Test Bank for Improving Adolescent Literacy: Content Area Strategies At Work, 5th Edition

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Test BankforImproving Adolescent Literacy:Content Area Strategies at WorkFifthEditionDouglas Fisher,Ph.D.San Diego State UniversityNancy Frey,Ph.D.San Diego StateUniversityPrepared byPaula Greathouse, Ph.D.Tennessee Tech University

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iiiImprovingAdolescent Literacy: Content Area Strategies at Work(Fisher & Frey, 2019)This book provides middle and secondary school teachers the tools they need to support theirstudents’ comprehension and success in literacy and in content area learning. Eachchapterspotlights instructional approaches within content area teaching. Research-based rationales foreach strategy highlighted in this text provides an in-depth look at how to implement the strategy,along with examples of each strategy across the curriculum. Each chapter test includes multiplechoice and short answer items.Tests for chapters 2 through 10 include an additionalsectionthatasks students to make content connections to chapter topics. Theseproducts will demonstratewhat students have learned and the degree to which they have achieved expected learningobjectives.An answer key and sample application productfor each test areprovided.Table of ContentsTest Bank..............................................................................................................................................................1Chapter 1-Ensuring All Students Read, Write, Think, and Learn.......................................................................1Chapter 2-Setting the Stage: Building and Activating Background Knowledge.................................................4Chapter 3-Word for Word: Vocabulary Development Across the Curriculum....................................................7Chapter 4-Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and CloseReading...................................................................................................................................................................10Chapter 5-Why Ask? Questioning Strategies that Prompt Thinking.................................................................12Chapter 6-Speaking volumes: Using Collaborative Conversations to Build Student’s Content Knowledge...15Chapter 7-Picture This: Graphic Organizers in the Classroom........................................................................18Chapter 8-Getting It Down: Making and Taking Notes Across the Curriculum..............................................20Chapter 9-Powerful Pens: Writing to Learn Content........................................................................................22Chapter 10-Taking Stock: Formative and Summative Assessments.................................................................25Answer Key........................................................................................................................................................29Chapter 1-Ensuring All Students Read, Write, Think, and Learn.....................................................................29Chapter 2-Setting the Stage: Building and Activating Background Knowledge...............................................30Chapter 3-Word for Word: Vocabulary Development Across the Curriculum..................................................32Chapter 4-Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and CloseReading...................................................................................................................................................................34Chapter 5-Why Ask? Questioning Strategies that Prompt Thinking.................................................................38Chapter 6-Speaking volumes: Using CollaborativeConversations to Build Student’s Content Knowledge....40Chapter 7-Picture This: Graphic Organizers in the Classroom........................................................................42Chapter 8-Getting It Down: Making and Taking Notes Across the Curriculum..............................................44Chapter 9-Powerful Pens: Writing to Learn Content........................................................................................46Chapter10-Taking Stock: Formative and Summative Assessments.................................................................48

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1Test BankChapter 1-Ensuring All Students Read, Write, Think, and LearnMultiple Choice1.If students are to reach high levels of achievement and understanding, both in terms ofliteracy and content knowledge,what must they dailyin addition to reading and writing?A.speakand listenB.listenand viewC.speak and viewD.speak, listen and view2.Whichcontent area teachers are responsible for addressing literacy?A.English and ReadingB.Math and ScienceC.History and ElectivesD.all content area teachers3.What type of literacies must students build as they master the knowledge base ofcontentareasubjects?A.genericliteraciesB.digitalliteraciesC.discipline-specificliteraciesD.medialiteracies4.What muststudentsbeequipped within orderto drive their own learning, rather thanrevert to the passive stance that hinders progress?A.learning intentionsB.success criteriaC.learning intentions and success criteriaD.none of the above5.What type of literacy includes generic approaches to reading, writing, speaking, listening,and viewing?A.contentarealiteracyB.disciplinaryliteracyC.medialiteracyD.digitalliteracy6.What type of literacyincludescontent specific approaches to reading, writing, speaking,listening, and viewing?A.contentarealiteracyB.disciplinaryliteracyC.medialiteracy

