Literacy

Instructor’s Manual and Test Bank for

Tompkins

Literacy for the 21st Century A Balanced Approach Fifth Edition prepared by

Helen Hoffner Holy Family University

Allyn & Bacon Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Hong Kong Singapore Tokyo Cape Town Sydney

i

Paris

Copyright Š 2010 Pearson Education, Inc. All rights reserved. The contents, or parts thereof, may be reproduced with Literacy for the 21st Century: A Balanced Approach, Fifth Edition, by Gail E. Tompkins, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116 or fax your request to 617-671-2290.

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ISBN-10: 0-13-502893-0 ISBN-13: 978-0-13-502893-3

Contents Using the Instructor’s Manual

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Instructor’s Manual Chapter 1: Becoming an Effective Teacher of Reading Chapter 2: Teaching the Reading and Writing Processes Chapter 3: Assessing Students’ Literacy Development Chapter 4: Working with the Youngest Readers and Writers Chapter 5: Cracking the Alphabetic Code Chapter 6: Developing Fluent Readers and Writers Chapter 7: Expanding Students’ Knowledge of Words Chapter 8: Facilitating Students’ Comprehension: Reader Factors Chapter 9: Facilitating Students’ Comprehension: Text Factors Chapter 10: Organizing for Instruction Chapter 11: Differentiating Reading and Writing Instruction Chapter 12: Reading and Writing in the Content Areas

1 8 15 21 26 32 37 42 48 54 63 68

Test Bank Chapter 1: Becoming an Effective Teacher of Reading Chapter 2: Teaching the Reading and Writing Processes Chapter 3: Assessing Students’ Literacy Development Chapter 4: Working with the Youngest Readers and Writers Chapter 5: Cracking the Alphabetic Code Chapter 6: Developing Fluent Readers and Writers Chapter 7: Expanding Students’ Knowledge of Words Chapter 8: Facilitating Students’ Comprehension: Reader Factors Chapter 9: Facilitating Students’ Comprehension: Text Factors Chapter 10: Organizing for Instruction Chapter 11: Differentiating Reading and Writing Instruction Chapter 12: Reading and Writing in the Content Areas

74 79 84 89 94 98 102 107 112 117 122 127

Answer Key

132

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Using the Instructor’s Manual This Instructor’s Manual is designed to assist professors in effectively using the text, Literacy for the 21st Century: A Balanced Approach, 5th ed. The manual’s introductory pages offer guidance in using the vignettes which can be found at the beginning of each textbook chapter. Subsequent chapters of the Instructor’s Manual give detailed information related to each chapter of the textbook. Overviews, teaching suggestions, and lists of related resources are included for every chapter. Suggestions for using My Education Lab resources can also be found throughout the Instructor’s Manual.

How to Use the Vignettes Effectively The vignettes at the beginning of each chapter are important because they illustrate key concepts that will be explained later in the chapter. They make useful connections between theory, research, and practice. Your students may not realize how important the vignette is and skip over it when they read the chapter. Here are some ways to help professors use the vignette as an instructional tool: • Have students read or reread the vignette silently at the beginning of class when you’re taking attendance or waiting for the last few students to arrive.

• Have an instructional conversation about the vignette.

• Assign students to write in response to the vignette.

• Divide students into small groups, and have each group draw a picture, write a quote, or list important ideas from the vignette on a sheet of chart paper and then have each group share with the class.

• Divide the class into five groups, one for each stage of the reading or writing process (depending on the vignette), and have each group reread the vignette and report to the class about the activities related to that stage.

• When a vignette describes a particular pattern of practice, provide a list of the components of that approach and have students reread the vignette and pick out the activities representing each component.

• Write key words from the vignette (e.g., word wall, reading log, literature circle) on flash cards. Pass the cards out to individual students, pairs, or small groups, and have them make a poster with information from the vignette to share with classmates and post on the classroom wall.

• Share the book or books discussed in the vignette and have students participate in some of the activities described in the vignette.

• Share a book for children at a different grade level and have students develop a vignette similar to the one in the textbook for this other book.

• Divide students into groups and have each group take one of the review points at the end of the chapter and tell how it is exemplified in the vignette (or if it isn’t exemplified in the vignette, how it could be).

• Create a word wall in the classroom and add words from each vignette (and the rest of the chapter, too) to the word wall. Have students make a list of 3 to 5 words that they recommend for inclusion on the word wall that they turn in at the beginning of class.

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Chapter 1: Becoming an Effective Teacher of Reading

Chapter 1: Becoming an Effective Teacher of Reading I: Overview The goal of literacy instruction is to ensure that all students achieve their full literacy potential, and in that light, chapter one introduces eight principles of balanced literacy instruction. The principles are stated in terms of what effective teachers do, and they provide the foundation for the chapters that follow.

Principle 1: Effective teachers understand how students learn.

Principle 2: Effective teachers support students’ use of the cueing systems.

Principle 3: Effective teachers create a community of learners.

Principle 4: Effective teachers adopt a balanced approach to instruction.

Principle 5: Effective teachers scaffold students’ reading and writing.

Principle 6: Effective teachers organize for literacy instruction.

Principle 7: Effective teachers link instruction and assessment.

Principle 8: Effective teachers become partners with parents.

How Effective Teachers Teach Reading and Writing 1. Teachers create a community of learners in their classrooms.

2. Teachers adopt the balanced approach to literacy instruction that reflects teacher-centered and student-centered learning theories.

3. Teachers scaffold students’ reading and writing and then gradually withdraw support as students become proficient.

4. Teachers organize for instruction using a variety of instructional programs.

5. Teachers link instruction and assessment.

Chapter 1 Objectives After reading this chapter, students should be able to: 1. Name and explain major learning theories including behaviorism, constructivism, sociolinguistics, and information processing theory.

2. Describe a balanced approach to literacy.

3. Describe an effective method of organizing a classroom for literacy instruction.

4. Explain the ways in which teachers implement basal reading programs, literature focus units, literature circles, and reading and writing workshop.

5. Describe the ways in which teachers use assessment to guide instruction.

Chapter 1 Outline Principle 1: Effective teachers understand how students learn Behaviorism Constructivism Sociolinguistics Information Processing Theory

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Principle 2: Effective teachers support students’ use of the cueing systems The Phonological System The Syntactic System The Semantic System The Pragmatic System Principle 3: Effective teachers create a community of learners Characteristics of Classroom Communities How to Create a Classroom Community Principle 4: Effective teachers adopt a balanced approach to literacy instruction Principle 5: Effective teachers scaffold students’ reading and writing experiences Modeled Reading and Writing Shared Reading and Writing Interactive Reading and Writing Guided Reading and Writing Independent Reading and Writing Principle 6: Effective teachers organize for literacy instruction Basal Reading Programs Literature Focus Units Literature Circles Reading and Writing Workshop Principle 7: Effective teachers link instruction and assessment Purposes of Classroom Assessment Classroom Assessment Tools Principle 8: Effective teachers become partners with parents Parent Volunteers Supporting Literacy at Home Family Literacy Key Concepts and Terms Behaviorism Constructivism Sociolinguistics Cognitive/Information Processing Zone of Proximal Development Phonological System Syntactic System Semantic System Pragmatic System Scaffolding Shared Reading and Writing Interactive Reading and Writing Guided Reading and Writing Independent Reading and Writing Basal Reading Programs Literature Focus Units

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Chapter 1: Becoming an Effective Teacher of Reading

Literature Circles Reading and Writing Workshop Names to Know Jean Piaget Lev Vygotsky Louise Rosenblatt II: Teaching Suggestions Preview Questions For many pre-service teachers, this textbook and course serves as an introduction to the field of education and specifically to literacy instruction. It is therefore appropriate to ask the preservice teachers in your class to reflect upon their own experiences in learning to read as well as their adult reading habits. Use the following questions to encourage discussion.

1. Do you remember your kindergarten and/or first grade classroom? Can you remember a moment when you first read to someone? Do you remember any difficulties you faced in learning to read? What were your favorite books as a child?

2. Do you have a library card that you use regularly? What is the best book you have read in the past few months? What is your favorite book?

3. Do you keep a journal? Do you write short stories or poems?

4. What does the term literacy mean to you?

Focus Questions Pre-service teachers should consider the questions below as they read Chapter 1.

1. In recent years there has been a great deal of controversy concerning the best ways to teach reading. On one side are the proponents of a skills-based or phonics approach; on the other side are advocates of a literature –based approach. What role should phonics play in elementary classrooms? Do teachers have to make a choice between the two approaches?

2. What steps can teachers take to establish an effective, collegial classroom environment? How can a group of children become a cooperative community of learners?

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Class Activities Children’s Literature Open your first class by reading selections from the children’s novel, Junie B., First Grader (at last!) by Barbara Park. When six year old Junie B. has difficulty learning to read, she is helped by a considerate and effective teacher.

Discuss Junie B.’s experiences with your college students. Emphasize that they will soon be helping children become independent readers. Your students should become familiar with literature so that they can help children find appropriate and motivating reading material. Invite your students to bring their favorite children’s books to subsequent classes. If time permits, you could open each class by having a student read a selection from a children’s book.

Quickwrite Ask students to quickwrite about their own memories of learning to read and/or reading instruction in their elementary school days. Have students share their writing in small groups.

Invite volunteers to share key ideas from their writing. List those ideas on the chalkboard/whiteboard. Use the students’ responses to discuss effective and ineffective literacy instructional practices.

Brainstorming Based on their own experiences, have students brainstorm characteristics of effective literacy teachers. After reading the text, compare and contrast these ideas to the eight principles listed in Chapter 1.

Guiding Questions As an introduction to the text, ask students to generate personal lists of important questions that will guide their learning during the course. These guiding questions should focus on the most important things students want to know and understand about teaching reading and writing. Have students share their guiding questions and then save them for future use. Revisit these guiding questions periodically during the course to help students reflect on their learning and their knowledge of literacy instruction.

Literacy Concept Maps Divide the class into small groups to brainstorm the concept of literacy. Have students make semantic maps on butcher block paper. Provide time for the groups to share their ideas with the entire class. As the course continues, allot time for the students to revise and expand their literacy concept maps.

Establish a Community of Learners Discuss the characteristics of a community of learners and examine how these characteristics can apply to the college classroom. Collaborate with the students to create a chart that outlines student roles and instructor roles for your classroom. Post the chart in the classroom or on your course web page. Consider implementing activities such as reading and writing workshop, grand conversations and response journals.

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Chapter 1: Becoming an Effective Teacher of Reading

Share Professional Journals and Magazines about Reading Bring copies of professional journals about reading for your students to examine. Encourage them to become members of the International Reading Association (IRA), their local IRA affiliate, or the National Council of Teachers of English (NCTE). Student membership packets can be ordered from the International Reading Association at 1-800-336-READ and the National Council of Teachers of English at 1-800-369-6283.

After Class Activities Interview an Elementary Reading Teacher Have students conduct an interview with an elementary teacher to explore what teachers believe are the most important principles of literacy instruction. This can be done as part of the students' field experience or a group of three to four elementary teachers can be invited into the college classroom.

Current Events Ask students to collect newspaper clippings, Internet postings, and magazine articles that address literacy instruction. Discuss the importance of teachers staying current and knowledgeable about issues in literacy instruction. Create a bulletin board in the college classroom to display the news items. Discuss current events in literacy periodically throughout the course.

III: Resources Related Readings Encourage students to explore Chapter 1 topics in more depth by reading the journal articles and books listed below.

Allington, R., & Walmsley, S. (Eds.). (1995). No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press.

Baumann, J.F., Hoffman, J.V., Moon, J., & Duffy-Hester, A.M. (1998). Where are teachers' voices in the phonics/whole language debate? Results from a survey of U.S. elementary teachers.

The Reading Teacher, 51, 636-650.

Crafton, L.K. (1996). Standards in practice: Grades K-2. Urbana, IL: National Council of Teachers of English.

Cullinan, B.E. (Ed.). (1992). Invitation to read: More children's literature in the reading program. Newark, DE: International Reading Association.

Danielson, K.E., & Labonty, J. (1994). Integrating reading and writing through children's literature. Boston: Allyn & Bacon.

Fitzgerald, J. (1999). What is this thing called "balance�? The Reading Teacher, 53, 100-107.

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Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children.

Portsouth, NH: Heinemann.

Hoffner, H. (2007). The elementary teacher’s digital toolbox. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Reutzel, D.R. (1998/1999). On balanced reading. The Reading Teacher, 52, 322-324.

Spiegel, D.L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52, 114-124.

Standards for the English language arts. (1996). Urbana, IL: National Council of Teachers of English and International Reading Association.

Online Resources Junie B. Jones Introduces the Literacy Mystery Boxes Here is a full lesson plan to guide first grade students. http://www.readwritethink.org/lessons/lesson_view.asp?id=402 Literacy Resources Online Links to a wide variety of resources and reports about reading and writing http://www.mcrel.org Read Across America Invitation to participate in this annual event to promote literacy development http://www.nea.org/readacross America Reads Hundreds of activities and resources for children, parents, and educators http://www.ed.gov/inits/americareads/index.html IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter one, visit the following sections of My Education Lab: Building Teaching Skills, Chapter 1 An Elementary Student’s View of Reading and Writing In this video clip, a second grade student gives her perspective on learning to read and write.

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Chapter 1: Becoming an Effective Teacher of Reading

Nurturing English Learners By watching this clip, pre-service teachers will learn how a teacher adapts instruction to meet the needs of a student who is an English language learner.

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Chapter 2: Teaching the Reading and Writing Processes I: Overview The goal of both reading and writing is to construct meaning. Chapter 2 examines the bond between these two processes and the ways in which effective teachers guide students in the reading and writing processes.

How Effective Teachers Teach the Reading and Writing Processes 1. Teachers use the reading process- prereading, reading, responding, exploring, and applying – to ensure that students comprehend books they read.

2. Teachers use independent reading, buddy reading, guided reading, shared reading, and interactive read-alouds to share books with students.

3. Teachers teach students how to use the writing process – prewriting, drafting, revising, editing, and publishing – to write and refine their compositions.

4. Teachers teach students about the qualities of good writing – ideas, organization, voice, word choice, sentence fluency, and conventions.

5. Teachers understand that reading and writing are reciprocal meaning-making processes.

Chapter 2 Objectives After reading chapter 2, students should be able to: 1.

2.

3.

4.

Name and describe the stages in the reading process.

Name and describe the stages in the writing process.

Describe the ways in which the reading and writing processes are similar.

Describe the ways in which teachers use the reading and writing processes in effective literacy instruction.

Chapter 2 Outline The Reading Process Phonemic Awareness and Phonics Word Identification Fluency Vocabulary Comprehension Motivation Stage 1: Prereading Activating Background Knowledge Setting Purposes Planning for Reading Stage 2: Reading Independent Reading Buddy Reading

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Chapter 2: Teaching the Reading and Writing Process

Guided Reading Shared Reading Reading Aloud to Students Stage 3: Responding Writing in Reading Logs Participating in Discussions Stage 4: Exploring Rereading the Selection Examining the Author's Craft Focusing on Words and Sentences Teaching Minilessons Stage 5: Applying Reading Strategies and Skills Types of Reading Strategies and Skills Decoding Strategies Word Learning Strategies Comprehension Strategies Study Strategies Decoding Skills Word-Learning Skills Comprehension Skills Study Skills Minilessons The Writing Process Stage 1: Prewriting Choosing a Topic Considering Purpose and Form Gathering and Organizing Ideas Stage 2: Drafting Stage 3: Revising Rereading the Rough Draft Sharing in Writing Groups Making Revisions Revising Centers Stage 4: Editing Proofreading Correcting Errors Stage 5: Publishing Making Books Sharing Writing Writing Strategies and Skills Prewriting Strategies Drafting Strategies Revising Strategies Editing Strategies Publishing Strategies

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Content Skills Word Skills Sentence Skills Grammar Skills Mechanical Skills Qualities of Good Writing Ideas Organization Voice Word Choice Sentence Fluency Mechanics Assessing Students’ Writing Reading and Writing are Reciprocal Processes Comparing the Two Processes Classroom Connections Key Concepts and Terms Background knowledge Shared Reading Guided Reading Independent Reading Buddy Reading Reading Logs Responding Exploring Applying Prewriting Drafting Revising Editing Publishing Name to Know Louise Rosenblatt II. Teaching Suggestions Preview Questions Chapter 2 addresses the relationship between reading and writing. As the class begins a study of chapter 2, encourage the students to discuss the questions below.

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Chapter 2: Teaching the Reading and Writing Process

1. Ask the college students to consider and discuss the following statement found in chapter two: Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. The goal is comprehension, understanding the text and being able to use it for the intended purpose.

2. Writing evokes strong feelings. Among your college students you will find some who enjoy writing, keep a journal, and share poems and stories with friends. There may be others who feel inadequate as writers and do not enjoy the process. Begin the study of chapter 2 by inviting your students to share their feelings on writing. Ask your college students to discuss the questions below. ďƒ˜ Do you keep a diary or journal? When do you write? ďƒ˜ Why is it important for writers to read a wide variety of literature?

Focus Questions Pre-service teachers should consider the questions below as they read chapter 2.

1. What are the stages in the reading process?

2. What are the stages in the writing process?

3. How are the two processes alike?

Class Activities Read Alouds New teachers often minimize the importance and benefits of reading aloud to students who are able to read independently. By reading aloud, however, teachers provide their students with a fluent model of oral reading and build listening skills and vocabulary. Bring a selection of children’s trade books to your college classroom. Ask your college students to work in groups to examine the books and prepare a read aloud activity. How would they introduce the book to an elementary class? Which vocabulary words would they discuss during the prereading stage?

How could the children respond to the story? Provide time for each group to share their read aloud activity with the entire class.

The Writing Process Bring rough drafts of stories written by elementary students to the college classroom. Ask the college students to work in groups to examine the writing samples. After examining the samples, challenge the college students to determine the needs of the writers. What type of instruction would the college students suggest to help the young writers improve their skills?

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After Class Activities Reading Logs Ask your college students to visit elementary classrooms in which the students keep reading logs. Encourage the college students to examine the reading logs to gain an understanding of student responses at varying grade levels. Provide time for your students to discuss their findings in the college classroom.

Buddy Reading Buddy Reading can be successful when the teacher has prepared the students and when the children have been paired appropriately. Ask your college students to interview an elementary teacher who uses buddy reading in his/her classroom. During the interview, the college students should ask the teacher how he/she pairs the children and prepares them to read together. If possible, the college student should observe in the classroom when the children are reading together. Provide time for the college students to discuss their classroom visits.

III. Resources Related Readings Encourage students to explore the topics presented in chapter 2 in more depth by reading the professional literature listed below.

Cornett, C. (2003). Creating meaning through literature and the arts. Upper Saddle River, NJ: Merrill/Prentice Hall.

Slaughter, J.P. (1993). Beyond storybooks: Young children and the shared book experience.

Newark, DE: International Reading Association.

Online Resources International Reading Association (IRA) The website of the International Reading Association provides current, accurate information for literacy professionals. The site has links to research, professional development opportunities, and fact sheets. http://www.reading.org National Council of Teachers of English (NCTE) Teachers can find grant opportunities and news related to literacy instruction by visiting the website of the National Council of Teachers of English. http://www.ncte.org/elem

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Chapter 2: Teaching the Reading and Writing Process

Read Write Think The Read Write Think website provides peer-reviewed, standards-based lesson plans and free resources for teachers of students in kindergarten to grade 12. This site is maintained by the International Reading Association and the National Council of Teachers of English. http://www.readwritethink.org IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 2, visit the following sections of My Education Lab: Activities and Applications, Chapter 2 Organizing for Writing Effective teachers allot time for students to engage in the writing process.

In this video clip, a third grade teacher explains the way in which she manages writing time in her classroom so that students can work effectively. Encourage the pre-service teachers in your class to watch this clip to learn organizational techniques.

Building Teaching Skills, chapter 2 Buddy Reading When two students participate in Buddy Reading, they are often able to read selections together that neither one could read independently. This video clip shows second grade students as they read an informational text.

Invite your college students to watch the clip and observe the ways in which the children support each other and determine the meanings of unfamiliar words.

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How the Reading and Writing Processes Fit Into a Balanced Literacy Program Component

Description Teachers use the five-stage reading process to teach reading.

Teachers teach phonics and other skills during the exploring stage of the reading process and during the editing stage of the writing process.

Teachers teach strategies during the reading and writing processes, and students apply these strategies as they read and write.

Students learn vocabulary as they read, and teachers involve students in vocabulary activities during the exploring stage of the reading process.

