding what a river is and what a lake is. Knowing how a river is formed is important, but it does not require conceptual knowledge of the main characteristics of a river.

Question 4

According to the text?s taxonomy of types of questions, which of the following levels requires making connections between the text and prior knowledge?
A) organizing
B) elaborating
C) monitoring
D) comprehending

Accepted Answer

A) Elaborating requires making connections between the text and prior knowledge. Organizing does not involve this process.
B) Elaborating requires making connections between the text and prior knowledge.
C) Elaborating requires making connections between the text and prior knowledge. Monitoring does not involve this process.
D) Elaborating requires making connections between the text and prior knowledge. Comprehending does not involve this process.

Question 5

Which questions are best for helping students activate schema and read with a purpose in mind?
A) questions asked before a selection is read
B) questions asked at key stopping points during the reading of a selection
C) questions asked after each page has been read
D) questions asked after a selection has been read

Accepted Answer

A) Questions asked before reading help readers activate schema and set a purpose. Questions asked at key points help readers to maintain an ongoing summary of what they have read, to reflect on their reading, and to monitor their reading Questions asked after each page has been read help readers process text. Questions asked after a selection has been read help readers organize and summarize the text.
B) Questions asked before reading help readers activate schema and set a purpose. Questions asked at key points help readers to maintain an ongoing summary of what they have read, to reflect on their reading, and to monitor their reading.
C) Questions asked before reading help readers activate a schema and set a purpose. Questions asked after each page has been read help readers process text.
D) Questions asked before reading help readers activate schema and set a purpose. Questions asked after a selection has been read help readers organize and summarize the text.

Question 6

Which of the following is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows?
A) wait time
B) varied questions
C) taxonomy of questions
D) assisted questions

Accepted Answer

A) Wait time involves pausing for 5 seconds after asking a question, and 3 to 5 seconds after the student called on has stopped responding, before interrupting or asking another student. It often results in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows.
B) Wait time involves pausing for 5 seconds after asking a question, and 3 to 5 seconds after the student called on has stopped responding, before interrupting or asking another student. It often results in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows.
C) Wait time involves pausing for 5 seconds after asking a question, and 3 to 5 seconds after the student called on has stopped responding, before interrupting or asking another student. It often results in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows.
D) Wait time involves pausing for 5 seconds after asking a question, and 3 to 5 seconds after the student called on has stopped responding, before interrupting or asking another student. It often results in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows.

Question 7

Which questioning procedure involves moving carefully from level to level to prompt for higher-level thinking processes?
A) accountable talk
B) retelling
C) responsive elaboration
D) FELS

Accepted Answer

A) Through a series of questions and probes (focusing, extending, lifting, and substantiating) that push into increasingly complex levels of thought, FELS prompts students to answer higher-level questions. Accountable talk respects and builds on what others say in group discussions.
B) Through a series of questions and probes (focusing, extending, lifting, and substantiating) that push into increasingly complex levels of thought, FELS prompts students to answer higher-level questions. Retelling involves thinking backward to recall steps or processes in a sequence.
C) Through a series of questions and probes (focusing, extending, lifting, and substantiating) that push into increasingly complex levels of thought, FELS prompts students to answer higher-level questions. Responsive elaboration is a technique for re-directing students? erroneous thinking and does not necessarily lift their thinking to higher levels.
D) Through a series of questions and probes (focusing, extending, lifting, and substantiating) that push into increasingly complex levels of thought, FELS prompts students to answer higher-level questions.

Question 8

Responsive elaboration mainly attempts to
A) expand on students? vocabularies.
B) improve students? recall skills.
C) redirect students? reasoning.
D) expand on students? organization skills.

Accepted Answer

A) Using prompts based on students? reasoning, the teacher attempts to redirect students? erroneous thinking.
B) Using prompts based on students? reasoning, the teacher attempts to redirect students? erroneous thinking.
C) Using prompts based on students? reasoning, the teacher attempts to redirect students? erroneous thinking.
D) Using prompts based on students? reasoning, the teacher attempts to redirect students? erroneous thinking.

Question 9

Which technique is especially helpful for students who have little background to bring to a selection?
A) responsive elaboration
B) KWL
C) DR-TA
D) guided reading lesson

Accepted Answer

A) Since the teacher spends much time building background by introducing, discussing, and reviewing the text in a guided reading lesson, this technique is best for students who have little background to bring to a selection. Response elaboration focuses on redirecting students?erroneous thinking.
B) Since the teacher spends much time building background by introducing, discussing, and reviewing the text in a guided reading lesson, this technique is best for students who have little background to bring to a selection. KWL elicits background from students through brainstorming, but does not do as much intensive background building as guided reading.
C) Since the teacher spends much time building background by introducing, discussing, and reviewing the text in a guided reading lesson, this technique is best for students who have little background to bring to a selection. In a DR-TA, students survey a selection and then make predictions. Although some background might be built, the emphasis is on surveying and predicting.
D) Since the teacher spends much time building background by introducing, discussing, and reviewing the text in a guided reading lesson, this technique is best for students who have little background to bring to a selection.