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2D.digitalliteracy7.Reading comprehensionisdevelopedthroughA.activitiesdesigned to foster deepening understanding of a textB.intentional instructionC.conditions that promote understandingD.activities designed to foster deepening understanding of a text, intentional instruction,and conditions that promote understanding8.Metacognitive awareness can be modeled through instruction usingwhat type ofquestions?A.beforeand duringB.duringand afterC.before, during and afterD.before and after9.Intentional instruction involvesA.focused instruction, guided instruction, collaborativelearning, independent learningB.guided instruction, collaborative learning, independent learningC.focused instruction, collaborative learning, independent learningD.focused instruction, guided instruction, independent learning10.What kind ofintentionalinstruction includesthe teacher modelingand thinkingaloudwhile reading a passage aloud?A.focusedB.guidedC.collaborativeD.independent11.What type ofintentionalinstruction includesstudents readingand discussinga texttogether in small groups, with reading comprehension questions available to them?A.focusedB.guidedC.collaborativeD.independent12.What kind ofintentionalinstruction incudes students reading a segmented passageindependently and the teacher hosting short discussions periodically to assist them inmonitoring their understandingA.focusedB.guidedC.collaborativeD.independent

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313.What type ofintentionalinstruction includesstudents completinga reading on their own,with reading comprehension questions visible to remind them about monitoring theircomprehension?A.focusedB.guidedC.collaborativeD.independent14.Through what purposes can learning intentions be framed?A.content and languageB.language andsocialC.content and socialD.content, languageandsocial15.What type of teaching is arecursive cycle of self-questioning and self-assessment toimprove teaching and learning?A.guidedB.reflectiveC.directD.explicitShort Answer Prompts1.Compare and contrast disciplinary and content area literacy.2.Summarize the concepts of reading comprehension and intentional instruction.

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4Chapter 2-Setting the Stage: Building and Activating Background KnowledgeMultiple Choice1.When we speak of attention, we are not referring to behavior management, but rather topractices thatA.elicit curiosityB.provoke questionsC.evoke recallD.all ofthe above2.Activating students’ background knowledgeincludes or buildsA.an understanding of the unique perceptions of the disciplineand builds an essentialfoundation for future learningB.an understanding of the unique perceptions of the discipline, buildsan essentialfoundation for future learning, and is the very beginning of the learning processC.an essential foundation for future learningand is the beginning of the learning processD.an understanding of the unique perceptions of the disciplineis the very beginning ofthe learning process3.This instructional routine for gaining student attention istypically performed to display atheory, concept, or phenomenon.A.discrepant eventB.visual displayC.thought-provoking questionD.demonstration4.This instructional routine for gaining student attentioninvolvesa surprising or startlingoccurrence designed to command the students’ attention.A.discrepant eventB.visual displayC.thought-provoking questionD.demonstration5.This instructional routine for gaining studentattentioninvolvesdisplays of information inorder to developstudents’abilitiesto interpret, analyze, and create visual displays ofinformation that are accurate and complete.A.discrepant eventB.visual displayC.thought-provoking questionD.demonstration6.This instructional routine for gaining student attentioninvolvesorganizing newinformationandappealsto the emotional channels of learning.A.discrepant eventB.visual display

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5C.thought-provoking questionD.demonstrationShort Response7.Describe the model of learning.8.Identify and describe the commonalities of the strategies useful for building andactivating background knowledge.Making Content Connections-Thinking about & applying strategies in your content area9.This chapter provided a wide range ofstrategiesthat teachers can use to build andactivate background knowledge.Choose one strategy you could implement in yourcontent areato build and activate background knowledgeand complete thegraphicorganizer “Making Content Connections”.

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6Making Content Connections Graphic OrganizerMaking Content ConnectionsYour Name: _________________________________________ Date:___________________ Score: _________LessonGoal:Activating Prior KnowledgeContentArea:Specific Topic:GradeEstimatedTime:StrategyDescribehow thestrategy isused as abefore-readingactivity(List stepsof strategy)Describehow youwouldincorporatethe strategyintoacontentlesson(applicationof strategy)Please attach any materials needed for explanation of the strategy.