Making meaning is at the heart of both the reading and writing processes.

Students use the reading process as they read stories in literature focus units, literature circles, and reading workshop.

Students use the reading process as they read informational books and content-area textbooks, and they use the writing process as they create projects during content-area units.

Reading Phonics and Other Skills

Strategies

Vocabulary

Comprehension Literature Content-Area Study

Oral Language

Students use talk in both the reading and writing processes to activate background knowledge, clarify their understanding, and share ideas.

Teachers use the five-stage writing process to teach students to write narrative, expository, poetic, and persuasive compositions.

Students focus on correcting spelling errors in the editing stage of the writing process because they learn that conventional spelling is a courtesy to readers.

Writing

Spelling

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Chapter 3: Assessing Students’ Literacy Development

Chapter 3: Assessing Students' Literacy Development I: Overview Assessment helps teachers judge their effectiveness and plan instruction. Chapter 3 helps pre-service teachers understand and use portfolio assessment, running records, rubrics, informal reading inventories, and other forms of assessment. The importance of preparing students for high-stakes testing and using their results appropriately is discussed.

How Effective Teachers Assess Students’ Literacy Development 1. Teachers determine students’ independent, instructional and frustration reading levels.

2. Teaches informally monitor students’ progress in reading and writing.

3. Teachers use diagnostic assessments to identify students’ strengths and weaknesses and then provide instruction to address problem areas.

4. Teachers have students document their learning in portfolios.

5. Teachers prepare students for high-stakes tests without sacrificing their instructional programs.

Chapter 3 Objectives After reading this chapter, students should be able to: 1. Describe methods for determining a student’s reading level.

2. Describe literacy assessment tools.

3. Explain the use of portfolio assessment.

4. Describe ways in which teachers can prepare students for high-stakes testing.

Chapter 3 Outline Classroom-Based Reading Assessment Determining Students’ Reading Levels Independent Reading Level Instructional Reading Level Frustration Reading Level Readability Formulas Leveled Books Placement of Text Repetition Language Structures Content Illustrations The Lexile Framework Monitoring Students’ Progress Observations Anecdotal Notes

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Conferences On-the-Spot Conferences Planning Conferences Revising Conferences Book Discussion Conferences Editing Conferences Evaluation Conferences Checklists Rubrics Students’ Work Samples Diagnosing Students’ Strengths and Weaknesses Informal Reading Inventories Portfolio Assessment Collecting Work in Portfolios Involving Students in Self-Assessment Showcasing Students’ Portfolios Why Are Portfolios Worthwhile?

High-Stakes Testing Problems with High-Stakes Testing Preparing for Standardized Tests The Genre of Standardized Tests The Language of Testing Test-Taking Strategies Practice Tests The Politics of High-Stakes Testing Key Concepts and Terms Assessment Evaluation Independent Reading Level Instructional Reading Level Frustration Reading Level Readability Formula Leveled Books Lexile Framework Running Records Informal Reading Inventories Alternative Assessment Portfolio Assessment Self-Assessment High-Stakes Testing Standardized Tests

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Chapter 3: Assessing Students’ Literacy Development

Names to Know Yetta Goodman Irene Fountas Gay Su Pinnell II: Teaching Suggestions Preview Questions Chapter 3 introduces various forms of assessment. Use these questions to lead a discussion before your students read chapter 3.

1. How can teachers give fair and accurate report card grades in reading?

2. Should all students be assessed in the same way?

Focus Questions Pre-service teachers should consider the following questions as they read chapter 3.

1. Which assessment tools do teachers use to monitor students' learning in reading and writing?

2. How do students use portfolios?

Class Activities 1. Bring a selection of trade books appropriate for students in the elementary school years. Ask the pre-service teachers in your class to use the techniques presented in Literacy for the 21st Century: A Balanced Approach to determine a suggested reading level for each book. After leveling the books, ask the students to explain their rationale for determining the levels.

2. Your college students may have participated in portfolio assessment in their elementary or middle school years. Invite your students to bring portfolios they assembled when they were in elementary school. Ask them to share their portfolios with classmates and discuss the value of the portfolios.

After Class Activities 1. Review the text section on running records with the pre-service teachers in your class. As a homework assignment, ask them to take a running record as an elementary student reads a text.

Discuss the results in class.

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2. Many colleges are requiring their students to develop a portfolio of projects they completed in their education courses. Encourage your students to begin a professional portfolio. The portfolio might include lesson plans, thematic units, field experience observations, and assessment reports they have written as course requirements.

III. Resources Related Readings Encourage students to explore Chapter 3 topics in more depth by reading the journal articles and books listed below.

Allington, R. L. ( 2006). What really matters for struggling readers: Designing research-based programs (2nd ed.) Boston: Allyn & Bacon/Pearson.

Clay, M.M. (2006). An observation survey of early literacy assessment (2nd ed.) Portsmouth, NH: Heinemann.

Fountas, I.C. & Pinnell, G.S. (2006a). The Fountas and Pinnell leveled book list, K-8 (2006-2008 ed.). Portsmouth, NH: Heinemann.

Online Resources Education World The Education World website gives teachers easy access to all state standards by grade level and topic. http://www.educationworld.com/standards/state/toc/index.shtml McREL Standards Standards which address many grade levels and subject areas can be found at the website of the Mid-continent Research for Education and Leaning organization, McREL. http://www.mcrel.org/ Thinkfinity The Thinkfinity website, maintained by the Verizon Foundation, provides free lesson plans, interactives, and additional resources for educators. http://www.marcopolo-education.org IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 3, visit the following sections of My Education Lab:

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Chapter 3: Assessing Students’ Literacy Development

Activities and Applications, Chapter 3 Assessment The recent focus on assessment has led teachers to reflect upon the formal and informal ways in which they measure student progress. In this video clip, an eighth grade teacher and his students as well as several school administrators discuss effective uses of assessment.

Portfolio Assessment Portfolios enable students to reflect as they monitor their progress. This video clip shows a first grade teacher and her students using portfolios to monitor progress, discuss performance, and plan future instruction.

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How Assessment Fits Into a Balanced Literacy Program Component

Description Teachers use assessment tools to regularly monitor students’ reading development and plan for instruction. Informal reading inventories (IRIs) are used to determine students’ reading levels.

Teachers use phonemic awareness tests and Clay’s Observational Survey to assess young children’s knowledge of phonics and The Names Test to assess older, struggling readers’ decoding ability. They also use running records to analyze students’ wordidentification errors.

Teachers use observation to monitor students’ use of reading and writing strategies.

Teachers monitor students’ use of vocabulary through classroom activities, including grand conversations and reading logs.

Teachers ask questions and listen to students’ comments in grand conversations and read their reading log entries to assess students’ comprehension. They also administer an IRI to determine students’ reading levels.

Teachers assess students’ literature experiences through response to literature activities, such as grand conversations, reading logs, and projects.

Teachers assess students’ learning in content-area units through learning logs, classroom activities, and projects.

Teachers use an IRI to determine whether students can understand grade-level books that teachers read aloud.

Teachers assess students’ writing using rubrics, which students also can use to assess their own writing.

Teachers assess students’ stage of spelling development by categorizing the spelling errors they make in their writing. Many teachers also use weekly spelling tests to monitor their students’ growth in spelling.

Reading

Phonics and Other Skills

Strategies Vocabulary

Comprehension

Literature

Content-Area Study Oral Language Writing Spelling

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Chapter 4: Working with the Youngest Readers and Writers

Chapter 4: Working with the Youngest Readers and Writers I: Overview Chapter four outlines children’s progress through the emergent, beginning, and fluent stages of literacy development. Effective instructional practices such as the Language Experience Approach, Shared Reading, and Interactive Writing are explained.

How Effective Teachers Support the Youngest Children’s Literacy Development 1. Teachers foster young children’s interest in literacy and teach concepts about written language.

2. Teachers understand that children move through the emergent, beginning, and fluent stages of literacy development.

3. Teachers match instructional activities to children’s stages of reading and writing development.

4. Teachers monitor children’s literacy development to ensure that they’re moving through the three stages, and they intervene when children aren’t making expected progress.

Chapter 4 Objectives After reading this chapter, students should be able to: 1. Describe methods of fostering young children’s interest in literacy and teaching concepts about written language.

2. Describe the emergent, beginning, and fluent stages of literacy development.

3. Match instructional activities to children’s stages of reading and writing development.

4. Describe methods of monitoring children’s literacy development and intervening when they are not making expected progress.

Chapter 4 Outline Fostering an Interest in Literacy Concepts about Print Assessing Students’ Concepts about Print Concepts about Words Environmental Print Literacy Play Centers Concepts about the Alphabet How Children Develop as Readers and Writers Stage 1: Emergent Reading and Writing Stage 2: Beginning Reading and Writing Stage 3: Fluent Reading and Writing

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Instructional Practices Shared Reading Language Experience Approach Interactive Writing Manuscript Handwriting Writing Centers Key Concepts and Terms Concepts about Print Environmental Print Literacy Play Centers Emergent Readers and Writers Beginning Readers and Writers Fluent Readers and Writers Morning Message Shared Reading Predictable Books Language Experience Approach Interactive Writing Manuscript Handwriting Writing Centers Names to Know Marie Clay Irene Fountas Gay Su Pinnell II. Teaching Suggestions Preview Questions Chapter 4 introduces pre-service teachers to the needs of the youngest readers and writers. As the class begins a study of chapter 4, invite the students to discuss the questions which follow.

1. Literacy is a process that begins in infancy and continues throughout our lives. What role do parents and early caregivers play in guiding a child to literacy?

2. Some young children have rich literacy experiences while others have little exposure to books and other forms of print. How can teachers meet the diverse needs of young students in their classrooms?

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Chapter 4: Working with the Youngest Readers and Writers

Focus Questions Pre-service teachers should consider the questions which follow as they read chapter 4.

1. How can teachers motivate young children to read?

2. What are the stages in a child’s literacy development?

3. What are the most appropriate literacy instructional practices for young children?

Class Activities 1. Morning Message is a daily routine that teachers use to teach literacy concepts, strategies, and skills. Before the children arrive, teachers write a brief message on chart paper, usually in the form of a friendly letter, about what will happen that day. The message is read at the beginning of the school day.

Write Morning Messages for your college students. Begin by writing a message that states the topics you will cover in that day’s class, deadlines for assignments, and your local college news. Use your morning message to explain this practice to your class.

You may wish to then invite the college students to take turns writing a morning message each day.

2. Review the Language Experience Approach with the pre-service teachers in your class.

Ask them to participate by dictating a text related to an aspect of campus life such as a sporting event, registration for classes, or extra-curricular activities.

After Class Activities 1. Ask the pre-service teachers in your class to form groups to develop literacy play centers.

If time and materials are available, the students could construct the literacy play centers in your college classroom. If that is not possible, ask the students to draw a diagram that shows the materials they would use and the preferred placement for those materials.

2. Young children begin reading by recognizing environmental print such as logos on fastfood restaurants, department stores, and grocery stores. Challenge your college students to find appealing environmental print in their area. Ask the college students to list the environmental print they encounter during the trip from their homes to the college campus. When they bring their lists to class, encourage them to identify the terms (such as the name of a toy store or playground) that would attract the attention of young children.

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III. Resources Related Readings Encourage students to explore Chapter 4 topics in more depth by reading the following books.

Ashton-Warner, S. (1986). Teacher. New York: Simon & Schuster.

Tompkins, G.E. & Collom, S. (2004). Sharing the pen: Interactive writing with young children.

Upper Saddle River, NJ: Merrill/Prentice Hall.

Online Resources National Association for the Education of Young Children (NAEYC) The National Association for the Education of Young Children maintains a website that can help teachers find appropriate materials and services for their students. http://www.naeyc.org Four Simple Steps to Small Group Guided Writing This lesson plan, published on the Read Write Think website, helps teachers guide young students in the writing process. http://www.readwritethink.org/lessons/lesson_view.asp?id=1149 IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 4, visit the following sections of My Education Lab: Activities and Applications, Chapter 4 Creating a Print Rich Environment Effective teachers create print rich environments which encourage young children to investigate the power of reading and writing. In this video clip, a teacher discusses the ways in which classrooms can be structured to help children develop and expand their concepts about print.

Building Teaching Skills, Chapter 4 Interactive Writing Interactive writing enables children to explore concepts about print. This video clip shows a group of emergent readers using Interactive Writing to compose a text.

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Chapter 4: Working with the Youngest Readers and Writers

How Young Children’s Literacy Development Fits into a Balanced Literacy Program Component

Description Teachers read aloud to children and use shared reading, guided reading, and the Language Experience Approach to teach reading.

Young children learn concepts about print, the letters of the alphabet, phonemic awareness, and phonics and apply these skills as they learn to read and write.

Children learn to use the four cueing systems to monitor word identification and spelling as they learn to read and write.

Children learn vocabulary words as they listen to the teacher read books aloud, and they also post important words on word walls as part of literature focus units and content-area units.

Teachers teach young children to make predictions and then check to see if their predictions are correct. They also teach children to make connections and use other strategies.

Teachers read aloud picture books- both stories and informational books- every day.

They also use predictable books in bigbook format for shared reading and leveled books for guided reading.

Young children participate in social studies- and science-based thematic units to learn about the world around them.

Children talk informally with classmates as they participate in small-group activities and share their ideas with the whole class in grand conversations and instructional conversations.

Children participate in interactive writing lessons, make class collaboration charts and books, and write independently at writing centers.

Young children use invented spelling that reflects their phonics knowledge; as they learn more phonics, their spelling becomes more conventional.

Reading

Phonics and Other Skills

Strategies Vocabulary

Comprehension

Literature

Content-Area Study Oral Language

Writing

Spelling

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Chapter 5: Cracking the Alphabetic Code I: Overview English is an alphabetic language and children crack this code as they learn about phonemes (sounds), graphemes (letters), and graphophonemic (letter-sound) relationships.

Chapter 5 offers definitions, instructional practices, and assessment tools that effective teachers use to help children crack the alphabetic code. Basic principles of phonemic awareness, phonics, and spelling are explained.

How Effective Teachers Assist Students in “Cracking the Code” 1. Teachers teach students to “crack the code” through phonemic awareness, phonics, and spelling instruction.

2. Teachers understand that phonemic awareness is the foundation for phonics instruction.

3. Teachers teach high-utility phonics concepts, rules, phonograms, and spelling patterns.

4. Teachers recognize that students’ spelling errors are a measure of their understanding of phonics.

Chapter 5 Objectives After reading this chapter, students should be able to: 1. Define phonemic awareness and discuss its role in literacy development.

2. Explain the role of phonics in a balanced literacy program.

3. Describe components of a complete spelling program.

Chapter 5 Outline Phonemic Awareness Phonemic Awareness Strategies Teaching Phonemic Awareness Sound-Matching Activities Sound-Isolation Activities Sound-Blending Activities Sound-Addition and Substitution Activities Sound-Segmentation Activities Nurturing English Learners Assessing Children’s Phonemic Awareness Why Is Phonemic Awareness Important?

Phonics Phonics Concepts Consonants Vowels Blending into Words Phonograms

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Chapter 5: Cracking the Alphabetic Code

Phonics Rules Teaching Phonics Explicit Instruction Application Activities Assessing Students’ Phonics Knowledge What’s the Role of Phonics in a Balanced Literacy Program?

Spelling Stages of Spelling Development Stage 1: Emergent Spelling Stage 2: Letter Name-Alphabetic Spelling Stage 3: Within-Word Pattern Spelling Stage 4: Syllables and Affixes Spelling Stage 5: Derivational Relations Spelling Nurturing English Learners Teaching Spelling Word Walls Making Words Word Sorts Interactive Writing Proofreading Dictionary Use Spelling Options Weekly Spelling Tests Assessing Students’ Spelling What’s the Controversy about Spelling Instruction?

Key Concepts and Terms Phonemic awareness Phonics Spelling Elkonin Boxes Consonants Vowels Phonograms Phonemes Graphemes Morphemes Word Walls Word Sorts Names to Know Patricia Cunningham Hallie Kay Yopp

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II. Teaching Suggestions Preview Questions Chapter 5 discusses the many ways in which teachers help their students crack the alphabetic code. As the class begins a study of chapter 5, invite the pre-service teachers to discuss the questions which follow.

1. Recall your early school experiences. What did you do when you encountered an unfamiliar word? Did your teachers advise you to sound out unfamiliar words?

2. Teachers often give the traditional sound it out advice when young children have difficulty reading or spelling a word. Why might it be preferable to advise children to think out a word rather than to sound it out?

Focus Questions Pre-service teachers should consider the questions below as they read chapter 5.

1. What is the difference between phonemic awareness instruction and phonics instruction?

2. Why is phonemic awareness instruction needed?

3. What is the most effective way to offer phonics instruction?

4. What is the most effective way to offer spelling instruction?

5. What assessment tools can help teachers monitor their students’ progress in phonemic awareness, phonics, and spelling?

Class Activities 1. Elkonin Boxes can be an effective way to develop phonemic awareness. Demonstrate the use of Elkonin Boxes in your college classroom.

2. Ask the pre-service teachers in your class to turn to the Compendium of Instructional Practices in the text to review the topics of Making Words and Word Sorts. Divide your class into four groups. Ask 2 groups to prepare and demonstrate a Making Words activity and 2 groups to prepare and demonstrate a Word Sorts activity.

3. Gather writing samples from elementary students. Ask your college students to examine the writing samples and to suggest appropriate spelling instruction for each writer.

After Class Activity 1. Dr. Seuss wrote many books which teachers can use to develop their students’ phonemic awareness. Encourage your students to plan phonemic awareness lessons using books written by Dr. Seuss.

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Chapter 5: Cracking the Alphabetic Code

III. Resources Related Readings Encourage students to explore Chapter 5 topics in more depth by reading the following journal articles and books.

Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Clay, M. M. (2005b). Observation survey of early literacy achievement (2nd ed.) . Portsmouth, NH: Heinemann.

Cunningham, P.M. (2009). Phonics they use: Words for reading and writing (5th ed.). Boston: Allyn & Bacon/Pearson.

Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130-143.

Online Resources Using a Predictable Text to Teach High Frequency Words This lesson plan, published on the Read Write Think website, can help young children master high frequency words. http://www.readwritethink.org/lessons/lesson_view.asp?id=131 Vocabulary with Franklin: Helping Students Become Word Wizards Young children can become more fluent readers by participating in this activity suggested on the Read Write Think website. http://www.readwritethink.org/lessons/lesson_view.asp?id=1047 Using Greeting Cards to Motivate Students and Enhance Literacy Skills Birthday cards and holiday cards can motivate young children to read and write. This lesson plan published on the Read Write Think website suggests many ways in which greeting cards can be used in literacy instruction. http://www.readwritethink.org/lessons/lesson_view.asp?id=1066

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IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 5, visit the following sections of My Education Lab: Activities and Applications, Chapter 5 Matching Sounds Phonemic awareness refers to children’s basic understanding that speech is composed of a series of individual sounds. In this video clip, children participate in a sound-matching activity to build their phonemic awareness.

Building Teaching Skills, Chapter 5 Identifying Sounds Phonemic awareness provides the foundation for phonics and spelling. In this video clip, a speech therapist and a kindergarten teacher help children distinguish between the “b” sound and the “p” sound.

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Chapter 5: Cracking the Alphabetic Code

How Phonemic Awareness, Phonics, and Spelling Fit into a Balanced Literacy Program Component Reading

Phonics and Other Skills Strategies Vocabulary Comprehension Literature

Content-Area Study

Oral Language Writing Spelling

Description Students need to crack the alphabetic code so that they can easily decode unfamiliar words and focus on comprehension when they read.

Students learn phonemic awareness and phonics skills during the primary grades to decode unfamiliar words.

Students learn two phonemic awareness strategies- blending and segmenting- that they use to decode and spell words.

Knowing the meanings of words is important because familiar words are easier to decode and spell.

Students must be able to quickly decode unfamiliar words in order to read fluently and to comprehend what they are reading.

Until students develop phonics skills that enable them to decode unfamiliar words, they often listen to the teacher read literature aloud.

Students use decoding as they read trade books and content-area textbooks and spelling skills as they write reports and other compositions.

Students orally manipulate sounds as they participate in phonemic awareness training.

Students apply what they have learned about spelling when they write.

Students learn to spell words through direct instruction, word study activities, and wide reading.

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Chapter 6: Developing Fluent Readers and Writers 1: Overview Fluency has been defined as the ability to read quickly, accurately, and with expression.