Question 10

The major differences between a guided reading lesson and a directed reading-thinking activity (DR-TA) is in
A) the time spent in reading.
B) the type and length of selection read.
C) the person deciding on the reading purpose.
D) the balance of oral and silent reading.

Accepted Answer

A) In the DR-TA, the student decides on the purpose based on his or her preview. In a guided reading lesson, the teacher typically establishes the purpose. The time spent reading would be similar in both a DR-TA and a guided reading lesson.
B) In the DR-TA, the student decides on the purpose based on his or her preview. In a guided reading lesson, the teacher typically establishes the purpose. The type of selection read would be similar in both a DR-TA and a guided reading lesson.
C) In the DR-TA, the student decides on the purpose based on his or her preview. In a guided reading lesson, the teacher typically establishes the purpose. The type of selection read, time spent reading, and balance of oral and silent reading would be similar in both a DR-TA and a guided reading lesson.
D) In the DR-TA, the student decides on the purpose based on his or her preview. In a guided reading lesson, the teacher typically establishes the purpose. The balance of oral and silent reading would be similar in both a DR-TA and a guided reading lesson.

Question 11

Which of the following techniques is best at getting students to use context and read for meaning on a sentence-by-sentence basis?
A) directed reading-thinking activity (DR-TA)
B) KWL
C) guided reading
D) cloze

Accepted Answer

A) Because cloze requires that students fill in the blanks, it demands the use of context and reading for meaning. In a DR-TA, students review a selection and then make predictions.
B) Because cloze requires that students fill in the blanks, it demands the use of context and reading for meaning. In KWL, students brainstorm, they do not focus on sentences.
C) Because cloze requires that students fill in the blanks, it demands the use of context and reading for meaning. In guided reading, the teacher works with students but doesn?t focus on a sentence-by-sentence format.
D) Because cloze requires that students fill in the blanks, it demands the use of context and reading for meaning on a sentence-by-sentence basis.

Question 12

What is the main reason the Internet demands critical thinking skills?
A) It provides access to great amounts of information from all over the world.
B) It offers massive amounts of information, but much of it is not checked by anyone.
C) It uses sophisticated graphics, elaborate designs, and complex layouts.
D) It demands sophisticated skills in order to search for information and navigate through databases.

Accepted Answer

A) The Internet does provide massive amounts of information, which can be readily accessed. The main reason the Internet demands critical thinking skills is because anyone can post information, but much of it is not verified or checked by professional publishers or editors, as are most print materials.
B) The main reason the Internet demands critical thinking skills is because anyone can post information, but much of it is not verified or checked by professional publishers or editors, as are most print materials.
C) Sophisticated graphics and elaborate designs and layouts may demand some computer skills. But the main reason the Internet demands critical thinking skills is because anyone can post information, though much of it is not verified or checked by professional publishers or editors, as are most print materials.
D) The Internet can be searched and navigated quite easily by typing key words into a search engine. The main reason the Internet demands critical thinking skills is because anyone can post information, but much of it is not verified or checked by professional publishers or editors, as are most print materials.

Question 13

What is retelling? What are the levels of developmental retelling and what is the significance of each level?

Accepted Answer

The answer of What is retelling? What are the levels...

Question 14

What is text structure and what role does it play in comprehension?

Accepted Answer

The answer of What is text structure and what role...

Question 15

What are the six types of expository text structure and which is/are more likely to facilitate comprehension and retention? What are some ways to teach students about these structures?

Accepted Answer

The answer of What are the six types of expository...

Question 16

What are some effective questioning techniques?

Accepted Answer

The answer of What are some effective questioning techniques?...

Question 17

What is guided reading? What are the steps in a guided reading lesson?

Accepted Answer

The answer of What is guided reading? What are the...

Question 18

Consider the steps needed to conduct a guided reading lesson. Choose one step and discuss how you would adapt it for teaching English Language Learners (ELLs).

Accepted Answer

The answer of Consider the steps needed to conduct a...

Question 19

How is the directed reading-thinking activity (DR-TA) both alike and different from the guided reading lesson?

Accepted Answer

The answer of How is the directed reading-thinking activity (DR-TA)...

Question 20

What is cloze and what might be its role in building comprehension? What are some variations of this method?

Accepted Answer

The answer of What is cloze and what might be...

Quiz 8: Comprehension: Text Structures and Teaching Procedures

Most children first learn how to develop a schema for stories through

Which of the following signal words or phrases would most likely indicate a comparison-contrast text structure?

Which of the following questions would be best at developing a deeper conceptual understanding of the topic of rivers?

According to the text?s taxonomy of types of questions, which of the following levels requires making connections between the text and prior knowledge?

Which questions are best for helping students activate schema and read with a purpose in mind?

Which of the following is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows?

Which questioning procedure involves moving carefully from level to level to prompt for higher-level thinking processes?

Responsive elaboration mainly attempts to

Which technique is especially helpful for students who have little background to bring to a selection?

The major differences between a guided reading lesson and a directed reading-thinking activity (DR-TA) is in

Which of the following techniques is best at getting students to use context and read for meaning on a sentence-by-sentence basis?

What is the main reason the Internet demands critical thinking skills?