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7Chapter 3-Word for Word: Vocabulary Development Across the CurriculumMultiple Choice10.Vocabulary knowledgeA.develops disciplinary literacyand influences reading comprehensionB.impacts writing performanceand influences reading comprehensionC.develops disciplinary literacy,influences reading comprehensionandimpacts writingperformanceD.develops disciplinary literacyand impacts writing performance11.This type of vocabulary consists primarily of words used in everyday language, usuallywith widely agreed upon meanings.A.general vocabularyB.specialized vocabularyC.technical vocabularyD.average vocabulary12.This type of vocabularyis flexible and transportable across curricular disciplines—thesewords hold multiple meanings in different content areas.A.technical vocabularyB.general vocabularyC.specialized vocabularyD.average vocabulary13.This type of vocabulary isdomain-specific, words that are specific to only one field ofstudy.A.specialized vocabularyB.technical vocabularyC.average vocabularyD.general vocabulary14.What dimension of vocabulary is“knowing a word”through definitional knowledge?A.generalizationB.applicationC.precisionD.breadth15.What dimensionof vocabularyis “knowing a word” through correct usage?A.precisionB.applicationC.availabilityD.generalization16.What dimensionof vocabularyis “knowing a word”through recall of words?A.application

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8B.availabilityC.breadthD.precision17.What dimensionof vocabularyis “knowing a word”throughunderstanding of examplesand non-examples?A.availabilityB.generalizationC.breadthD.precision18.What dimensionof vocabularyis“knowing a word”through usage of vocabulary indiscussion?A.availabilityB.precisionC.applicationD.generalization19.Principles for effective vocabulary instructionincludeA.beingactively involved in word learningand making personal connectionsB.being immersedin vocabulary and consolidating meaning through multipleinformation sourcesC.beingactively involved in word learning, making personal connections andbeingimmersed in vocabularyD.beingactively involved in word learning, making personal connections,beingimmersed in vocabularyand consolidating meaning through multiple informationsourcesShort Responses20.Describe a process for selecting words worthy of instruction.21.Describe what it means to “know” a word.Making Content Connections-Thinking about & applying strategies in your content area22.Isolated instruction of individual words is an ineffective use of instructional time and isproven to be inadequate to keep pace with content area needs. Instead, effective teachersrely on a range of approaches to foster learning of general, specialized, and technicalvocabulary. Choose one strategy for developing vocabulary presented in this chapter andcomplete the “Making Content Connections” graphic organizer.

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9Making Content Connections Graphic OrganizerMaking Content ConnectionsYour Name: _________________________________________ Date:___________________ Score: _________LessonGoal:Developing VocabularyContentArea:Specific Topic:GradeEstimatedTime:StrategyDescribehow thestrategy isused as abefore-readingactivity.List steps ofstrategy.Describehow youwouldincorporatethe strategyintoacontentlesson(applicationof strategy).Please attach anymaterials needed for explanation of the strategy.

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10Chapter 4-Well Read: Promoting Comprehension Through Read-Alouds, SharedReadings, and Close ReadingMultiple Choice1.What type of literacy practice occurs when atext or passageisselected by theteacher toread publicly to a small or large group of students?A.shared readingB.read-aloudC.close-readingD.silent sustained reading2.What type of literacy practice occurs whena text or passage is jointly shared bytheteacher and students, but is readaloud by the teacher?A.silent sustained readingB.close-readingC.read-aloudD.shared reading3.What type of literacy practice occurs when students read acomplex, challenging textthrough careful analysis?A.close-readingB.silent sustained readingC.shared readingD.read-aloud4.What can reading aloud do for students?A.motivatereluctant readersB.promote engagementC.foster critical thinking skillsD.all of the above5.Elements to consider in planning and delivering read-alouds to secondary studentsinclude all of the followingexcept?A.select readings appropriate to content, students’ emotional and social development,and interestsB.model fluent oral readingC.don’t stop to ask questionsD.make explicit connections to students’ independent reading and writing6.Examples ofcomprehension strategies suitable for shared reading instruction includethefollowing.A.Inferencing,summarizing,self-questioning and self-monitoringB.text structures, text featuresandinterpreting visual representationsC.summarizing,self-questioning, text features andinterpreting visual representations