Fluency is an important component of reading instruction because researchers have found that reading fluency leads to improved comprehension. At the same time that children are becoming fluent readers, they’re also becoming fluent writers. Developing fluency is just as important for writers because both readers and writers must be able to focus their attention on meaning, not on decoding and spelling words.

Chapter 6 explains the relationship between fluency and comprehension and offers instructional techniques to help children become more fluent readers and writers.

How Effective Teachers Develop Fluent Readers and Writers 1. Teachers teach students to read and spell the 300 high-frequency words.

2. Teachers teach four word-identification strategies- phonic analysis, decoding by analogy, syllabic analysis, and morphemic analysis.

3. Teachers use instructional procedures, including repeated reading, choral reading, and independent reading, to develop students’ reading fluency.

4. Teachers use instructional procedures, including quickwriting and independent writing, to develop students’ writing fluency.

5. Teachers ensure that students become fluent readers and writers by third grade.

Chapter 6 Objectives After reading this chapter, students should be able to: 1. Explain the ways in which teachers help students improve their word recognition ability.

2. Explain the ways in which teachers help students improve their word identification ability.

3. Discuss techniques teachers use to help students become more fluent readers.

4. Discuss techniques teachers use to help students become more fluent writers.

Chapter 6 Outline Learning to Read and Write Words Word Recognition Word Identification What is Fluency?

The Components of Fluency Promoting Reading Fluency Developing Writing Fluency Assessing Students’ Fluency

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Chapter 6: Developing Fluent Readers and Writers

Key Concepts and Terms Word Recognition High Frequency Words Word Identification Phonic Analysis Decoding by Analogy Syllabic Analysis Morphemic Analysis Fluency Speed Accuracy Prosody Reading Stamina Quickwriting Names to Know Timothy Rasinski S. Jay Samuels II. Teaching Suggestions Preview Questions Chapter 6 addresses the importance of reading and writing fluency and suggests effective instructional techniques. As the class begins a study of chapter 6, invite the students to discuss the questions which follow.

1. Why does reading fluency affect comprehension?

2. What steps can teachers take to help their students become more fluent readers and writers?

Focus Questions Pre-service teachers should consider the following questions as they read chapter 6.

1. What is meant by reading and writing fluency?

2. Which techniques should teachers use to help their students become more fluent readers and writers?

3. How can teachers assess their students’ reading and writing fluency?

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Class Activities 1. Introduce a topic and then ask the pre-service teachers in your class to do a quickwrite.

After the quickwrite, ask your students to discuss the ways in which quickwrites can lead to improved comprehension.

2. Choral reading can help young readers improve their phrasing and reading speed. Select a poem or prose passage and lead your college students in choral reading. After the reading, ask the students to discuss the benefits of this technique.

After Class Activities 1. The best way to improve children’s reading speed is to encourage them to participate in repeated readings. Ask the pre-service teachers in your class to select texts that elementary students could use in repeated reading activities. Encourage them to bring the texts to the college classroom to discuss the use of repeated readings.

2. Ask your college students to select an appropriate text for a child in grades 4 to 6 and identify four key words in that text. They should then develop a lesson plan in which they would introduce the key words before children read the text.

III. Resources Related Reading Encourage students to explore Chapter 6 topics in more depth by reading the journal articles and books listed below.

Cunningham, P.M. & Allington, R. L. (2007). Classrooms that work: They can all read and write. Boston: Allyn & Bacon.

Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 54, 146-151.

Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.

Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Online Resources A to Z Teacher Stuff At the A to Z Teacher Stuff website, teachers can share ideas and seek advice from colleagues. http://atozteacherstuff.com

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Chapter 6: Developing Fluent Readers and Writers

Writing a Movie: Summarizing and Rereading a Film Script Rereading is an effective way to help students become more fluent readers. This lesson plan, published on the Read Write Think website, provides an authentic way for students to write and reread a film script. http://www.readwritethink.org/lessons/lesson_view.asp?id=200 IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 6, visit the following sections of My Education Lab: Activities and Applications, chapter 6 Choral Reading to Build Fluency Children become fluent readers through a combination of instruction and experience. They need many opportunities to practice reading and rereading books in order to develop fluency. This video clip shows students participating in choral reading. The clip can motivate new teachers to use choral reading in their instructional plans.

Building Teaching Skills, chapter 6 Defining Fluency In this video clip, a teacher discusses fluency with a small group of students. The group defines fluency and the teacher reminds the students of the steps that capable readers take to improve their reading fluency.

Use this clip to help pre-service teachers gain a greater understanding of reading fluency.

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How Fluency Fits into a Balanced Literacy Program Component Reading

Phonics and Other Skills Strategies

Vocabulary Comprehension Literature

Content-Area Study

Oral Language Writing Spelling

Description Students need to become fluent readers by third grade; that is, they need to be able to recognize words automatically and to read quickly and with expression.

Phonics is an important word-identification strategy because most words can be at least partly sounded out.

Students learn to use four wordidentification strategies- phonic analysis, analogies, syllabic analysis, and morphemic analysis.

Students learn to read high-frequency words and use word-identification strategies to identify unfamiliar vocabulary.

Fluent readers are better able to comprehend what they read because they can identify words easily.

As students read literature, their focus should be on comprehending and responding, but that is possible only when they are fluent readers.

As students read content-area textbooks and informational books, their focus should be on remembering big ideas and making connections, but that is possible only when they are fluent readers.

Talking and listening are not important components of fluency.

Students become fluent writers so that they can express ideas quickly and easily.

Students learn to spell high-frequency words and use word-identification strategies to spell other words.

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Chapter 7: Expanding Students’ Knowledge of Words

Chapter 7: Expanding Students’ Knowledge of Words I: Overview Knowledge of word meanings is a prerequisite for comprehension. In order for students to comprehend a text and engage in discussion, they must understand the words contained in that text. Chapter 7 discusses the use of word walls, context clues, and word study activities to help students build their vocabularies and increase comprehension.

How Effective Teachers Expand Students’ Knowledge of Words 1. Teachers provide daily opportunities for students to read books independently and listen to them read aloud.

2. Teaches categorize unfamiliar words into three tiers – basic words, academic words, and specialized words.

3. Teachers teach Tier 2 words using direct instruction and a variety of word-study activities.

4. Teachers support students’ development of word-learning strategies.

5. Teachers nurture students’ word consciousness.

Chapter 7 Objectives After reading chapter 7, students should be able to: 1.

2.

3.

4.

List ways in which students learn vocabulary words.

Explain the relationship between vocabulary knowledge and reading.

Describe ways in which teachers teach vocabulary.

List and describe the components of word study.

Chapter 7 Outline How Do Students Learn Vocabulary Words?

Levels of Word Knowledge Incidental Word Learning Why Is Vocabulary Knowledge Important?

Teaching Students to Unlock Word Meanings Word-Study Concepts Multiple Meanings of Words Synonyms: Words with the Same Meaning Antonyms: Words that Mean the Opposite Homonyms: Words that Confuse Etymologies: The History of the English Language Figurative Meanings of Words

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Words to Study Choosing Words to Study Tier 1: Basic Words Tier 2: Academic Words Tier 3: Specialized Words Nurturing English Learners Tier 1 Words Tier 2 Words Tier 3 Words Spotlighting Words on Word Walls Teaching Students about Words Word-Study Activities Word Posters Word Maps Possible Sentences Dramatizing Words Word Sorts Word Chains Semantic Feature Analysis Word-Learning Strategies Using Context Clues Analyzing Word Parts Checking the Dictionary Word Consciousness Assessing Students’ Vocabulary Knowledge Observations Conferences Rubrics Tests Key Concepts and Terms Context Clues Background Knowledge Matthew Effect Synonyms Antonyms Homonyms Homophones Etymology Literal Meaning Figurative Meaning Idiom Metaphor Simile Word Wall

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Chapter 7: Expanding Students’ Knowledge of Words

Word Posters Word Maps Word Sorts Word Chains Semantic Feature Analysis Name to Know Donald Graves II: Teaching Suggestions Preview Questions Use the questions below to initiate a conversation on vocabulary development.

1. Our vocabularies grow throughout our lives. How do you learn new words as an adult?

2. How do you determine the meaning of unfamiliar words?

Focus Questions Pre-service teachers should consider the following questions as they read chapter 7.

1. How do students learn vocabulary words?

2. What is the relationship between vocabulary knowledge and reading?

3. How do teachers teach vocabulary?

4. What are the components of word study?

Class Activities 1. Word Study Activities Distribute novels appropriate for the elementary grades to your college students. Divide the college students into 5 groups. Ask each group to prepare a word study lesson based on the novels they were given. Groups should select from the following activities: 1. Word Posters 2. Word Maps 3. Word Sorts 4. Word Chains 5. Semantic Feature Analysis

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2. Context Clues Bring samples of children’s literature to the college classroom. Ask the college students to find 2 to 3 words that children may not know. Challenge the college students to infer the meaning of the words by using the context clues provided. Guide the college students as they develop lesson plans to help children use context clues.

3. Idioms Children should be exposed to idioms to build their understanding of figurative language. Bring books of idioms to the college classroom. Suggested titles include Put Your Foot in Your Mouth and Other Silly Sayings (Cox, 1980), Scholastic Dictionary of Idioms: More than 600 Phrases, Sayings, and Expressions (Terban, 1996), Punching the Clock: Funny Action Idioms (Terban, 1990), and In a Pickle and Other Funny Idioms (Terban, 1983). Invite the college students to work in groups to develop lesson plans related to idioms.

After Class Activities 1. Word Maps Encourage the college students to visit elementary classrooms to help children make Word Maps.

A model is provided in Figure 7-8 in the textbook.

2. Context Clues Ask the college students to visit an elementary classroom to conduct a read aloud. As the college students are reading, they should model the use of context clues. The college students should write a reflection on the experience.

III: Resources Related Readings Encourage students to explore the topics presented in chapter 7 in more depth by reading the professional literature listed below.

Allington, R. L. (2006). What really matters for struggling readers (2nd ed.). Boston: Allyn & Bacon/Pearson.

Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61, 548-556.

Santoro, L.E., Chard, D. J., Howard, L., & Baker, S.K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61, 396-408.

Tompkins, G.E. (2004). Word clusters: Exploring the multiple meanings of words. In G.E. Tompkins & C. Blanchfield (Eds.), 50 vocabulary strategies. Upper Saddle River, NJ: Merrill/Prentice Hall.

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Chapter 7: Expanding Students’ Knowledge of Words

Online Resources Choosing, Chatting, and Collecting: Vocabulary Self-Collection Strategy This lesson plan published on the Read Write Think website empowers students to take responsibility for their learning by developing their own vocabulary lists. http://www.readwritethink.org/lessons/lesson_view.asp?id=296 National Middle School Students Association Teachers who work with young adolescents will find many resources at the website sponsored by the National Middle School Students Association. http://www.nmsa.org Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades Young students can learn to use morphemes to determine the meaning of unfamiliar words. This lesson plan published on the Read Write Think website helps teachers introduce morphemes and guide students in their use. http://www.readwritethink.org/lessons/lesson_view.asp?id=880 IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 7, visit the following sections of My Education Lab: Activities and Applications, Chapter 7 Vocabulary Strategies Through classroom discussion and instruction, teachers nurture students’ word consciousness. In this video clip, teachers and students discuss the importance of having strategies they can use to determine the meaning of unfamiliar words.

Building Teaching Skills, Chapter 7 Word-Learning Strategies When capable readers encounter an unfamiliar word in a text, they use one of many strategies to determine its meaning. In this video clip, Michael, a second grade student, discusses the steps he takes when he meets a word he doesn’t know.

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Chapter 8: Facilitating Students’ Comprehension: Reader Factors I: Overview Comprehension is affected by both reader factors and text factors. Chapter 8 addresses reader factors which include the background knowledge that readers bring to the reading process as well as the strategies they use while reading and their motivation and engagement in the reading experience.

How Effective Teachers Facilitate Students’ Comprehension 1. Teachers understand that comprehension is a process involving reader factors and text factors.

2. Teachers ensure that students have background knowledge, vocabulary, and fluency, the prerequisites for comprehension.

3. Teachers understand how comprehension strategies support students’ understanding of texts they read.

4. Teachers teach students how to use comprehension strategies and skills.

5. Teachers nurture students’ motivation and engagement in literacy activities.

Chapter 8 Objectives After reading this chapter, students should be able to: 1.

2.

3.

4.

Identify factors which affect students’ comprehension.

Describe comprehension strategies which readers and writers use.

Discuss ways in which capable and less capable readers and writers differ.

Explain ways in which teachers teach comprehension.

Chapter 8 Outline What is Comprehension?

Reader and Text Factors Prerequisites for Comprehension Background Knowledge Vocabulary Fluency Comprehension Strategies Activating Background Knowledge Connecting Determining Importance Drawing Inferences Evaluating Monitoring Predicting Questioning

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Chapter 8: Facilitating Students’ Comprehension: Reader Factors

Repairing Setting a Purpose Summarizing Visualizing Comprehension Skills Teaching Students about Reader Factors Explicit Comprehension Instruction Teaching Comprehension Strategies Teaching Comprehension Routines Developing Comprehension Through Reading Assessing Students’ Comprehension Assessment Tools Comprehension Motivation The Teacher’s Role Attitude Community Instruction Rewards Students’ Role Expectations Collaboration Reading and Writing Competence Choices How to Engage Students in Reading and Writing Assessing Students’ Motivation Assessment Tools Comparing Capable and Less Capable Readers and Writers Key Concepts and Terms Comprehension Reader Factors Text Factors Background Knowledge Fluency Metacognition Monitoring Inferences Collaboration Text-to-Self Text-to-World Text-to-Text Skills Strategies Cloze

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Motivation Independent Level Instructional Level Frustration Level Names to Know Judith Irwin Cris Tovani II: Teaching Suggestions Preview Questions Chapter 8 introduces pre-service teachers to the reader factors which can affect comprehension.

Encourage the students in your class to discuss the following questions before they read chapter 8.

1. What are the characteristics of capable readers?

2. Can two people read the same text for different purposes?

Focus Questions Pre-service teachers should consider the questions which follow as they read chapter 8.

1. How do capable and less capable readers differ?

2. What is comprehension?

3. How do teachers monitor students' comprehension?

Class Activity Making Connections As they are reading, capable readers make three types of connections: text-to-self, text-to-world, and text-to-text. Ask your college students to form groups to discuss a story with which everyone in their group is familiar. Each group should develop a chart showing text-to-self, text-to-world, and text-to-text connections they can make for their chosen story. Provide time for each group to share their chart with the class.

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Chapter 8: Facilitating Students’ Comprehension: Reader Factors

After Class Activity Lesson Planning/Enhancing Comprehension The minilesson provided in chapter 8 shows the way in which a third grade teacher helps her students use the questioning strategy. Ask your college students to review the minilesson and use it as a guide for developing their own lesson plans on the questioning strategy. Students should write one lesson plan using a story and one lesson plan using an informational trade book or content area textbook.

III. Resources Related Readings Encourage students to explore Chapter 8 topics in more depth by reading the journal articles and books listed below.

Applegate, M.D., Quinn, K.B., & Applegate, A. J. (2008). The critical reading inventory: Assessing students’ reading and thinking (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Gambrell, L.B., Palmer, B.M., Codling, R.M. & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49, 518-533.

Peregoy, S. F. & Boyle, W.F. (2008). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners (5th ed.). Boston: Allyn & Bacon/Pearson.

Online Resources Boys Read: Considering Courage in Novels This lesson plan, published on the Read Write Think website, helps teachers find books and activities which can motivate boys to read. http://www.readwritethink.org/lessons/lesson_view.asp?id=997 Girls Read: Online Literature Circles In addition to classroom literature circles, girls can also participate in online literature circles to discuss quality literature with peers. This lesson plan, published on the Read Write Think website, gives steps for organizing online literature circles. http://www.readwritethink.org/lessons/lesson_view.asp?id=970 Play Ball! Encouraging Critical Thinking Through Baseball Questions Use your students’ interest in sports to develop their ability to form questions. This lesson plan, published on the Read Write Think website, helps teachers develop their students’ critical thinking ability. http://www.readwritethink.org/lessons/lesson_view.asp?id=934

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Seuss and Silverstein: Posing Questions, Presenting Points Although teachers usually use the work of Dr. Seuss and Shel Silverstein with very young children, these authors offer messages for students of all ages. Teachers can use this lesson plan, published on the Read Write Think website, to help their older students consider a text from many perspectives. The suggested activities are especially appropriate for older, struggling readers. http://www.readwritethink.org/lessons/lesson_view.asp?id=283 IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 8, visit the following sections of My Education Lab: Activities and Applications, Chapter 8 Reader Factors: Working with Students who are English Learners Comprehension is dependent on three prerequisites: having adequate background knowledge about the topic and the genre, being familiar with most words in the text, and being able to read it fluently. Students who are English Learners face special challenges because their classroom reading materials may contain unfamiliar vocabulary, topics, and settings.

This video clip gives a glimpse into the obstacles students who are English Learners may encounter as they read.

Building Teaching Skills, Chapter 8 Monitoring Comprehension Readers monitor their understanding as they read. In this video clip, Jimmy, a second grade student, discusses the ways in which he monitors his comprehension and makes adjustments as he reads.

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Chapter 8: Facilitating Students’ Comprehension: Reader Factors

How the Reader Factors of Comprehension Fit into a Balanced Literacy Program Component

Description Students who read fluently have more cognitive energy available for comprehension.

Comprehension skills include sequencing, categorizing, separating facts from opinions, and recognizing literary genres.

Students use comprehension strategies to activate background knowledge, make connections, monitor their understanding, and reflect on their reading.

Understanding the meaning of words students are reading and being able to relate them to background knowledge are prerequisites for comprehension.

The goal of reading is comprehension, and students apply reader factors to construct meaning.

As students read picture-book stories and novels, they are involved in a variety of comprehension activities throughout the reading process.

As students read informational books and content-area textbooks, they are involved in a variety of comprehension activities throughout the reading process.

It is often more effective to teach comprehension by reading literature and content-area materials aloud so that students can focus on the meaning rather than on word identification.

The goal of writing is to produce comprehensible text, and students apply reader factors when they write.

Spelling is not an important component of comprehension.

Reading Phonics and Other Skills Strategies

Vocabulary

Comprehension Literature

Content-Area Study

Oral Language

Writing Spelling

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Chapter 9: Facilitating Students’ Comprehension: Text Factors I: Overview Teachers should be aware of the structure of text so that they can help students become more successful readers and writers. Chapter 9 addresses three types of text: stories, informational books, and poems. The unique structure of each type of text is discussed. Terms are defined and classroom examples are given.

How Effective Teachers Focus on Text Factors 1. Teachers teach students that stories have unique text factors: narrative genres, story elements, and narrative devices.

2. Teachers teach students that informational books have unique text factors: nonfiction genres, expository text structures, and nonfiction features.

3. Teachers teach students that poems have unique text factors: book formats, poetic forms, and poetic devices.

4. Teachers encourage students to apply their knowledge of text factors when they’re reading and writing.

Chapter 9 Objectives After reading chapter 9, students should be able to: 1. Describe the ways in which stories are organized.

2. Describe the ways in which informational books are organized.

3. Describe the ways in which poems are structured.

4. Explain the ways in which students’ knowledge of text structure affects their reading and writing.

Chapter 9 Outline Text Factors of Stories Formats of Stories Narrative Genres Folklore Fantasies Realistic Fiction Elements of Story Structure Plot Setting Point of View Theme Narrative Devices Looking at the Text Factors in a Story

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Text Factors of Informational Books Nonfiction Genres Alphabet Books Biographies Expository Text Structures Description Sequence Comparison Cause and Effect Problem and Solution Nonfiction Features Looking at the Text Factors in an Informational Book Text Factors of Poetry Formats of Poetry Books Poetic Forms Rhymed Verse Narrative Poems Haiku Free Verse Odes Concrete Poems Poetic Devices Looking at the Text Factors in a Book of Poetry Teaching Students About Text Factors Minilessons Comprehension Strategies Reading and Writing Activities Assessing Students’ Knowledge of Text Factors Key Concepts and Terms Text Factors Informational Books Narratives Stories Folklore Fantasies Realistic Fiction Picture Books Wordless Picture Books Chapter Books Plot Characters Setting Backdrop Settings Integral Settings

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Point of View First-Person Viewpoint Omniscient Viewpoint Limited Omniscient Viewpoint Theme Conflict Literary Devices Biographies Expository Text Structure Rhymed Verse Narrative Poems Haiku Free Verse Odes Concrete Poems Names to Know Donna Ogle Jack Prelutsky Shel Silverstein Dr. Seuss II: Teaching Suggestions Preview Questions Chapter 9 introduces three types of literature: stories, informational books, and poetry. The following questions can be used to initiate a discussion on text structure.

1. How do stories differ from informational text?

2. Why do students need to read both stories and informational text in the classroom?

3. What types of poetry are most appropriate for students in the elementary grades?

Focus Questions Pre-service teachers should consider the questions which follow as they read chapter 9.

1. How are narrative texts organized?

2. How are expository texts organized?

3. How are poetic texts structured?

4. How does the structure of text affect students' reading and writing?

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Class Activities 1. Graphic Organizers Figure 9-6 in the text shows 5 expository text structures and graphic organizers which are appropriate for each structure. Ask the college students in your classroom to examine the graphic organizers presented and to discuss ways in which they could introduce and use these organizers with students in the elementary grades.

2. Poetic Forms Poems for children and adolescents assume a variety of forms such as rhymed verse, narrative poems, haiku, free verse, odes, and concrete poems. Divide your college students into groups and assign one of the aforementioned poetry forms to each group. Ask each group to compose a poem in their assigned form. After the poems have been written, provide time for the students to share their poems.

After the group sharing, ask the college students if they would be able to replicate this activity in an elementary classroom. What additional guidance would elementary students need? How should teachers monitor the activity?

After Class Activities 1. Graphic Organizers Struggling readers and writers often need assistance in learning how to use graphic organizers to improve their comprehension of informational trade books and content area textbooks. Invite your college students to work with fourth to eighth grade students who are having difficulty using content area textbooks. The college students should interview the students, determine their needs, and select appropriate graphic organizers from Figure 9-6 in the text. After working with the children, the students should discuss their work in the college classroom.

2. Poetic Forms Students in the elementary grades may need encouragement and support to write poetry. Often it is helpful for children to start with a form. Review poetic forms in the college classroom. Then invite the college students to visit an elementary classroom and use one of the forms to help children write poems.

III. Resources Related Readings Encourage students to explore the topics presented in chapter 9 in more depth by reading the following book and articles.

Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61, 548-556.

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Hoffner, H. (2003). A look at realistic fiction. Westminster, CA: Teacher Created Materials.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text.

The Reading Teacher, 39, 564-570.

Online Resources A World of Readers: Libraries Around the World This lesson plan, published on the Read Write Think website, helps students understand the wealth of free resources which are available at libraries throughout the world. http://www.readwritethink.org/lessons/lesson_view.asp?id=1057 Discovery School’s Puzzlemaker Using their own vocabulary lists, teachers can create word searches and other types of puzzles at the Discovery School’s Puzzlemaker site. http://www.puzzlemaker.com The National Institute for Literacy Educators will find research related to literacy at the website sponsored by the National Institute for Literacy. http://www.nifl.gov IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 9, visit the following sections of My Education Lab: Activities and Applications, Chapter 9 Nonfiction Features Informational books have unique text features, such as margins and glossaries, that stories and books of poetry normally don’t have. The purpose of these features is to make text easier to read and facilitate students’ comprehension. Encourage the pre-service teachers in your class to watch this video clip to observe students using nonfiction text features to find the information they need.

Building Teaching Skills, Chapter 9 Text Factors of Poetry Effective literacy teachers point out poetic forms and devices to help their students understand poetry as readers and as poets. This video clip shows a teacher reviewing acrostic poetry with her students. Two children are also shown working together to compose an acrostic poem.

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How the Text Factors of Comprehension Fit into a Balanced Literacy Program Component

Description Students need to recognize the text structures and genres in books they are reading.

Students use comprehension skills when they recognize text structures and genres and examine text features in content-area textbooks.

When students know about text structure and recognize genres, they are better able to apply comprehension strategies.

Vocabulary and content knowledge affect how well students comprehend the texts they are reading.

Both reader factors and text factors play an important role in students’ comprehension.

Students apply their knowledge of story elements, literary devices, and other text factors when they read picture-book stories and novels.

Students apply their knowledge of expository text structures and text features when they read informational books and content-area textbooks.

Students use their knowledge of text factors as they listen to the teacher read aloud.

Students apply their knowledge of text factors when they write stories, reports, poems, and other compositions.

Spelling is not an important component of comprehension.

Reading Phonics and Other Skills

Strategies Vocabulary Comprehension Literature

Content-Area Study

Oral Language Writing Spelling

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Chapter 10: Organizing for Instruction I: Overview There’s no one best way to teach reading and writing. Because students have diverse needs, effective teachers create balanced literacy programs by using two or more instructional approaches. Chapter 10 addresses four of the most commonly used literacy programs: basal reading programs, literature focus units, literature circles, and reading and writing workshop.

Definitions and guidance in organizing classrooms for literacy instruction are provided.

How Effective Teachers Organize for Instruction 1. Teachers use a combination of instructional approaches to provide effective literacy instruction because they understand that no one approach is a complete program.

2. Teachers recognize that basal reading programs have strong skill components.

3. Teachers present literature focus units to teach students about award-winning books.

4. Teachers incorporate choice, literature, and response into literature circles.

5. Teachers provide opportunities for students to read self-selected books during reading workshop and write on self-selected topics during writing workshop.

Chapter 10 Objectives After reading chapter 10, students should be able to: 1.

2.

3.

4.

Describe ways in which effective teacher use basal reading programs.

Describe ways in which teachers can implement literature focus units.

Describe the use of Literature Circles in the classroom.

Describe ways in which teachers can implement reading and writing workshop.

Chapter 10 Outline Teaching with Basal Reading Programs Components of Basal Reading Programs Selections in Grade-Level Textbooks Instruction in Strategies and Skills Workbook Assignments Independent Reading Opportunities Materials Included in Basal Reading Programs Managing a Basal Reading Program Teaching with Literature Focus Units Steps in Developing a Unit Units Featuring a Picture Book Units Featuring a Novel Units Featuring a Genre Units Featuring an Author Managing Literature Focus Units

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Orchestrating Literature Circles Key Features of Literature Circles Choice Literature Response Implementing Literature Circles Using Literature Circles with Young Children Managing Literature Circles Minilessons Videotapes Books Coaching Implementing Reading and Writing Workshop Reading Workshop Reading Responding Sharing Minilessons Reading Aloud to Students Is Sustained Silent Reading the Same as Reading Workshop?

Writing Workshop Writing Sharing Minilessons Managing a Workshop Classroom Key Concepts and Terms Basal Reading Programs Literature Focus Units Literature Circles Reading and Writing Workshop Names to Know Nancie Atwell Harvey Daniels William Holmes McGuffey

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II. Teaching Suggestions Preview Questions Chapter 10 explains the ways in which effective teachers use basal reading programs, literature focus units, literature circles, and reading and writing workshop. As the class begins a study of chapter 10, invite the students to discuss the questions which follow.

1. Reflect upon the literacy instruction you received in the elementary grades. What materials were used? Was there predominantly whole group instruction, small group instruction, or individualized instruction?

2. What types of books did you enjoy reading when you were in the elementary grades?

What motivated you to read?

3. When you become a teacher, what types of instructional materials would you like to use in your literacy program?

Focus Questions Pre-service teachers should consider the questions which follow as they read chapter 10.

1.

2.

3.

4.

What are the advantages and disadvantages of basal reading programs?

What steps should teachers take when developing literature focus units?

How can teachers effectively manage literature circles?

What steps should teachers take to organize reading and writing workshop?

Class Activities 1. When teachers participate in literature circles, they broaden their understanding of this effective instructional practice and learn management techniques. Select four to five chapter books appropriate for readers in the elementary grades. Introduce the books to your college students. Invite them to select a book and form literature circles. When the groups have finished reading their books, encourage the college students to reflect upon their experiences and discuss their viewpoints on literature circles.

2. Bring a selection of basal reading materials to the college classroom for your students to examine and discuss.

After Class Activities 1. Teachers plan literature focus units featuring popular and award-winning stories, informational books, or books of poetry. Encourage the pre-service teachers in your class to select a book to use in an elementary literature focus unit. In addition to the selected text, they should also gather related books for a text set. Ask them to bring the books to class to discuss the rationale for their selection.

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2. Encourage your students to visit an elementary classroom when the children are engaged in reading or writing workshop. Ask the college students to notice the techniques that the teacher uses to organize and manage instruction. Encourage the students to discuss their visit when they return to the college classroom.

III. Resources Related Readings Encourage students to explore the topics presented in chapter 10 in more depth by reading the following professional literature.

Daniels, H. (2006). What’s the next big thing with literature circles? Voices from the Middle,13, 10-15.

Applegate, A. & Applegate, M.D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, 554-563.

Hoffner, H. (2008). Parallel literature circles: Children and adults reading together.

Pennsylvania Reads: The Journal of the Keystone State Reading Association, 7, 22-28.

Online Resources I’ve Got It Covered! Creating Magazine Covers to Summarize Texts This lesson plan, published on the Read Write Think website, helps students summarize content area material by creating magazine covers. http://www.readwritethink.org/lessons/lesson_view.asp?id=1092 Kappa Delta Pi Kappa Delta Pi, the International Honor Society in Education, maintains a website which helps teachers organize their classrooms to meet the needs of all students. http://www.kdp.org Kathy Schrock’s Guide for Educators Busy teachers will find resources such as bulletin board ideas, lesson plans, and rubrics at the website originated by educator, Kathy Schrock. http://school.discovery.com/schrockguide

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IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 10, visit the following sections of My Education Lab: Activities and Applications, Chapter 10 Reading and Sharing Reading Workshop is an approach in which students read self-selected texts independently. This video clip shows a second grade student, Rhiannon, read and make connections as she enjoys a favorite picture book. When she has finished reading, Rhiannon shares her connections with her teacher and a classmate. Ask the pre-service teachers in your class to watch and consider the ways in which the teacher prepared Rhiannon and her classmates to participate in Reading Workshop. How did the classroom structure enable the students to work productively?

Building Teaching Skills, Chapter 10 Literature Focus Units Literature Focus Units are an approach to reading instruction in which the whole class reads and responds to a piece of literature. This video clip shows a teacher implementing a literature focus unit as her upper elementary class discusses the novel, Riding Freedom.

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How Basal Reading Programs Fit into a Balanced Literacy Program Component

Description Students read selections in grade-level textbooks while teachers reinforce students’ use of word-identification skills and comprehension strategies. When the selection is too difficult, teachers read it aloud to students before students read it themselves.

Skills are organized sequentially at each grade level, and directions for teaching phonemic awareness, phonics, grammar, and spelling skills are included in each lesson. Students also complete workbook pages to practice skills.

Teachers introduce, practice, and reinforce predicting, monitoring, summarizing, and other strategies as students read selections and complete workbook assignments.

Vocabulary is controlled in basal readers.

Teachers introduce new words before reading the selection, and students complete workbook pages to practice vocabulary.

Teachers teach comprehension strategies and ask questions to guide students’ understanding, and students complete workbook pages to reinforce comprehension.

Stories, informational articles, and poems are included in basal readers, and many selections are multicultural. Some were written specifically for the textbook to reinforce phonics skills, but others were originally published as trade books.

Textbooks are organized into units and many have links to science, social studies, and math.

Except at the kindergarten level, oral language is not an important component of basal reading programs.

Writing activities accompany each selection, with an emphasis on genres and practicing writing and grammar skills using accompanying workbook pages.

Spelling words based on phonics skills are included with each selection, and workbook pages provide opportunities to practice words.

Reading

Phonics and Other Skills

Strategies

Vocabulary

Comprehension

Literature

Content-Area Study Oral Language Writing

Spelling

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How Literature Focus Units Fit into a Balanced Literacy Program Component Reading

Description Students read the featured book independently, or the teacher reads it aloud or uses shared reading if the book is too difficult for students to read it themselves.

Teachers teach minilessons on phonics and other skills during the exploring stage of the reading process.

Teachers teach minilessons on comprehension strategies and model strategy use as they read aloud and participate in grand conversations.

Teachers post words on word walls and involve students in a variety of vocabulary activities during literature focus units.

Teachers guide students’ literal, inferential, and critical comprehension through activities at each stage of the reading process.

Teachers select high-quality, gradeappropriate literature, including multicultural literature, usually from district-approved lists for literature focus units.

Books of fiction are often selected for literature focus units, but informational books that connect with content-area units can also be used.

Students participate in grand conversations to talk about the featured book, and they often create projects involving oral language, such as puppet shows, dramatizations, and oral reports.

Students write in reading logs and often use the writing process as they write reports, stories, poems, and other projects.

Spelling is not an important component in literature focus units.

Phonics and Other Skills Strategies

Vocabulary Comprehension

Literature

Content-Area Study

Oral Language

Writing Spelling

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How Literature Circles Fit into a Balanced Literacy Program Component

Description Students read independently or with partners and discuss their reading in small groups during literature circles.

Students apply phonics and other skills as they read.

Students apply strategies as they read books independently and assume roles to discuss books.

Students learn new words as they read and respond to books, and they examine words during group discussions.

Students think inferentially and critically as they think, talk, and write about books they are reading.

Students read high-quality, thoughtprovoking literature and study genres and story structure during literature circles.

Sometimes students read stories and informational books related to content-area units.

Students assume roles and participate in discussions to extend their comprehension.

Students write in reading logs and use the writing process as they write stories, poems, and other projects.

Spelling is not an important component in literature circles.

Reading Phonics and Other Skills Strategies Vocabulary Comprehension Literature Content-Area Study Oral Language Writing Spelling

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How Reading and Writing Workshop Fit into a Balanced Literacy Program Component

Description Students gain necessary reading practice during reading workshop and are more likely to become lifelong readers.

Students practice reading and writing skills through workshop activities.

Students apply the strategies they are learning in reading and writing activities.

The most important way that students learn vocabulary is through reading. Reading workshop provides an extended opportunity for students to read.

Students’ focus is on comprehension as they read during reading workshop and write during writing workshop.

Students choose the books they read during reading workshop from classroom libraries.

It is important that teachers have a wide selection of books and other reading materials available for students to choose from.

Students can read books related to thematic units during reading workshop and write reports and other compositions on contentarea topics during writing workshop.

Students listen to books read aloud during reading workshop and give book talks to share the books they’ve read. During writing workshop, classmates discuss their compositions.

Writing is at the heart of a writing workshop. Students use the writing process to draft, refine, and polish their compositions.

Students apply their knowledge of spelling as they participate in writing workshop.

Reading Phonics and Other Skills Strategies Vocabulary

Comprehension Literature

Content-Area Study

Oral Language

Writing

Spelling

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Chapter 11: Differentiating Reading and Writing Instruction

Chapter 11: Differentiating Reading and Writing Instruction I: Overview Every student brings his or her strengths, needs, and interests to the classroom. Because students’ achievement levels and preferred ways of learning vary, teachers modify instruction in three ways: They modify the content that students need to learn, the instructional process used to teach students, and the products students create to demonstrate their learning.

How Effective Teachers Differentiate Literacy Instruction 1. Teachers differentiate instruction to meet the needs of all students, including struggling students.

2. Teachers understand that struggling readers have difficulties in decoding, fluency, vocabulary, and/or comprehension.

3. Teachers understand that struggling writers lack knowledge about the qualities of good writing and the process that writers use.

4. Teachers use a balanced approach to teach struggling students that incorporates explicit instruction, materials at students’ reading levels, and more time for reading and writing.

5. Teachers understand that interventions are additional instructional programs to remedy students’ reading and writing difficulties.

Chapter 11 Objectives After reading this chapter, students should be able to: 1. Discuss the ways in which teachers differentiate instruction to meet the needs of all students, including struggling students.

2. Identify the ways in which factors such as decoding, fluency, vocabulary and/or comprehension may cause difficulty for struggling students.

3. Explain the need for teachers to use a balanced approach that incorporates explicit instruction, materials at students’ reading levels, and more time for reading and writing.

4. Describe effective intervention programs.

Chapter 11 Outline Ways to Differentiate Instruction Differentiating the Content Differentiating the Process Differentiating the Product Grouping for Instruction Guided Reading Text Sets of Reading Materials Tiered Activities Literacy Centers Differentiated Projects

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Struggling Readers and Writers Struggling Readers Struggling Writers Minilessons Interactive Writing Daily Opportunities to Write Conferences Daily Opportunities to Read Working with Struggling Students High-Quality Classroom Instruction Differentiate Instruction Use Appropriate Instructional Materials Expand Teachers’ Expertise Collaborate with Literacy Coaches Interventions Response to Intervention (RTI) Tier 1: Screening and Prevention Tier 2: Early Intervention Tier 3: Disability Determination Key Concepts and Terms Differentiated Instruction Differentiated Projects Content Process Products Guided Reading Text Set Tiered Activities Literacy Centers Minilessons Conferences Literacy Coaches Interventions Reading Recovery Response to Intervention Professional Development Name to Know Marie Clay

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II: Teaching Suggestions Preview Questions Chapter 11 focuses upon the need for teachers to modify instruction to meet the strengths and needs of every student. As the class begins to study chapter 11, ask your students to consider the questions which follow.

1. Should all students be given the same assignment or should teachers create different assignments for different students?

2. Should all students be graded in the same manner?

Focus Questions Pre-service teachers should consider the questions which follow as they read Chapter 11.

1. How can teachers differentiate instruction to meet the needs of students who struggle?

2. How can teachers differentiate instruction to meet the needs of advanced students?

3. What steps can teachers take to further their professional development?

Class Activities 1. Pre-service teachers sometimes don’t understand the roles of various professionals in an elementary school. Invite an elementary school literacy coach as well as a teacher who has been trained in the Reading Recovery method to visit your college classroom to explain their responsibilities. An understanding of their roles will help the pre-service teachers in your class work collaboratively in their future assignments.

2. Bring copies of elementary level social studies textbooks to your college classroom. Ask the college students to form groups and select a chapter from one of the textbooks. Give your students two tasks: 1) Suggest a way in which a teacher could help a struggling reader learn by using the selected textbook chapter.

2) Suggest a way in which a teacher could use the selected textbook chapter and also enrich instruction for a student whose reading ability exceeds grade level expectations.

After Class Activities 1. Ask your college students to select a grade level and a topic for a thematic unit such as the Olympic Games, presidential elections, or recycling. Encourage them to gather a text set of books that would help children explore the chosen topic. The text set should include materials for students who are struggling readers, those who are reading on grade level, and those whose reading ability exceeds grade level expectations.

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2. Ask your college students to interview a teacher in grades kindergarten to six to learn how the teacher differentiates assessment to meet students’ needs.

3.

4. Encourage your students to develop a literacy center for an elementary classroom.

III. Resources Related Readings Encourage students to explore the topics presented in chapter 11 in more depth by reading the following professional literature.

Allington, R.L. (2006). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston: Allyn & Bacon.

Allington, R.L. and Cunningham, P.M. (2007). Schools that work: Where all children read and write. (3rd ed.), Boston: Pearson/Allyn & Bacon.

Clay, M.M. (1993). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.

Hoffner, H. (2001). A new way to watch and learn. Teaching PreK-8. 32, 96-105.

Hoffner, H. (2004). Learning disabilities: An historical perspective. Indianapolis, IN: Kappa Delta Pi. Hoffner, H., Baker, E. and Quinn, K.B. (2008). Lights, cameras, pencils! Using descriptive video to enhance writing. The Reading Teacher, 61 (7), 576-579.

Online Resources Council for Exceptional Children The Council for Exceptional Children maintains a website which offers educational resources. http://www.cec.sped.org Media Access Group at WGBH The website of the Media Access Group at PBS station WGBH can help teachers find ways to make websites, television programs, and films accessible to students with disabilities. http://main.wgbh.org/wgbh/pages/mag Recording for the Blind & Dyslexic (RFB&D) Recording for the Blind & Dyslexic is a nonprofit organization that can help teachers obtain audio versions of textbooks for students with print disabilities. http://www.rfbd.org

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Teachers of English to Speakers of Other Languages The website of the professional organization, Teachers of English to Speakers of Other Languages, provides resources that can help teachers guide English learners in their classrooms. http://www.tesol.org IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 11, visit the following sections of My Education Lab: Activities and Applications, Chapter 11 Differentiating Reading and Writing Instruction The expectation that all students are to meet the same literacy standards at each grade level implies that all students should receive the same instructional program. Effective teachers realize, however, that they must modify their programs because their students’ achievement levels and interests differ.

Ask the pre-service teachers in your class to examine the composition written by Rhiannon, a second grade student. Rhiannon has been encouraged to make connections as she reads and this composition shows her response to the Dr. Seuss book, I Can Read With My Eyes Shut.

Encourage your students to review Rhiannon’s composition and plan instruction that would meet her needs.