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11D.Inferencing,summarizing,self-questioning,self-monitoring,text structures, textfeaturesandinterpreting visual representations7.Guidelines for successfully implementing a shared reading so that students will learn boththe content of the text and strategies for reading with meaninginclude the following.A.chooseatext that is appropriate for the purpose, make the purpose of the readingexplicitand scaffoldB.chooseatext that is appropriate for thepurpose, make the purpose of the readingexplicit, decide how the text will be accessible to all students, scaffold,and make surestudents are aware of what they are supposed to do with the new knowledgeC.make the purpose of the reading explicit, decide how the text will be accessible to allstudents, scaffold,and make sure students are aware of what they are supposed to dowith the new knowledgeD.chooseatext that is appropriate for the purpose, make the purpose of the readingexplicit, scaffold, and make sure students are aware of what they are supposed to dowith the new knowledge8.Besides the passagebeingshort in length, what otherfeature(s)distinguish close readinglessons from otherreading lessons?A.students engage in repeated readings for authentic reasonsB.students annotate to guide their thinkingC.students talk with their peersD.All of the aboveShort Response9.Define “think-aloud” and discuss its value in content area learning.10.Describe the planning required for quality read-alouds, sharedreadings, and closereadings.11.Identify the commonalities of read-alouds, shared readings, and close readings.Making Content Connections-Thinking about & applying strategies in your content area12.A popular method for engaging in repeated readings to build fluency and comprehensionis Reader’s Theater (Rasinski & Padak, 2005). It is the public performance of a scriptedtext, but unlike traditional theater, the lines are not memorized, and props, movement,and other acting devices are not used. Create a Reader’s Theater Script for a content areatopic or text.

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12Chapter 5-Why Ask? Questioning Strategies that Prompt ThinkingMultiple Choice1.Teachers use questioning more than any other method fordeveloping comprehensionbecause questionsA.help the teacher assess whether students understand the textB.are essential for subject learningC.lie at the heart of discipline-specific thinkingD.all of the above2.The way teachers word questions can build students’ self-esteem and identity. Thequestions we ask should include those that fosterA.noticing and naming, agency, flexibility and transferB.notice and naming, identity, agency, flexibility and transfer, knowingC.identity, agency, flexibility and transferD.notice and naming, identity, agency, knowing3.This questioning technique is a text-based strategy that invites the reader to interact withthe information and build meaning from the content by analyzing the author’s purpose.A.requestB.question answer relationshipC.questioning the authorD.text talk4.In this questioning technique, student partners read a passage together and write two tothree questions and answers to quiz one another.A.text talkB.requestC.question answer relationshipD.questioning the author5.This questioning strategy describes four types of questions: Right There, Think andSearch, Author and You, and On Your Own.A.questioning the authorB.question answer relationshipC.requestD.text talk6.This questioning technique is a systematic way of studyingtext to support the student’sreading by previewing, skimming, and setting purpose questions before actual reading.A.SQ3RB.SQRCQC.SQ4RD.SQ5R

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137.This is a discipline-specific literacy strategy for mathematics.A.SQ5RB.SQ4RC.SQRCQD.SQ3R8.This strategy adds areflective step after the initial reading to make connections to what isalready known.A.SQ4RB.SQ3RC.SQ5RD.SQRCQ9.Text-dependent questions move students systematically through an examination of thereading at what levels?A.literal and structuralB.structural and inferentialC.literal and inferentialD.literal, structural, and inferentialShort Response10.Describe ineffective and effective questioning approaches.11.Describe ways that teachers can create effective questioning systems.Making Content Connections-Thinking about & applying strategies in your content area12.This chapter described several questioning systems that have strong research and practiceevidence. Choose one strategy you could implement in your content area and completethe “Making ContentConnection” graphic organizer.

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