Building Teaching Skills, Chapter 11 Differentiating Instruction Effective teachers plan flexible assignments which can display their students’ strengths while also addressing their needs. In this video clip, a sixth grade teacher explains the way in which she designs assignments to give her students the structure they need as well as the freedom to make choices.

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Chapter 12: Reading and Writing in the Content Areas I: Overview Students explore their special interests, develop research skills, and demonstrate their strengths when they read and write in the content areas. They learn to use the special features of content-area textbooks as well as a wide variety of trade books, newspapers, magazines, and Internet resources to answer their questions.

How Effective Teachers Use Reading and Writing in the Content Areas 1.

2.

3.

4.

5.

Teachers have students use reading and writing as learning tools.

Teachers teach students about the features of content-area textbooks.

Teachers use a variety of activities to make content-area textbooks more comprehensible.

Teachers teach students how to take notes and study effectively.

Teachers focus on big ideas in content-area units.

Chapter 12 Objectives After reading this chapter, students should be able to: 1. Explain the ways in which effective teachers connect reading and writing during literacy instruction.

2. Explain the ways in which teachers help students use content-area textbooks.

3. Describe the ways in which teachers help students learn to take notes and study effectively.

4. Describe the ways in which teachers create and implement thematic units.

Chapter 12 Outline Connecting Reading and Writing Reading Trade Books Text Sets Mentor Texts Writing as a Learning Tool Learning Logs Double-Entry Journals Simulated Journals Quickwriting Writing to Demonstrate Learning Reports Posters “All About …..” Books Alphabet Books Class Collaborations

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Chapter 12: Reading and Writing in the Content Areas

Individual Reports Essays Poetry “I Am” Poems Poems for Two Voices Found Poems Multigenre Projects Content-Area Textbooks Features of Content-Area Textbooks Making Content-Area Textbooks More Comprehensible Stage 1: Prereading Stage 2: Reading Stage 3: Responding Stage 4: Exploring Stage 5: Applying Learning How to Study Taking Notes Question-Answer Relationships (QAR) The SQ3R Study Strategy Why Aren’t Content-Area Textbooks Enough?

Thematic Units How to Develop a Thematic Unit Nurturing English Learners Challenges in Learning Content-Area Information English Language Proficiency Background Knowledge Vocabulary Reading Writing Adjusting Instruction Choosing Alternative Assessments A First Grade Unit on Trees A Fourth Grade Unit on Desert Ecosystems A Sixth Grade Unit on Ancient Egypt Key Concepts and Terms Trade Book Mentor Text Text Set Thematic Unit Quickwrite Simulated Journals Question-Answer-Relationships (QAR) The SQ3R Study Strategy

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Name to Know Harvey Daniels II. Teaching Suggestions Preview Questions Chapter 12 discusses the ways in which effective teachers use content-area textbooks, trade books, and other reading materials to help their students explore new topics. Before you begin the chapter with your college students, ask them to reflect upon the ways in which they learned content-area material when they were in elementary school and to consider the following questions: 1. Did teachers ask you to read content-area textbooks silently or orally during instructional periods?

2. How did you learn to take notes?

3. How did you learn study strategies?

Focus Questions Pre-service teachers should consider the questions which follow as they read chapter 12.

1. When you become a teacher, what advice would you give an elementary student when he begins to read a chapter in a content-area textbook?

2. How can teachers help struggling readers use a content-area textbook effectively?

3. How can teachers appropriately challenge students who are reading beyond grade level expectations?

4. What role should textbooks play in content-area instruction?

Class Activity Bring a selection of elementary content-area textbooks to the college classroom. Ask your students to form groups to examine a textbook and complete the following tasks:  Using your knowledge of factors that influence readability, suggest an appropriate grade level for each textbook.  Identify the expository text factors which would help an elementary student study with that textbook.  List the strengths and limitations of the textbook.

After Class Activities 1. Ask your students to select a topic for a thematic unit and to compile a text set of materials to support instruction on that topic.

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2. Challenge your students to develop a thematic unit on a topic of their choosing. Remind them to use the steps listed in Literacy for the 21st Century: A Balanced Approach.

III. Resources Related Readings Encourage students to explore the topics presented in chapter 12 in more depth by reading the following professional literature.

Hoffner, H. (2003). A look at realistic fiction. Westminster, CA: Teacher Created Materials.

Hoffner, H. (2004). An adapted language experience approach: Helping secondary students with content area reading. The Ohio Reading Teacher, 36, 39-43.

Ikpeze, C. H., & Boyd, F.B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with webquests. The Reading Teacher, 60, 644-654.

Tompkins, G. E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Online Resources National Science Education Standards Teachers can visit the website of the National Science Teachers Association to find educational resources. http://www.nsta.org National Council for the Social Studies The website of the National Council for the Social Studies provides curriculum standards for kindergarten to grade 12. http://www.ncss.org/ PBS Teacher Source The PBS Teacher Source website offers lesson plans and background information related to many of the programs shown on Public Broadcasting Service stations (PBS). http://www.pbs.org/teachersource CNN Student News The CNN Student News website provides news summaries and articles related to education. http://cnnstudentnews.cnn.com

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Solving the Math Curse: Reading and Writing Math Word Problems This lesson plan, published on the Read Write Think website, helps students use their reading and writing ability to create word problems. http://www.readwritethink.org/lessons/lesson_view.asp?id=1123 Viking Voyagers: Navigating Online Content Area Reading This lesson plan, published on the Read Write Think website, helps students use content-area reading strategies as they participate in online content area reading. http://www.readwritethink.org/lessons/lesson_view.asp?id=919 IV. My Education Lab Encourage the pre-service teachers with whom you work to use the features of My Education Lab to gain a greater understanding of classroom practices. To learn more about the topics presented in chapter 12, visit the following sections of My Education Lab: Activities and Applications, Chapter 12 Reading Nonfiction Many children are passionate nonfiction readers. They enjoy researching and reading texts on their favorite topics. In this video clip, a teacher introduces us to Jimmy, a second grade student who enjoys reading nonfiction. Jimmy is reading slightly above grade level and his teacher is helping him use reading and writing to learn.

Building Teaching Skills, Chapter 12 Content Area Reading Content-area textbooks look different than other types of books and have unique conventions. When teachers explain and model their use, students can use features such as headings, subheadings, margin notes, and captions to enhance their comprehension. In this video clip, educators and students discuss ways in which teachers can help their students use informational books.

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How Content-Area Learning Fits into a Balanced Literacy Program Component

Description Reading content-area textbooks is a special kind of reading, and students need to know how to read efferently and use comprehension aids to read more effectively.

Students apply phonics knowledge as they decode multisyllabic technical terms, and they identify big ideas to remember as they read and study.

Students activate background knowledge, notice text structures, summarize, and use other strategies as they read informational books and content-area textbooks.

Teachers develop word walls to spotlight important technical terms and involve students in a variety of vocabulary activities.

Teachers use a variety of activities to make informational books and inconsiderate content-area textbooks easier for students to read and understand.

Students read stories, informational books, and poems from text sets to support and extend what they are learning through content-area textbooks.

Content-area textbooks are designed for content-area study, but textbooks are not a complete program. Instead, textbooks should be used as part of thematic units.

Students work in small groups and talk as they complete graphic organizers, brainstorm ideas, make posters to share their learning, and create projects.

Students complete graphic organizers, write in learning logs, and do other compositions to demonstrate their learning.

Students learn to spell content-related vocabulary as they make word walls, participate in vocabulary activities, and write reports and other compositions.

Reading

Phonics and Other Skills

Strategies

Vocabulary

Comprehension

Literature

Content-Area Study

Oral Language

Writing Spelling

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Test Bank Chapter 1: Becoming an Effective Teacher of Reading Multiple Choice Items 1. Educators who believe that learning is the result of stimulus and response actions subscribe to a theory known as: a) constructivism b) behaviorism c) reader response d) inquiry learning 2. Wendy’s mother taught her to knit and crochet and she knew many stitches. Because she had a great deal of experience, Wendy could now learn new stitches easily in a process of: a) assimilation b) accommodation c) schema d) response theory 3. Ten year old Julie usually enjoyed reading books in the Magic Tree House series. Today, however, the teacher required Julie to complete a worksheet as she read. To complete the worksheet, Julie was forced to read: a) efferently b) aesthetically c) orally d) fluently 4. Jason could not read the Harry Potter books independently but his reading tutor found that he could easily discuss and enjoy these books if she helped him with the more difficult vocabulary and guided his comprehension. For Jason, the task of reading the Harry Potter books were: a) within the zone of proximal development b) beyond the zone of proximal development c) an example of a stimulus-response task d) at his independent level 5. In the English language, there are approximately: a) 10 speech sounds b) 44 speech sounds c) 100 speech sounds d) Over 500 speech sounds

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6. The word bookcases contains: a) one morpheme b) two morphemes c) three morphemes d) four morphemes 7. When he rides the schoolbus, Tommy engages in casual conversation with his friends. He uses more formal language when he gives oral reports in the classroom. Tommy’s ability to use appropriate language in each situation shows his understanding of the: a) phonological system b) syntactic system c) pragmatic system d) semantic system 8. Six year old Carmen is learning to speak English and often makes statements such as “I have a pen blue” instead of “I have a blue pen”. That type of error shows that Carmen is having difficulty with the: a) morphemic system b) phonological system c) semantic system d) syntactic system 9. Shared writing differs from modeling because in shared writing: a) teachers edit the students’ work b) teachers select the writing topics c) students contribute to the writing activity d) students work with their parents 10. Texts used for guided reading instruction should be written at the students’: a) independent level b) instructional level c) frustration level d) listening level 11. During guided reading instruction, students usually work in: a) self-selected groupings b) mixed-age groupings c) heterogeneous ability groups d) homogeneous ability groups

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12. Commercially produced reading programs which typically include a student’s textbook, accompanying workbook, supplemental instructional materials, and teacher’s guide are known as: a) literature focus programs b) expository text programs c) basal reading programs d) workshop programs 13. As a new sixth grade teacher was selecting books for his classroom library, an experienced teacher correctly advised him that students within a typical classroom: a) all read at the same grade level b) read at a wide range of levels c) enjoy the same reading topics d) prefer the same authors 14. Schools are designing family literacy programs for parents who are not fluent readers and writers and for those who are learning English as an additional language. Family literacy programs in which cultural differences in reading and writing development are regarded as strengths rather than weaknesses reflect the: a) deficit model b) GED model c) immersion model d) wealth model 15. Theorists such as Piaget explained that students’ knowledge is organized into cognitive structures or files in mental filing cabinets known as: a) repetends b) scaffolds c) zones d) schemata 16. Theorist such as Louise Rosenblatt have explained that students don’t try to figure out the author’s meaning as they read; instead, they negotiate a meaning that makes sense to them based on the words they are reading and their existing knowledge. The work of these theorists reflects: a) behaviorism b) reader response theory c) interactive theory d) critical literacy

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17. John McFadden has just graduated from college and will begin his first year as a teacher in September. Experienced educators have correctly told him that teachers experience the most success when they: a) take the first 2 weeks of the school year to establish the classroom community b) assume all children understand the rules on the first day of school c) begin with a stimulus-response approach to learning d) establish a teacher-centered classroom 18. Students usually feel comfortable, safe, and more willing to take risks when: a) the classroom environment includes daily surprises b) the classroom environment is predictable with familiar routines c) a stimulus-response theory of learning is practiced d) older students visit the classroom 19. Teachers can serve as a model of fluent reading by: a) guiding students as they complete worksheets b) reading aloud to students c) encouraging parents to read to their children d) providing big books in the classroom 20. After a visit to the zoo, first grade teacher Kate Sutton helped her students write about their experiences on large chart paper. The teacher wrote some words and the students took turns adding words which they could write. This teacher and her students used a practice known as: a) Running Records b) Choral Reading c) Sharing the Pen d) Readers Theatre 21. Third grade teacher Gene Brady noticed that his students had difficulty using comprehension strategies. Of the following, the most effective way for this teacher to help his students would be to: a) ask older students to serve as tutors b) ask students to serve as tutors for their classmates c) provide worksheets and guided practice d) provide minilessons and model comprehension strategies 22. When a class is engaged in a literature focus unit: a) every student reads the same book b) every student selects a book which he/she would like to read c) the teacher reads the entire book aloud d) only expository texts are read

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23. Students usually have more opportunities to work independently, select their reading material, set personal schedules, and collaborate with classmates when they participate in: a) basal reading programs b) literature focus units c) guided minilessons d) reading workshop 24. Effective teachers use formal and informal assessment measures primarily to: a) modify their instruction and reteach when necessary b) rank students within the class c) provide standardized assessment results to administrators d) provide report card grade for parents 25. A balanced literacy program integrating components such as reading, writing, oral language, and content-area study is recommended for: a) students who are learning English as an additional language b) students who struggle to learn to read and write c) students in the primary grades d) all students Essay Questions 1. During a meeting with parents, first grade teacher Ryan Catania explained that the literacy program would not be based solely on phonics instruction. Why do many educators feel that phonics is not a complete literacy program?

2. Teachers use informal assessment tools to monitor daily progress. List three types of informal assessment tools that an elementary classroom teacher could use.

3. A fifth grade teacher would like to begin using Literature Circles in her classroom. List the steps the teacher should take to organize Literature Circles.

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Chapter 2: Teaching the Reading and Writing Processes Multiple Choice Items 1. The second grade class read a book about games usually played at children’s birthday parties.

Juan, who had recently moved to the United States, became very confused and asked why anyone would pin a tale on a donkey. The teacher then realized that Juan would have difficulty reading the birthday text primarily because he lacked the necessary: a) phonemic awareness b) vocabulary c) background knowledge d) vocabulary 2. When children participate in literature circles: a) teachers set the purposes for reading b) students set their own purposes for reading c) basal readers are used as supplementary texts d) teachers assign a text for each child 3. During guided reading, students should read books at their: a) independent level b) instructional level c) frustration level d) listening level 4. Shared reading differs from reading aloud to students primarily because during shared reading: a) students read the entire text aloud b) the teacher reads the entire text aloud c) students see the text as the teacher reads aloud d) expository texts are read aloud 5. The primary purpose of a Grand Conversation is to: a) test students’ understanding of a text b) clarify and deepen students’ understanding of a text c) motivate students to read expository texts d) develop socialization and speaking skills 6. Six year old Danny proudly read a list of words with no hesitation. Danny’s automatic response indicated that in this situation, he was most likely using a: a) comprehension strategy b) word learning strategy c) decoding skill d) study skill

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7. Of the following, the best way for teachers to help their students understand and use comprehension strategies is for the teacher to: a) monitor students as they complete worksheets collaboratively b) ask parents to monitor their children’s homework c) model comprehension strategies as they read aloud to the class d) encourage the students to engage in buddy reading 8. New teacher Tara Holds attended a workshop on the Writing Process in which she was correctly told that: a) students must write with a partner b) students always follow the steps in the same sequence c) the process should only be used with expository texts d) the process involves recurring cycles 9. When engaged in the writing process, students focus upon mechanics such as capitalization, punctuation, and spelling when they reach the: a) prewriting stage b) drafting stage c) revising stage d) editing stage 10. Of the following, the best way to assess the quality of students’ writing is to use a: a) running record b) miscue analysis c) rubric d) repetend 11. Third grade teacher Eileen Baker relies upon research findings to guide her instruction.

Research suggests that students’ reading and writing ability shows the most improvement when: a) reading and writing instruction are integrated b) reading and writing strategies are taught separately c) reading instruction precedes writing instruction d) writing instruction precedes reading instruction 12. A second grade student wrote a paragraph in which she varied the length of her sentences to express action. Her classmates applauded the flow of her writing when she read the story aloud. The work of this young writer showed that she: a) selected unusual words b) has developed sentence fluency c) has mastered the mechanics of writing d) thoroughly researched her subject

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13. Every day first grade teacher Mary Tomlin works with a small group of students who are reading at the same level. She selects a book at their instructional level and helps the children apply strategies as they read. This teacher is using the instructional technique known as: a) guided reading b) buddy reading c) echo reading d) sustained silent reading 14. Sixth grade teacher Kate Kane finds that the struggling readers in her class don’t understand the ways in which more capable readers apply reading strategies. The principal wisely advised that the best way to help the students become more thoughtful, strategic readers would be for the teacher to: a) talk with parents to explain the importance of skills based instruction b) encourage her students to read to the first grade students c) use a think-aloud to demonstrate the thought processes that more capable readers use d) invite guest readers to visit the classroom 15. Problem-solving tactics that students apply as they read are known as: a) basals b) rubrics c) skills d) strategies 16. When her students are engaged in the prewriting stage, fifth grade teacher Betty McIntyre encourages them to draw because drawing often: a) helps students organize their ideas b) helps children work together c) leads to improved spelling d) makes their texts longer 17. It is most appropriate for students to seek and receive feedback on their writing during the: a) prewriting stage b) drafting stage c) revising stage d) publishing stage 18. Proofreading should be taught: a) as early as first grade b) when students reach middle school c) only to students who are reading on grade level d) only to students who have developed sentence fluency

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19. To help students focus upon particular types of errors in their writing, many teachers provide: a) editing checklists b) miscue analyses c) informal reading inventories d) response journals 20. Students most often set their own purposes for reading when they are given time for: a) guided reading b) independent reading c) echo reading d) shared reading 21. The most authentic type of reading is: a) independent reading b) oral reading c) echo reading d) guided reading 22. During shared reading, children should: a) be reminded to remain silent as the teacher reads b) read books at their independent level c) be invited to join in the reading of predictable refrains and rhyming words d) listen to the teacher read and not be distracted by the text 23. Of the following, the best way to help students understand a comprehension strategy would be to: a) assign additional homework b) administer daily quizzes c) ask students to read with a partner d) teach a minilesson on strategy use 24. When students engage in grand conversations, the teacher should: a) act as a participant rather than the leader b) lead the discussion c) use a rubric to assign participation grades d) group the students by ability level 25. During periods of shared reading, teachers should: a) refrain from showing the text to all students b) ask the most capable readers to read orally c) insist that every student read orally d) encourage students to join in the reading when they feel comfortable

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Essay Questions 1. Although the teacher felt that Susan would enjoy discussing the novel, Esperanza Rising, with her classmates, the student was not able to read that chapter book independently.

What steps could the teacher take to enable Susan to enjoy this novel with her classmates?

2. When a parent asked why the teacher conducted daily read alouds in a fourth grade classroom, the principal responded that reading aloud is beneficial for students of all ages. What are the benefits of reading aloud to older students?

3. A group of second grade students have been engaged in the writing process and they have reached the publishing stage. List three ways in which students could share their writing with a larger audience.

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Chapter 3: Assessing Students’ Literacy Development Multiple Choice Items 1. Six year old Madison selected a book, Junie B. Jones and the Stupid Smelly Bus, from the classroom library. Madison was able to read most of the words but she needed her teacher’s help to fully comprehend the story. Consequently, this book fit Madison’s: a) independent level b) instructional level c) frustration level d) lexile level 2. To encourage book discussions, all of the sixth grade students in the Charles School District have been asked to read the intriguing novel, The Giver. Faculty members have planned a special day in which all of the students will gather to discuss the book and complete response projects. Because a few of her students struggle in reading and are unable to read The Giver independently, the principal has wisely advised new teacher Laura Spencer to: a) excuse struggling readers from the book discussions b) require the students to read the book as a homework assignment c) read the novel aloud and discuss it with the students who struggle d) motivate the struggling readers to read The Giver independently 3. Students’ scores on high-stakes tests such as the Metropolitan Achievement Test and the Iowa Test of Basic Skills can often be linked to readability levels of the: a) Fry Readability Graph b) Fountas and Pinnell guidelines c) Lexile Framework d) Informal Reading Inventory 4. Scoring guides that are used to evaluate student performance in reading and writing according to specific criteria and levels of achievement are known as: a) running records b) rubrics c) informal reading inventories d) miscue analyses 5. Bobby’s teacher administered an informal reading inventory and found that he had a fourth grade instructional reading level and a sixth grade listening level. These scores indicate that this student should be able to: a) read fourth grade level materials independently b) read sixth grade level materials independently c) define vocabulary words at the sixth grade level d) comprehend sixth grade level materials when they are read aloud

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6. Systematic and meaningful collections of artifacts documenting students’ literacy development over a period of time are known as: a) running records b) rubrics c) informal reading inventories d) portfolios 7. Of the following, the tool which is most likely to help students engage in self-assessment is the: a) portfolio b) running record c) informal reading inventory d) miscue analysis 8. An informal reading inventory usually contains: a) only narrative passages b) only expository passages c) narrative and expository passages at only one grade level d) narrative and expository passages at many grade levels 9. Items to be included in a portfolio are usually selected by the: a) students b) teacher c) administrators d) parents 10. Sixth grade teacher Helen Crump has been asked to evaluate students’ writing samples. To complete this task, Miss Crump should develop a (n): a) informal reading inventory b) rubric c) running record d) portfolio 11. Principal Andy Taylor has correctly advised teachers to prepare students for high-stakes testing by: a) teaching test-taking strategies through minilessons and literacy activities b) providing more time for stress-relieving exercises c) creating practice tests with multiple-choice items d) creating family newsletters to explain the tests 12. Researchers have found that children find books easier to read when the books have: a) consistent placement of text on a page b) selections written by many authors c) varied sentence patterns d) specialized vocabulary

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13. George lives on a farm and enjoys reading books about farm animals. Of the following, the most likely reason why George can read books about farm animals independently is that books with: a) predictable text are usually more difficult to read b) decodable text are usually more difficult to read c) familiar objects and experiences are usually easier to read d) varied sentence patterns are usually easier to read 14. A reading test which is composed of graded word lists, graded passages from stories and informational books, and comprehension questions is known as a (n): a) DIBELS b) miscue analysis c) informal reading inventory d) portfolio assessment 15. When Mary orally read a paragraph from the text, Little House on the Prairie, she stumbled over most of the words and required a great deal of assistance from her teacher. Mary was unable to state the main idea of the selection. This book was at Mary’s: a) independent level b) instructional level c) frustration level d) lexile level 16. High-stakes testing differs from classroom assessment in many ways. One significant way in which high-stakes testing and classroom assessment differ is that classroom assessment usually: a) is based upon national norms b) includes only oral presentations c) can be conducted by a paraprofessional d) provides more information for making daily instructional decisions 17. Sixth grade reading teacher David Scott has been asked to help his students prepare for a high-stakes assessment. Of the following, the best way that a reading teacher could help his students prepare for a high-stakes assessment is to: a) teach students about question-answer relationships b) use a timer to encourage students to work more quickly c) conduct daily speed drills d) stress the importance of good nutrition 18. When used correctly, portfolios focus upon a student’s: a) weaknesses b) strengths c) oral reading d) skills in the mechanics of writing

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19. High-stakes tests are designed to objectively measure students’ ability to meet: a) their personal goals b) their parents’ expectations c) teacher-created rubrics d) grade-level standards 20. An informal reading inventory can be used to measure: a) only word recognition b) only comprehension c) word recognition and comprehension d) word recognition, comprehension, and numerical fluency 21. Of the following, the most effective way for teachers to monitor progress and make instructional decisions is to: a) distribute a weekly parent newsletter b) develop a schedule for observing each student c) assign homework regularly d) ask students to submit writing samples 22. During a classroom observation, the principal noted that a fifth grade teacher did not communicate well with her students. To help the students understand their teacher’s expectations and to make assignments clearer, the principal wisely suggested that the teacher develop and distribute: a) miscue analyses b) anecdotal records c) checklists d) daily quizzes 23. To help students understand the genre of standardized tests, effective teachers: a) seek opportunities for students to examine old test forms b) conduct read alouds with actual test forms c) prepare weekly parent newsletters d) teach to the test 24. Third grade teacher Bea Taylor writes brief notes as she observes students. Which of the following notes would be most helpful in planning instruction? a) Clara wrote an essay in neat cursive handwriting. b) Clara is a good student. c) Clara earned an A on her report. d) Clara used context clues to determine the meaning of the words shore and seashell.

25. When a teacher administers an informal reading inventory, the student: a) only reads passages orally b) only reads passages silently c) reads passages orally and silently d) usually responds to picture cues

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Essay Questions 1. Fifth grade teacher Michael Baker is using a readability formula to determine the difficulty of books selected for his classroom library. Should he rely solely on a readability formula to determine the appropriateness of books in his classroom library?

Support your answer.

2. In addition to using high-stakes assessments, teachers in the Madeline School District routinely gather and share their students’ work in portfolios. List three benefits of including portfolios in an assessment plan.

3. What steps can teachers take to help their students prepare for standardized tests?

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Chapter 4: Working with the Youngest Readers and Writers Multiple Choice Items 1. A kindergarten teacher suspects that her new student has not had the same rich exposure to books that most of his classmates have had. Of the following, which assessment tool could most likely help a teacher measure a young child’s understanding of books? a) an informal reading inventory b) Concepts About Print test c) Running Record d) Portfolio Assessment 2. Young children are surrounded by words. Print such as logos on cereal boxes and signs for a favorite toy store or restaurant is known as: a) predictable print b) decodable print c) concept print d) environmental print 3. Effective teachers have learned that it is best to teach letters of the alphabet: a) in alphabetical order b) before introducing whole words c) using drills and writing activities d) using children’s own names and environmental print 4. The goal for educators is that all children should be fluent readers and writers by: a) age seven b) the end of kindergarten c) the end of first grade d) the end of third grade 5. Because fluent readers recognize many words automatically, they usually: a) prefer to read orally b) substitute words as they read c) devote more energy to comprehension d) devote more energy to decoding 6. To administer the Concepts About Print test, teachers: a) must use one of 4 specially provided books b) can use any book in the classroom c) must test children in groups d) can test in a round-robin manner

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7. A group of first grade students would enjoy the book, If You Give a Mouse a Cookie, but they are not ready to read it independently. To help the children enjoy and use the book effectively, their teacher should use the practice of: a) round-robin reading b) running records c) shared reading d) popcorn reading 8. During shared reading, students should be encouraged to: a) join in reading predictable refrains and rhyming words b) remain silent as the teacher reads c) draw a picture as the teacher reads d) examine pictures in an alternative text 9. Books with repeated words and sentences, rhymes, or other familiar patterns are known as: a) environmental books b) decodable books c) predictable books d) shared books 10. Several kindergarten students dictated sentences about their trip to the zoo. Their teacher wrote their dictated sentences on a chart. The children were able to easily read these sentences primarily because: a) the text was composed of their own language b) a familiar teacher wrote the script c) they enjoyed the visit to the zoo d) the words contained familiar spelling patterns 11. Handwriting instruction: a) should begin in kindergarten to establish good habits b) should begin in third grade when fine-motor skills have been developed c) should include only cursive writing d) is no longer necessary due to technology 12. When children are using writing centers, their teachers should: a) grade each draft the children write b) provide help as needed c) refrain from commenting on the students’ work d) correct all spelling and punctuation errors to establish good habits 13. Students are most likely to use conventional spelling in the: a) readiness reading and writing stage b) emergent reading and writing stage c) beginning reading and writing stage d) fluent reading and writing stage

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14. Teachers should use the time allotted for handwriting instruction primarily to: a) model letter formation and supervise the students’ practice b) distribute worksheets for independent practice c) complete required lesson plans and newsletters d) teach keyboarding skills 15. A kindergarten teacher plans to read aloud a predictable text, Mrs. Wishy-Washy. To enable all students to see the text and illustrations, the teacher should use: a) twin texts b) a big book c) environmental print d) decodable texts 16. Six year old Nicole wrote a thank-you letter to her grandmother that had all the traditional parts of a letter and showed conventional spelling. This work indicates that as a writer, the child is in the: a) readiness stage b) emergent stage c) beginning stage d) fluent stage 17. Five year old Gloria didn’t understand word boundaries or concepts of words. To best address this need, her teachers used the instructional practice of: a) the Language Experience Approach b) Comprehension Strategies c) Running Records d) Graphic Organizers 18. The principal wisely suggested that by adding books, pencils, pens, and paper to kindergarten play centers, teachers could enhance their instructional value and transform them into: a) b) c) d)

repetends assessment centers literacy play centers Elkonin boxes

19. The most effective way to help children develop concepts about the alphabet is to: a) provide isolated skill and drill activities to teach letters b) use the children’s names and environmental print to teach letters c) develop portfolio assessments d) teach letters in alphabetical order

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20. The kindergarten teacher is pleased to see that five year old Evan is beginning to hold books correctly and to read environmental print. This behavior indicates that Evan is in the: a) readiness reading and writing stage b) emergent reading and writing stage c) beginning reading and writing stage d) fluent reading and writing stage 21. Being able to name the letters of the alphabet is a good predictor of beginning reading achievement. The most likely explanation for this is that: a) drill and practice activities lead to reading success b) a child must be able to name every letter in order to read words c) children who have been actively involved in early and rich literacy activities generally know the letters d) children who can name the letters have strong phonemic awareness 22. Tommy is transitioning from pretend reading to reading predictable books. This child is in the: a) readiness reading and writing stage b) emergent reading and writing stage c) beginning reading and writing stage d) fluent reading and writing stage 23. Teacher Millie Boyd is helping her students use phonics to decode and spell words. Phonics instruction is most appropriate for students in the: a) readiness reading and writing stage b) emergent reading and writing stage c) beginning reading and writing stage d) fluent reading and writing stage 24. Young children’s introduction and exposure to written language usually begins: a) before they come to school b) when they enter kindergarten c) when they enter first grade d) when they meet classmates 25. Of the following, the most effective way to encourage shared reading and to involve parents in a child’s literacy development is to: a) establish a classroom word wall b) include worksheets in a homework packet c) provide evening phonics classes for parents d) send home traveling bags of books

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Essay Questions 1. The kindergarten teacher observed that her new five year old student, Mei, had developed age-appropriate concepts about print. List 3 behaviors that would indicate that a child had developed concepts about print.

2. List three characteristics of fluent readers.

3. Give three effective ways in which teachers can help children learn the letters of the alphabet.

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Chapter 5: Cracking the Alphabetic Code Multiple Choice Items 1. The smallest units of speech are known as: a) phonemes b) graphemes c) morphemes d) phonics 2. A first grade teacher conducted a lesson on word families and asked the children to write words on the chalkboard. This could best be described as a lesson in: a) phonics b) phonemic analysis c) miscue analysis d) literacy strategies 3. Of the following, the most powerful predictor of later reading achievement appears to be a child’s: a) social maturity b) visual discrimination c) fine-motor skills d) phonemic awareness 4. Phonemic awareness instruction should be: a) integrated with other components of a balanced literacy program b) isolated to emphasize phonics skills c) used only with children with limited exposure to the English language d) emphasized at all grade levels 5. In the English language, there are: a) 26 phonemes b) 44 phonemes c) 100 phonemes d) over 500 phonemes 6. When children have difficulty spelling a word, effective teachers should tell them to: a) sound it out b) think it out c) use an alternative word d) use a thesaurus 7. Of the following, the best way to help children become better spellers is to: a) engage them in daily reading and writing activities b) encourage them to use drill and practice software c) administer weekly spelling tests d) take running records 94

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8. A group of second grade students need help spelling high frequency words. The best way for their teacher to help them gain independence in their spelling and writing would be to: a) monitor the completion of spelling worksheets b) post high frequency words on a classroom word wall c) administer weekly spelling tests d) encourage the students to sound out words 9. For most children, phonics instruction should be completed by the end of: a) kindergarten b) first grade c) third grade d) sixth grade 10. A teacher examined the misspelled words in her students’ compositions. An analysis of these misspelled words will most likely help the teacher assess her students’: a) writing fluency b) understanding of morphemes c) ability to apply phonics generalizations d) ability to use graphic organizers 11. Of the following, the best way to help children learn to segment words is to use: a) Readers Theatre b) Word Walls c) Elkonin Boxes d) Graphic Organizers 12. The belief that there should be a one-to-one correspondence between phonemes and graphemes so that each sound is consistently represented by one letter is known as: a) Morphemic Analysis b) the Matthew Effect c) the Peter Effect d) the Alphabetic Principle 13. In the word flat, the rime is: a) f b) fl c) at d) lat 14. Six year old Rachel proudly said she could read the word fish because it looked like the word dish. This child was using the strategy of: a) phonemic awareness b) morphemic analysis c) miscue analysis d) analogy

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15. The principal wisely told a new first grade teacher that her daily instructional schedule should include: a) computerized phonics drills b) round-robin reading activities c) time for students to complete phonics worksheets d) opportunities for students to apply phonics concepts as they read 16. Phonics instruction should be viewed as: a) a complete reading program b) part of a balanced approach that includes authentic reading and writing c) essential for students in kindergarten to grade six d) the best way to help students understand morphemes 17. Five year old Adam wrote the sentence, “My mom sed no�. When Adam wrote sed for said, he showed that he was using: a) conventional spelling b) invented spelling c) traditional spelling d) orthographic spelling.

18. In the word skate, the onset is: a) s b) sk c) ate d) skate 19. Teachers should emphasize the phonics generalizations that have the highest degree of utility for readers. Of the following, the most useful generalization is the: a) open syllable pattern b) soft g pattern c) soft c pattern d) CVC (consonant-vowel-consonant) pattern 20. Proofreading should be introduced: a) in the primary grades b) when a student has reached a fourth grade instructional reading level c) when a student has reached a sixth grade instructional reading level d) when a student can spell content area vocabulary correctly 21. To help students take responsibility for their own learning and to individualize the instructional program in spelling, a fourth grade teacher appropriately encourages his students to: a) correct their own pretests and develop their own study lists b) engage in round-robin reading activities c) show all of their classwork to their parents d) read trade books at home

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22. Although he knew that he should use a dictionary to find correct spellings, eight year old Nick said that he couldn’t find the words he needed for his composition. His teacher correctly told him that he should: a) always ask his teacher to find the words for him b) predict possible spellings for the words and then check the most probable spellings in the dictionary c) use invented spellings and later ask his parents to correct his work d) only use high frequency words which he can spell correctly 23. Teachers guide their students through several stages of spelling development. In the Derivational Relations Spelling Stage, instruction focuses upon: a) phonemes b) morphemes c) phonics generalizations d) expository text 24. When a teacher asks a student to “Say the word star without the st”, that teacher is primarily monitoring the student’s: a) phonemic awareness b) phonics ability c) morphemic awareness d) miscue analysis 25. After reviewing research, the National Reading Panel (2000) concluded that the most effective phonics programs were: a) incidental and addressed each teacher’s learning style b) systematic and taught in a predetermined sequence c) conducted with small group instruction d) conducted with whole group instruction Essay Questions 1. Explain the difference between phonemic awareness and phonics.

2. Describe an effective way to individualize spelling instruction and assessment.

3. Describe an effective way to individualize spelling instruction and assessment.

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Chapter 6: Developing Fluent Readers and Writers Multiple Choice Items 1. To become a fluent reader, a student must: a) define function words clearly b) spell high frequency words correctly c) articulate multi-syllabic words d) automatically recognize high-frequency words 2. Six year old Bill said he could read the word will because it looked like his name. Bill used the strategy of: a) phonic analysis b) syllabic analysis c) analogies d) morphemes 3. Every syllable must have at least one: a) consonant b) vowel c) affix d) digraph 4. The ability to orally read sentences expressively, with appropriate phrasing and intonation, is known as: a) prosody b) automaticity c) decoding d) choral reading 5. Of the following, the most effective way for a teacher to help his students spell highfrequency words correctly would be to: a) conduct daily phonics drills b) circle misspelled words on their compositions c) post high-frequency words on a classroom word wall d) give each student a dictionary 6. In the word spelled, ed is an example of a: a) free morpheme b) bound morpheme c) prefix d) blend

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7. To read fluently, students need to read at least: a) 50 words per minute b) 100 words per minute c) 6 books per week d) 10 books per week 8. The ability to read silently for increasingly longer periods of time is known as reading: a) fluency b) stamina c) prosody d) automaticity 9. Students must develop a large stock of words that they recognize automatically because it is impossible for them to analyze every word that they encounter while reading. These recognizable words are known as: a) predictable text b) decodable text c) function words d) sight words 10. The best way to help children become fluent writers is to ask them to: a) write sentences to express their ideas b) copy sentences from the chalkboard c) apply phonics generalizations d) use dictionaries more frequently 11. Of the following, the best way to assess students’ reading fluency is to: a) use a miscue analysis b) use morphemic analysis c) listen to them read aloud d) engage in partner reading 12. A first grade teacher introduced the word cat on Monday. On Tuesday, the teacher could help her students read the words bat, flat, and rat, by breaking those words into: a) onsets and rimes b) prefixes and suffixes c) root words and suffixes d) syllables 13. Word Walls are appropriate: a) only in kindergarten to grade 3 b) only for students above a first grade reading level c) at any grade level d) when students have visual disabilities

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14. Words such as for, the, and with which occur frequently but carry little meaning are known as: a) environmental text b) decodable text c) readability words d) function words 15. Of the following, the best way to help students develop reading fluency is to use: a) round-robin reading b) popcorn reading c) phonics drills d) readers theatre 16. When introducing new words, teachers should: a) present the words in isolation so that students can focus on the letters b) present the words in context so that students can attach meaning c) ask students to spell all new words d) ask students to draw pictures for all new words 17. Of the following, the best way for teachers to monitor students’ spelling of high- frequency words is to: a) analyze children’s writing samples b) hold weekly spelling bees c) administer weekly spelling tests d) ask students to give frequent reports 18. A teacher read a passage. The students repeated each phrase or sentence after the teacher read it. This class was participating in: a) popcorn reading b) round robin reading c) parallel reading d) echo reading 19. Most children should become fluent writers by: a) the end of first grade b) the end of third grade c) the end of kindergarten d) age 7 20. Of the following, the best way to improve students’ reading speed is to use: a) phonics drills b) repeated readings c) repetends d) word walls

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21. When students explore an idea by writing rapidly without stopping, they are participating in: a) quickwriting b) prosody c) round-robin work d) popcorn work 22. Reading fluency involves the 3 components known as: a) reading speed, word recognition, and comprehension b) reading speed, word recognition, and prosody c) reading stamina, automaticity, and comprehension d) reading stamina, prosody, and articulation 23. Research suggests that students become more fluent readers when they are taught to: a) decode every word they encounter while reading b) speak more clearly and rapidly c) chunk parts of sentences into meaningful units as they read d) point to each word as they read 24. Books that children use for fluency practice should be: a) just below their instructional level b) just below their frustration level c) restricted to narrative texts d) restricted to expository texts 25. Teachers provide a model of fluent reading when they: a) read aloud to their classes b) provide time for silent reading c) discuss their hobbies with the class d) encourage students to visit the library Essay Questions 1. Why does reading fluency usually lead to improved comprehension?

2. Describe three techniques teachers can use to help students develop reading fluency.

3. During a faculty meeting, the principal stated that round-robin reading embarrasses struggling readers and wastes valuable class time. Give three alternative activities teachers could use to replace round-robin reading.

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Chapter 7: Expanding Students’ Knowledge of Words Multiple Choice Items 1. Research suggests that for students in grades three and up, the activity which leads to the greatest growth in vocabulary is: a) conversation with peers b) conversation with adults c) reading d) writing 2. Fourth grade teacher Anna Scott was frustrated. The poorest readers in her class read very few books while the most capable readers read many books and enlarged their vocabularies.

This situation is an example of the: a) Peter Effect b) Matthew Effect c) Alphabetic Principle d) Concepts about Print 3. A teacher has been encouraging her students to enliven their writing by using words that have nearly the same meaning as the tired words they have been using. This teacher should give a lesson in using: a) antonyms b) synonyms c) homonyms d) graphemes 4. Sets of words such as deer and dear and blue and blew are known as: a) homographs b) homonyms c) synonyms d) phonemes 5. When eight year old Eli encountered a word that he didn’t know, he used the surrounding words and sentences to determine its meaning. In that situation, Eli used: a) decoding skills b) context clues c) analogy d) the alphabetic principle 6. The term which refers to the history of a word is: a) orthography b) calligraphy c) etymology d) phonology

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7. Because a group of third grade students have difficulty using dictionaries to find the definitions they need, their teacher should: a) develop a classroom word wall of high-frequency words b) encourage the students to use invented spelling c) teach the students to use the spell check feature on their computers d) model techniques for reading and using dictionary entries 8. Expressions which must be translated figuratively such as “raining cats and dogs” , “chip off the old block”, and “skeleton in the closet” are known as: a) metaphors b) similes c) idioms d) refrains 9. While reading about the Olympic Games, a fourth grade class made a list of sports related words and then made a grid to classify the words according to their distinguishing characteristics. Those students participated in a (n): a) phonics analysis b) Elkonin Box c) context clue d) semantic feature analysis 10. Words that express opposite meanings are known as: a) antonyms b) synonyms c) homographs d) morphemes 11. The best way to teach students to use context clues is to use: a) phonics drills b) round-robin reading c) modeling d) word walls 12. When the words subway and submarine appeared in a text, the teacher helped the children break the words apart. They then examined other words that began with sub. These children participated in a: a) morphemic analysis b) contextual analysis c) context clue d) word chain

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13. To use classroom word walls most effectively, teachers should: a) add new words each day to meet the students’ needs b) post only words contained on a school’s approved list c) use the words in daily reading and spelling drills d) write each word phonetically 14. Research suggests that: a) round-robin reading motivates students to read independently b) vocabulary growth is not related to reading achievement c) students with more limited vocabularies have better reading comprehension d) students with larger vocabularies tend to be more capable readers 15. When introducing new words, sixth grade teacher Terri Crowley alerts her students if the new words were derived from the Spanish, French, or Latin languages. Effective teachers have found that knowing a word’s history helps students to: a) write that word in neat, cursive writing b) alphabetize words correctly c) improve their visual literacy d) spell the word correctly 16. The fifth grade students in Debbie Smith’s classroom enjoy using morphemic analysis and context clues to determine the meaning of unknown words. This behavior shows that these students have developed: a) the alphabetic principle b) concepts about print c) phonemic awareness d) word consciousness 17. The principal correctly told a newly hired teacher that she could most effectively expand her students’ knowledge of words by: a) providing daily opportunities for students to read books independently b) allowing the students to sit together at tables rather than isolated desks c) providing more time for social activities d) displaying more posters in the classroom 18. A third grade teacher would like to help struggling readers enlarge their vocabularies and motivate them to read. He can accomplish this goal most effectively by: a) providing texts beyond their instructional reading level b) increasing the time devoted to phonics instruction c) asking students to write the definitions of new words d) reading aloud to the class

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19. To help his students revise their writing and engage in word-study activities, an effective teacher has decided to teach his students to use: a) Elkonin Boxes b) phonics generalizations c) a dictionary and a thesaurus d) miscue analysis 20. The expression quiet as a mouse is an example of a: a) metaphor b) simile c) miscue d) morpheme 21. The primary reason why teachers should devote instructional time to the study of similes and metaphors is to help students: a) make their writing more vivid b) improve their spelling ability c) develop phonemic awareness d) meet school district requirements 22. As she was reading with her teacher, six year old Megan encountered a word she didn’t recognize. Her teacher correctly said that if an unknown word is not essential to the meaning of the text, Megan should: a) skip the word and continue reading b) write the word on the classroom word wall c) stop reading and use a dictionary d) stop reading and decode the word 23. A third grade teacher taught a lesson using pairs of words such as dull and sharp, hot and cold, and easy and hard. This lesson focused upon: a) synonyms b) antonyms c) homonyms d) homographs 24. Effective teachers use minilessons to teach students about specific words. These minilessons: a) should always be provided before students read the text b) should always be provided after students have read the text c) can be provided before or after students read the text d) should only be provided for struggling readers

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25. After visiting the library, a fourth grade teacher announced that the students would have time to read independently. She wisely told them that if they encountered a word they didn’t recognize, their first step should be to: a) ask the teacher for help b) ask a classmate for help c) reread the sentence containing the word d) write the word on the classroom word wall Essay Questions 1. Describe three word study activities teachers can use to help their students examine words and think more deeply about new words.

2. List and describe three ways in which teachers can assess students’ vocabulary knowledge.

3. Students often encounter words they don’t recognize during independent reading periods.

List three suggestions a teacher could offer to help her students determine the meaning of unfamiliar words. What should students do when they don’t recognize a word in their texts?

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Chapter 8: Facilitating Students’ Comprehension: Reader Factors

Chapter 8: Facilitating Students’ Comprehension: Reader Factors Multiple Choice Items 1. When Mai, an English Language Learner, read the sentence, “Blow out your birthday candles”, she became confused because she had never had a birthday cake. A lack of background knowledge that affects comprehension can be categorized as a: a) text factor b) reader factor c) miscue d) semantic error 2. Comprehension is a complicated process which begins: a) during prereading as students activate background knowledge b) during reading as students connect words and ideas c) when teachers ask post-reading questions d) when students discuss their reading with a peer 3. Comprehension depends on the 2 factors of: a) word recognition and thought b) phonics and background knowledge c) the reader and the text d) vision and cognition 4. A group of athletic sixth grade students read and discussed the novel, Travel Team, a story about neighborhood basketball teams. Their teacher correctly realized that her students almost seemed to comprehend the novel better than she did primarily because they: a) played on basketball teams and had the background knowledge and vocabulary b) were able to apply phonics generalizations as they read c) did not have a genuine interest in the story d) were able to discuss the novel with their parents 5. When students reflect upon their thinking, they engage in a type of behavior known as: a) semantics b) scaffolding c) metacognition d) prosody 6. Teachers can best model comprehension strategies by: a) encouraging students to read with a partner b) inviting the principal to speak to the class c) adding words to the classroom word wall d) thinking aloud

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7. As she was reading the novel Charlotte’s Web, Helen thought about the farm on which she lived and the baby pig she received on her birthday. In this situation, Helen made a: a) text-to-self connection b) text-to-text connection c) text-to-world connection d) text-to-word connection 8. The best way to help students apply comprehension strategies is to provide time for them to: a) view and discuss films with classmates b) read expository texts in basal readers c) read interesting books at their reading level d) add interesting words to the word wall 9. A group of fifth grade students in Alaska wanted to read the novel Hoot which is set in the Florida. Because their teacher suspected that they didn’t have the background knowledge necessary for comprehension, she correctly decided to: a) ask the students to select a different book b) preteach key words to build background knowledge c) provide minilessons on decoding strategies d) ask the students to write reflections after they read each chapter 10. Teachers can help their students become more fluent readers by providing: a) daily periods of round-robin reading b) graphic organizers c) seating at the front of the classroom d) many opportunities for repeated readings 11. Questions arise as readers engage with a text. Research suggests that comprehension improves most significantly when: a) teachers ask questions and students listen b) students learn to generate questions about a text c) students write their responses to the teacher’s questions d) students keep lists of the teacher’s questions 12. Before they read a new text, fourth grade teacher Harry Clifton helps his students focus their attention and remember important details by: a) engaging them in readers’ theatre b) engaging them in round-robin reading c) helping them set a purpose for reading d) assigning related homework

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13. To monitor comprehension, a teacher asked his students to supply missing words in the following passage: Today is Kyle’s birthday.

His father will bake a ________.

Kyle’s friends will come to his _______.

That type of assessment is known as a (n): a) informal reading inventory b) cloze procedure c) retelling d) DRA 14. Before her vacation, ten year old Gloria will visit the local library to select books for leisure reading. For this purpose, Gloria should select books written at her: a) independent level b) instructional level c) frustration level d) scaffold level 15. Of the following, the instructional procedure which offers students the most opportunities to make choices is: a) the basal reading program b) reading workshop c) guided reading d) the thematic unit 16. Research suggests that a student’s motivation to read increases when: a) he is punished if he doesn’t read b) the teacher selects the books for literature circles c) the classroom has a competitive atmosphere d) the classroom has a collaborative atmosphere 17. Capable readers: a) view reading as a decoding process b) monitor their reading c) are reluctant to use comprehension strategies d) rely on teachers to select reading materials 18. New teacher Katrina Smith said that her students didn’t seem to form inferences as they read.

Her principal correctly responded that: a) students can’t be taught to form inferences b) teachers can use modeling to help students form inferences c) struggling students should read only expository texts d) struggling students should read only narrative texts

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19. Fluent readers tend to have better comprehension primarily because they: a) are more interested in books b) have better speaking ability c) don’t have to stop reading to decode words d) don’t monitor their reading 20. Of the following, the instructional material that would best help students summarize a text is a (n): a) Elkonin Box b) word chain c) graphic organizer d) miscue analysis 21. Capable writers usually: a) focus upon mechanical correctness rather than meaning b) write expository texts rather than narrative texts c) neglect to monitor their writing d) vary their writing to fit their purposes and audiences 22. Many informal reading inventories (IRIs) have been published to help teachers assess literacy progress. Most IRIs include: a) cloze passages b) phonemic awareness inventories c) graded narrative and informational passages d) motivation surveys 23. Capable readers usually: a) create mental images as they read b) focus upon decoding c) prefer to read orally d) read only books written at their independent level 24. A teacher wants to help his students categorize questions and ask higher-level questions. To achieve this goal, the teacher should introduce the strategy known as: a) SSR b) DRA c) QAR d) SQ3R 25. Effective literacy teachers encourage students to make predictions: a) only when reading a narrative text b) only when reading an informational text c) when reading any type of text d) to help them apply phonics generalizations

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Essay Questions 1. Comprehension is dependent upon 3 prerequisites- background knowledge, vocabulary, and fluency. For each of those terms, write one to three sentences to explain how it contributes to comprehension.

2. List 3 ways in which teachers can assess comprehension.

3. Describe 3 steps teachers can take to motivate reluctant readers to read.

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Chapter 9: Facilitating Students’ Comprehension: Text Factors Multiple Choice Items 1. Of the following, the best way to help students improve their ability to write expository texts is to: a) discuss text factors that are present in the books the students are reading b) focus instruction upon handwriting and mechanics c) ask students to copy sentences from the chalkboard d) read narrative texts aloud each day 2. Stories are often categorized according to: a) schema b) genres c) miscues d) phonemes 3. Brief narratives designed to teach a moral are referred to as: a) fables b) genres c) fantasies d) plots 4. Informational books are organized by: a) glossaries b) margin notes c) narrative text structures d) expository text structures 5. A teacher would like to help her students write mysteries. The best time to teach students to write mysteries would be: a) after the students have written related expository texts b) after the students have learned to peer edit c) when the students are able to use a word processing program independently d) when the students are reading mystery novels 6. Six year old Julie is writing a short story about a little girl moving into a new house. This type of literature is known as a (n): a) expository text b) narrative text c) scaffold d) schema

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7. In the short story, Another Old Car, the central character, Mary Grady, is embarrassed to ride in her father’s used car. This story could best be classified as: a) expository text b) informational text c) realistic fiction d) scaffold fiction 8. Fifth grade student Marie loves to gaze at the night sky and imagine planets filled with interesting people. Because of this interest, her teacher believes that Marie would enjoy reading: a) fables b) folklore c) science fiction d) realistic fiction 9. Author Carl Hiaasen has written several novels in which his knowledge and description of the Florida landscape is essential to the story’s effectiveness. Settings which are essential to the story’s effectiveness are known as: a) backdrop settings b) integral settings c) omniscient settings d) objective settings 10. Ancient peoples created stories to explain natural phenomena. These stories were known as: a) expository texts b) haiku c) myths d) biographies 11. Although ten year old Patty enjoys writing, her stories lack tension. When she is writing, the teacher should help Patty develop the: a) characters b) plot c) setting d) appearance 12. Rosemary wrote a short story. She described the events vividly but she didn’t reveal the characters’ thoughts. In this situation, Rosemary wrote with a (n): a) first-person viewpoint b) omniscient viewpoint c) limited omniscient viewpoint d) objective viewpoint

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13. Of the following, the best way to help students identify the themes of the novels they are reading is to: a) provide time for discussion in literature circles b) help students complete a miscue analysis c) provide time for oral reading d) assign roles during literature circles 14. A new teacher was introducing text structures. Veteran teachers correctly advised her that a teacher’s most significant goal should be to help students: a) identify cue words that signal text structures b) use text structures to complete graphic organizers c) use text structure to spark classroom discussions d) use what they are learning about text structures when they are reading and writing 15. Stories usually have: a) only one theme b) more than one theme c) decodable text d) expository text structures 16. Ten year old Richard wrote a story about a little boy and his dog. The story seemed realistic until the dog began to sing and dance. Consequently, the story could best be classified as a (n): a) expository text b) decodable text c) fantasy d) autobiography 17. When sixth grade teacher Wally Briggs considered using picture books with his class, the school librarian correctly advised that: a) picture books should only be used in Kindergarten to Grade 3 b) appropriate picture books are available for every grade level c) picture books can make older students overly dependent on picture clues d) picture books are inappropriate for fluent readers 18. Children in the town of Ridley Park enjoy hearing stories about Claude, the town’s first postmaster. Stories which have been passed down from generation to generation are known as: a) repetends b) fantasies c) folklore d) genres

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19. While teaching a social studies unit on the Revolutionary War, a fourth grade teacher sought books which would accurately describe the clothing, recreation, and culture of the period. To accomplish this goal, the school librarian wisely suggested that the teacher should select: a) fantasies b) fables c) historical fiction d) science fiction 20. Ten year old Belle wrote a story in which she described her characters’ thought processes so vividly that the readers felt they were peeking inside the characters’ minds. In this story, Belle wrote with a (n): a) first-person viewpoint b) omniscient viewpoint c) objective viewpoint d) fantasy viewpoint 21. The underlying meaning of a story is referred to as its: a) conflict b) plot c) appearance d) theme 22. After reading several autobiographies, eleven year old Shawn decided to write about her life.

Because she told the story through her own eyes and used the pronoun “I”, Shawn’s story was told in the: a) first-person viewpoint b) omniscient viewpoint c) limited omniscient viewpoint d) objective viewpoint 23. Fifth grade teacher Kathy Smyth helps the young writers in her class develop an awareness of expository text structures. Writers use expository text structures primarily because these structures: a) help readers comprehend the material b) help readers apply decoding strategies c) build students’ vocabulary d) add graphics to the text 24. When she won a medal in a gymnastics competition, twelve year old Alicia decided to tell her story in a poem. Poems that tell a story are: a) haiku b) free verse c) concrete poems d) narrative poems

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25. While enjoying a book of poetry, a teacher reminded her students that: a) poems have unique text factors b) text factors do not apply to poetry c) poems and prose share the same text factors d) rhyme is essential to poetry Essay Questions 1. Sixth grade teacher Jack Crayder reminds his students to consider text factors as they read.

What should students think about when they consider text factors?

2. Fourth grade teacher Jim McCall has set a goal to increase his students’ awareness and use of text factors. How could this teacher assess his students’ knowledge of text factors?

3. Poems for children and adolescents assume many forms. Name and describe 3 forms of poetry that students often read and write.

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Chapter 10: Organizing for Instruction Multiple Choice Items 1. In October, the fifth grade students in Brady School formed literature circles. Throughout the school year, these students should: a) stay in the same groups to maintain academic and social relationships b) occasionally form new groups that meet their needs and interests c) read only one book per month to promote discussion d) read selected books in a round-robin manner 2. Basal readers usually: a) provide the greatest opportunities for student choice b) provide the greatest opportunities for teacher choice c) contain a strong skills component d) contain authentic literature 3. When participating in literature circles, effective teachers encourage students to read: a) only stories b) only informational books c) stories and/or informational books d) hbasal reader selections 4. Mrs. Lewis went to a thrift store and bought a bag of children’s books for her eight year old daughter, Alexis. When Alexis sorted the books into the categories of “too easy”, “too hard”, and “just right”, she was using the: a) Miscue Analysis b) Elkonin Box Strategy c) Goldilocks Strategy d) Matthew Effect 5. When sixth grade teacher Donna Collingdale collected her students’ reading logs, a veteran teacher correctly advised her that reading the logs would: a) violate her students’ privacy b) help her monitor her students’ prosody c) be a waste of time because they would not yield useful diagnostic information d) help her monitor the ways in which her students use reading strategies 6. When discussing reading and writing workshop, the principal correctly advised that reading and writing workshop: a) could be used as the primary instructional approach in a classroom or as a complement to other instructional approaches b) should only be used as a supplemental approach to literacy instruction c) reflected a behaviorist theory of literacy instruction d) reflected a teacher-centered view of instruction

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7. During Writing Workshop, it is most appropriate for students to work on projects: a) they’ve chosen themselves b) chosen by the teacher c) that require only narrative writing d) that require only expository writing 8. When students participate in literature focus units, the books they read are usually selected by: a) a student committee b) a parent committee c) the teacher d) the school librarian 9. Of the following, the most individualized instructional approach is the: a) basal reading program b) literature circle c) literature focus unit d) reading workshop 10. The school librarian has correctly advised a fourth grade teacher that his classroom library should contain: a) only books written at a fourth grade level b) only books written at second to fourth grade levels c) books written at a range of reading levels d) books to be used for round-robin reading sessions 11. Of the following, the instructional method that relies most heavily upon teacher direction is the: a) basal reading program b) literature circle c) literature focus unit d) reading workshop 12. Because the students in Mary Pat’s second grade class complete workbook pages every day, they are most likely participating in: a) literature circles b) reading workshop c) a literature focus unit d) a basal reading program 13. Basal reading programs provide a wide variety of materials to support student learning. The essential component of a basal reading program is: a) a collection of trade books b) a student textbook or anthology c) an audiobook or DVD d) a skillpad

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14. A fifth grade teacher began an author study by introducing several books written by Lois Lowry. Of the following, the primary reason for implementing author studies with elementary students is to: a) monitor the books that the students read b) provide role models to inspire their writing c) restrict their reading to specific genres d) demonstrate the difficulties that writers encounter 15. All of the students in Al Gallo’s class are reading the novel, Maniac Magee, by Jerry Spinelli. They have grand conversations about each chapter, respond in reading logs, and add important words from the chapters to the class word wall. These students are participating in a: a) basal reading unit b) reading workshop c) content area unit d) literature focus unit 16. When third grade teacher Anne Shirley developed a poetry unit, experienced teachers correctly advised that she should monitor and document her students’ work by using a(n): a) graphic organizer b) assignment checklist c) anticipation guide d) rubric 17. Students are most likely to engage in authentic writing activities when they participate in: a) Response to Intervention b) Basal reading programs c) Workbook activities d) Writing workshop 18. One advantage to using basal reading programs is that these programs: a) provide minimal teacher support b) provide the greatest opportunities for individualization c) expose students to many genres d) have workbooks with authentic activities 19. When students are participating in a Literature Focus Unit they should: a) always work independently to pursue their own interests b) always work together to build class spirit c) sometimes work independently and sometimes work in small groups or as a whole class d) complete all assignments at home

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20. Because teacher Marie Nercoff wanted to share her love of science fiction, she developed a unit using science fiction texts written by Jules Verne, Madeleine L’Engle, and other authors.

This teacher developed a (n): a) genre unit b) novel unit c) informational unit d) text unit 21. Students often assume roles such as the Discussion Director or Word Wizard when the participate in: a) Basal Reading Programs b) Literature Focus Units c) Literature Circles d) Guided Reading 22. Most basal reading programs end in: a) first grade b) third grade c) sixth grade d) twelfth grade 23. Of the following, the best way to prepare students to participate in literature circles is to involve them in: a) grand conversations b) round-robin reading c) popcorn reading d) word sorts 24. When they met in literature circles, some second grade students used inappropriate language and did not discuss the selected books. After observing this behavior, the principal the correctly advised their teacher to: a) discontinue use of literature circles b) eliminate discussion and ask the students to write their responses c) join the literature circle to model appropriate conversation d) select more challenging books for the students to read 25. Literature focus units which center upon one novel are usually completed in: a) one week b) three to four weeks c) one semester d) one academic year

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Essay Questions 1. Choice is an essential feature of literature circles. Describe 3 ways in which literature circles provide opportunities for students to make choices.

2. How does Sustained Silent Reading (SSR) differ from Reading Workshop?

3. Students in Amy Jersey’s fifth grade class could not work cooperatively in literature circles.

Some students monopolized the discussion while others displayed disruptive behavior and made negative comments about the books and their classmates. Describe 3 steps this teacher could take to improve the quality of literature circles in the classroom.

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Chapter 11: Differentiating Reading and Writing Instruction Multiple Choice Items 1. Reading Recovery is an intervention program that was designed to address the needs of: a) kindergarten students b) first grade students c) students in kindergarten to grade 3 d) students at any grade level 2. According to the program’s design, Reading Recovery instruction should be delivered by: a) a paraprofessional b) a specially trained teacher c) the student’s parent or guardian d) the student’s peers 3. A Response to Intervention (RTI) program involves 3 tiers. During the first tier, students: a) are placed in special education programs b) are screened to identify academic difficulties c) participate in Reading Recovery programs d) participate in 30 minute daily tutoring sessions 4. Teacher Steve Doran would like all of his students to discuss the novel, Because of WinnDixie, but some of the students are unable to read the text independently. This teacher should: a) ask the students who struggle to read the text at home b) ask the students to read the novel in a round-robin manner c) read the text aloud to the students d) assign additional worksheets for the students who struggle 5. Of the following, the most appropriate role for a school literacy coach is to: a) work individually with students who struggle in reading b) conduct teacher observations c) plan instructional programs for parents d) collaborate with teachers to design instruction 6. When the new school year began, new teacher Mary Kay planned many reading activities for her class. Veteran teachers correctly advised that she should use a single text: a) for all instruction to facilitate discussion b) when students participate in reading workshop c) 75% of the time to build the classroom community d) only 25% of the time so that she could differentiate instruction

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7. Several fifth grade students have been having difficulty reading an assigned novel and they need teacher support to comprehend the text. Of the following, the most appropriate instructional technique to use with these students would be: a) Guided Reading b) Reading Recovery c) Accelerated Reader d) Sustained Silent Reading 8. Literacy Centers: a) should only be used in the primary grades b) should only be used in the upper elementary grades c) can be used at any grade level d) can be used only with phonics activities 9. In the most effective intervention programs, students are instructed by: a) paraprofessionals b) peer tutors c) certified teachers d) parent volunteers 10. Second grade teacher Mabel Frisby never asks all of her students to complete the same assignment because some students are working below grade level and some exceed grade level expectations. When this teacher varies and adjusts instruction and assignments to address individual differences, she is practicing: a) differentiated instruction b) balanced literacy c) the Accelerated Reader System d) Whole Language Instruction 11. When students participate in guided reading sessions, they should read texts written at their: a) independent level b) instructional level c) frustration level d) proximal level 12. When a teacher practices differentiated instruction, he should: a) place students in ability groups which remain constant throughout the school year b) allow students to place themselves in permanent groups c) place students in flexible groups which will change according to need d) base grouping primarily upon the students’ social needs

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13. Many students in Kathy Sites’ class are advanced readers who can apply comprehension strategies and discuss challenging books with minimal teacher guidance. The most appropriate activity for these students would be: a) Reading Recovery b) Literature Circles c) Basal Reading Programs d) The Language Experience Approach 14. When his class was studying the Olympics, the teacher gathered multiple copies of related fiction and nonfiction books that varied in difficulty. This teacher compiled a: a) miscue analysis b) basal reading program c) decoding set d) text set 15. To increase the likelihood that all students will be successful, teachers should: a) use consistent workbook programs b) ask every student to complete the same assignment c) create tiered lessons d) hold the same requirements for all students 16. To help students monitor their progress and develop responsibility for completing their assignments, teachers should: a) check students’ workbooks daily b) create individualized projects c) provide checklists for students to track their progress d) provide individualized homework packets for students to complete with their parents 17. The most effective way to help students who struggle with writing is to provide: a) daily spelling drills b) related workbook exercises c) topics for daily compositions d) more opportunities for authentic writing 18. Two teachers are working together to plan a unit on space exploration. These teachers should design activities: a) with multiple options to address students’ strengths and needs b) with firm requirements that assess all students in the same manner c) that require all students to read grade level materials d) that require every student to give an oral presentation 19. Before planning instruction, it is essential for teachers to: a) use assessment procedures to determine students’ strengths and needs b) allow students to select their own working groups c) meet with their students’ previous teachers d) select texts that all students will read

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20. A group of sixth grade students read independently and take computer-generated comprehension quizzes on their reading. These students are participating in a (n): a) Reading Recovery Program b) Accelerated Reader Program c) Response to Intervention Program d) Guided Reading Program 21. When teachers create tiered activities, they should: a) tell students that some will get an easier assignment b) tell students that some are more capable than others c) strive to make the differences among assignments unnoticeable d) ask parents to select the appropriate level of difficulty for their children 22. Classrooms in which differentiated instruction is practiced are appropriate: a) only for struggling students b) only for advanced students c) for all students d) for round-robin reading activities 23. The child who is most likely to have difficulty learning to read is the child who has: a) poor fine motor skills b) poor gross motor skills c) difficulty developing phonemic awareness d) difficulty developing friendships 24. Of the following, the most effective way to help students improve their reading is to: a) provide time for them to read books at their own reading level b) provide time for drill and practice activities c) send home daily report cards d) send home content-area worksheets 25. An early intervention program which helps young children develop concepts of print and an understanding of literacy behaviors is: a) Sustained Silent Reading (SSR) b) No Child Left Behind (NCLB) c) Accelerated Reader d) Head Start

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Essay Questions 1. Students in Tony Aston’s fourth grade class completed a unit in which they studied various types of trees. Describe three authentic ways in which the students could demonstrate their learning.

2. Marc, age 6, has been placed in a first grade classroom but he can read and write on a fourth grade level. How can a teacher provide appropriately challenging work for Marc within the first grade classroom? Give two suggestions.

3. Teacher Judy Short would like to develop the classroom community by having all of her students read and discuss the novel, Frindle, by Andrew Clements. Several students, however, are unable to read the text independently. Give three suggestions the teacher could use to differentiate instruction and enable all students to participate in the discussion.

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Chapter 12: Reading and Writing in the Content Areas Multiple Choice Items 1. After reading many books and magazine articles about tennis star Venus Williams, fourth grade student Caroline pretended that she was Venus Williams and she began writing journal entries using the viewpoint of the famous athlete. Caroline’s writing is an example of a: a) learning log b) simulated journal c) double-entry journal d) found poem 2. Students conduct authentic research when they: a) search for answers to their questions b) research topics assigned by their teacher c) write definitions of assigned words d) read novels assigned by their teacher 3. When he reached the midpoint of a unit on the Industrial Revolution, teacher Tony Catania asked his students to spend 10 minutes writing about the topic. These students participated in a: a) writing inventory b) morphemic analysis c) quickwrite d) trilogy 4. A common thread or unifying feature of a project is known as the: a) refrain b) repetend c) genre d) assessment 5. Sixth grade students in Julia Chester’s class wrote compositions from their own viewpoints in which they expressed their opposition to the school’s new dress code and uniform policy.

Their writing could most appropriately be classified as: a) simulated journals b) persuasive essays c) learning logs d) multigenre projects 6. A technique which helps students to be consciously aware of whether they are likely to find the answer to a question “right there” on the page, between the lines, or beyond the information provided in the text is: a) Question-Answer-Relationships (QAR) b) SQ3R Study Strategy c) Miscue Analysis d) Guided Reading 127

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7. As she read the novel, Esperanza Rising, eleven year old Marissa wrote her favorite lines on sticky-notes. She then arranged the lines to create a poem. That type of poem is known as a (n): a) haiku b) prose c) scrap poem d) found poem 8. To help his students retain information as they read, a 6th grade teacher would like to teach a strategy that incorporates before, during, and after-reading components and encourages students to review material. An appropriate technique would be: a) RTI b) SSR c) LEA d) SQ3R 9. The principal gave new teacher Donna Rutgers a social studies textbook and correctly advised her that she should: a) supplement the textbook with other print and Internet resources b) use the textbook as the only reading material for her class c) conduct round-robin reading sessions using the textbook d) help the students memorize the information in the textbook 10. Interdisciplinary units that integrate reading and writing with social studies, science, and other curricular areas are known as: a) Gestalt b) Morphemic Units c) Multigenre Projects d) Thematic Units 11. Kelly kept a journal on her desk as she read a textbook chapter about the solar system. She divided each page of her journal into two columns. She wrote questions in one column and answers to the questions in the opposite column. Kelly’s journal is an example of a: a) QAR journal b) conference journal c) SSR journal d) double-Entry journal 12. Before her students read a textbook chapter about the Grand Canyon, the teacher introduced a set of statements and asked the students whether they thought the statements were true or false. Then they read the chapter to see if they were correct. This teacher was using a (n): a) exclusion brainstorming b) anticipation guide c) Elkonin Box d) repetend

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13. A group of students examined a list of words and then decided which ones they thought were related to the textbook chapter. These students participated in an activity known as: a) possible sentences b) anticipation guides c) exclusion brainstorming d) KWL 14. Before reading a chapter in their textbooks, the teacher asked the students to use two or more new vocabulary words to compose sentences that might be in the textbook chapter. These students participated in an activity known as: a) exclusion brainstorming b) possible sentences c) anticipation guides d) words sorts 15. Effective teachers have found that students read textbooks more successfully when they: a) have a purpose for reading b) use accompanying workbooks c) are given homework assignments d) read pages orally 16. Of the following, the most effective way to activate students’ background knowledge is to use: a) KWL charts b) RTI c) Miscue analysis d) Elkonin Boxes 17. When students take notes in class, they should: a) copy information verbatim b) restate concepts in their own words c) focus upon spelling and handwriting d) attempt to memorize facts 18. Effective teachers help students focus upon the big ideas as they read by using: a) flashcards b) assessments c) word chains d) graphic organizers 19. Content-area textbooks should not be used as the entire social studies instructional program because these textbooks: a) are reader-friendly b) typically only survey topics c) typically contain maps and diagrams d) are written at appropriate grade levels

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20. As they studied the topic of recycling, a group of students prepared posters, diagrams, and timelines, read Internet articles, and wrote poems. These students participated in a: a) Language Experience Approach b) Leveled project c) Multigenre project d) Scaffold 21. When using a content-area textbook, teachers should: a) introduce key terms before students read the assigned pages b) require all students to independently read assigned pages for homework c) refrain from using any additional reading material d) ask students to read all pages orally 22. Before students read a complete textbook chapter, it is most helpful for them to first: a) copy sentences from the chapter b) read the questions at the end of the chapter c) check the class’ schedule d) read a narrative text 23. Because a few students in Terry Ruby’s class can’t read their textbooks independently, their teacher should: a) excuse them from the assignments b) ask them to read the pages at home c) allow the students to read with buddies d) provide more time for reading 24. When planning a thematic unit, teachers should: a) consider ways to differentiate instruction b) select only narrative texts c) focus on dates and places d) ask each student to read orally 25. A new teacher wants to use a thematic unit with her class. She should develop assessment plans for the unit: a) before starting the unit with her students b) when the class reaches the midpoint of the unit c) after the unit has been completed d) when the students request feedback

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Essay Questions 1. The school district requires teacher Ryan O’Hara to use a social studies textbook which his sixth grade students have trouble reading. List 4 steps the teacher could take to help his students use the content-area textbook.

2. When fifth grade teacher Kathy Benson announced that she was planning a unit on famous musicians, her students wanted to help. How can students participate in planning a unit?

3. While planning a unit on the California Gold Rush, a fourth grade teacher found a trade book that he thought his students would enjoy. A few of the students, however, were not able to read it independently. What steps could a teacher take to help students who have difficulty reading specific trade books independently?

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Literacy for the 21st Century Test Bank Answer Key Chapter 1 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b a a a b

6. c 7. c 8. d 9. c 10. b

11. d 12. c 13. b 14. d 15. d

16. b 17. a 18. b 19. b 20. c

21. d 22. a 23. d 24. a 25. d

Chapter 1 Answer Key for Essay Questions 1. During a meeting with parents, first grade teacher Ryan Catania explained that the literacy program would not be based solely on phonics instruction. Why do many educators feel that phonics is not a complete literacy program?

Phonics, which describes the phoneme-grapheme correspondences and related spelling rules, is an important part of reading instruction. Students use phonics to decode words but it isn’t a complete reading program because many common words can’t be decoded easily. English is not a purely phonetic language because there are 26 letters and 44 sounds and many ways to combine the letters to spell the sounds. Reading is more than just decoding and consequently many more components are needed to create a complete program of literacy instruction.

2. Teachers use informal assessment tools to monitor daily progress. List three types of informal assessment tools that an elementary classroom teacher could use.

Informal assessment tools used by elementary teachers include:  Observation of students as they participate in instructional activities  Running records of students’ oral reading to analyze their ability to solve reading problems  Examination of students’ work  Conferences to talk with students about their reading and writing  Checklists to monitor students’ learning  Rubrics to assess students’ writing 3. A fifth grade teacher would like to begin using Literature Circles in her classroom. List the steps the teacher should take to organize Literature Circles.

When using Literature Circles, teachers should: 1) Select five or six books at varying reading levels to meet the needs of all students in the class.

2) Give a book talk to motivate the students and to introduce the books.

3) Provide time for each student to select the book which he/she would like to read.

4) Help students form literature circles.

5) Help students plan a reading and response schedule.

6) Provide time for the literature circles to meet.

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Chapter 2 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

c b b c b

6. c 7. c 8. d 9. d 10. c

11. a 12. b 13. a 14. c 15. d

16. a 17. c 18. a 19. a 20. b

21. a 22. c 23. d 24. a 25. d

Chapter 2 Answer Key for Essay Questions 1. Although the teacher felt that Susan would enjoy discussing the novel, Esperanza Rising, with her classmates, the student was not able to read that chapter book independently.

What steps could the teacher take to enable Susan to enjoy this novel with her classmates?

The teacher could suggest that Susan and another classmate engage in Buddy Reading. Buddy reading is an enjoyable social activity that enables students to discuss books that they may not be able to read independently. Buddy reading is a good alternative to independent reading, and by working together, students are often able to figure out unfamiliar words and confusing situations.

2. When a parent asked why the teacher conducted daily read alouds in a fourth grade classroom, the principal responded that reading aloud is beneficial for students of all ages.

What are the benefits of reading aloud to older students?

Read-alouds are an important component of literacy instruction at all grade levels, not just for young children who can’t read many books on their own. There are many benefits of reading aloud: introducing vocabulary, modeling comprehension strategies, and increasing students’ motivation. As they read aloud, teachers engage students in activities rather than postponing student-involvement until after reading. When teachers read aloud, they model what good readers do and how good readers use reading strategies.

3. A group of second grade students have been engaged in the writing process and they have reached the publishing stage. List three ways in which students could share their writing with a larger audience.

Students can share their writing by:  Making books  Constructing mobiles  Reading aloud to classmates, family members, and members of the community  Making an audiotape for the school or community library  Contributing to a class anthology  Submitting to a newspaper  Displaying their writing in community areas such as a library, municipal hall or recreation center

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Chapter 3 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b c c b d

6. d 7. a 8. d 9. a 10. b

11. a 12. a 13. c 14. c 15. c

16. d 17. a 18. b 19. d 20. c

21. b 22. c 23. a 24. d 25. c

Chapter 3 Answer Key for Essay Questions 1. Fifth grade teacher Michael Baker is using a readability formula to determine the difficulty of books selected for his classroom library. Should he rely solely on a readability formula to determine the appropriateness of books in his classroom library? Support your answer.

A teacher should not rely solely on readability formulas because these formulas only take into account two text factors; they can’t account for reader factors, including the experience and knowledge that readers bring to their reading, their cognitive and linguistic backgrounds, or their motivation for reading. Teachers can use a readability formula as an aid in evaluating textbooks and trade books but they should not assume that materials rated as acceptable for a particular level will be appropriate for all students. Students within a class typically vary three grade levels or more in their reading levels.

2. In addition to using high-stakes assessments, teachers in the Madeline School District routinely gather and share their students’ work in portfolios. List three benefits of including portfolios in an assessment plan.

Portfolios add context to students’ learning. When compiling a portfolio, students become more reflective about the quality of their reading and writing. Additional benefits of using portfolios are that:  Students feel ownership of their work.  Students become more responsible about their work.  Students set goals and are motivated to accomplish them.  Students make connections between learning and assessment.  Students’ self-esteem is enhanced.  Portfolios complement the information provided on report cards.

3. What steps can teachers take to help their students prepare for standardized tests?

Teachers can prepare students to take standardized tests by teaching them how to read and answer test items and by having them take practice tests to hone their test-taking strategies. Test preparation involves explaining the purpose of the tests, examining the genre and format of multiple-choice tests, teaching the formal language of tests and test-taking strategies, and providing opportunities for students to take practice tests. These lessons should be folded into the existing instructional program, not replace it.

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Chapter 4 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b d d d c

6. b 7. c 8. a 9. c 10. a

11. a 12. b 13. d 14. a 15. b

16. d 17. a 18. c 19. b 20. b

21. c 22. b 23. c 24. a 25. d

Chapter 4 Answer Key for Essay Questions 1. The kindergarten teacher observed that her new five year old student, Mei, had developed age-appropriate concepts about print. List 3 behaviors that would indicate that a child had developed concepts about print.

Behaviors which would indicate that a child has learned concepts about print include:  Holding a book and turning pages appropriately  Pointing word by word to the text as it is read aloud  Noticing that the text, not the illustrations, carries the message  Noticing that print is written and read from left to right and from top to bottom on a page  Matching voice to print 2. List three characteristics of fluent readers.

Characteristics of fluent readers include:  Reading words accurately, rapidly, and automatically  Reading with expression  Having a reading rate of 100 or more words per minute  The ability to vary reading rate according to the demands of the specific text  The ability to automatically recognize many words and identify unfamiliar words efficiently 3. Give three effective ways in which teachers can help children learn the letters of the alphabet.

Research suggests that learning letters of the alphabet requires many, many experiences with meaningful written language. To encourage children’s alphabet learning, it is recommended that teachers:  Capitalize on children’s interests by providing letter activities that children enjoy and by talking about letters when children are interested in talking about them.  Talk about the role of letters in reading and writing.  Provide a variety of opportunities for alphabet learning.  Begin teaching letters of the alphabet by using two sources of words- children’s own names and environmental print.

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Chapter 5 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

a a d a b

6. b 7. a 8. b 9. c 10. c

11. c 12. d 13. c 14. d 15. d

16. b 17. b 18. b 19. d 20. a

21. a 22. b 23. b 24. a 25. b

Chapter 5 Answer Key for Essay Questions 1. Explain the difference between phonemic awareness and phonics.

Phonemic awareness refers to children’s basic understanding that speech is composed of a series of individual sounds. Phonemic awareness refers only to sounds. Phonics explains the relationships between phonemes (sounds) and graphemes (letters). The emphasis in phonics is on spelling patterns, not individual letters.

2. Describe an effective way to individualize spelling instruction and assessment.

In an individualized approach to spelling instruction, students choose the words they will study, many of which are words they use in their writing projects. Students study 5 to 10 specific words during the week using a study strategy. This approach places more responsibility on students for their own learning. Teachers develop a weekly word list of 20 or more words of varying difficulty from which students select words to study. Words for the master list include high-frequency words, words from the word wall related to literature focus units and thematic units, and words students needed for their writing projects during the previous week. Words from spelling textbooks can also be added to the list.

3. Describe 3 types of activities that teachers can use to help students develop phonemic awareness.

To help students develop phonemic awareness, teachers can use activities such as:  Sound-Matching Activities In sound matching, children choose one of several words beginning with a particular sound or say a word that begins with a particular sound.  Sound-Isolation Activities Teachers say a word and then children identify the sounds at the beginning, middle, or end of the word, or teachers and children isolate sounds as they sing familiar songs.  Sound-Blending Activities Children blend sounds together in order to combine them to form a word.  Sound-Addition and Substitution Activities Students play with words and create nonsense words as they add or substitute sounds in words in songs they sing or in books that are read aloud to them.  Sound-Segmentation Activities Children isolate the sounds in a spoken word.

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Chapter 6 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

d c b a c

6. b 7. b 8. b 9. d 10. a

11. c 12. a 13. c 14. d 15. d

16. b 17. a 18. d 19. b 20. b

21. a 22. b 23. c 24. a 25. a

Chapter 6 Answer Key for Essay Questions 1. Why does reading fluency usually lead to improved comprehension?

Fluent readers are better able to comprehend what they read because they can identify words easily. Students who aren’t fluent readers often read hesitantly, in a word-by-word fashion.

These less competent readers spend so much mental energy on identifying words that they have little energy left to devote to comprehension. Readers don’t have an unlimited amount of mental energy to use when they read, and they can’t focus on word recognition and comprehension at the same time. As students become fluent readers, they use less energy for word recognition and focus more energy on comprehending.

2. Describe three techniques teachers can use to help students develop reading fluency.

To help students develop reading fluency, teachers can use:  Repeated Reading Students practice rereading a book or an excerpt from a book three to five times, striving to improve their reading speed and decrease the number of errors they make with each reading.  Choral Reading In choral reading, students provide support for each other because they are reading in small groups and they learn to phrase sentences as they read along with classmates.

One variation of choral reading is unison reading, in which the teacher and students read a text together.  Partner Reading In partner reading, pairs of students who read at approximately the same level read or reread books together.  Readers Theatre In readers theatre, students practice reading story scripts to develop fluency before reading the script to an audience of classmates.

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3. During a faculty meeting, the principal stated that round-robin reading embarrasses struggling readers and wastes valuable class time. Give three alternative activities teachers could use to replace round-robin reading.

Instead of round-robin reading, students could read the text independently if it is at their reading level. If the text is too difficult, students could:  Read with buddies  Participate in shared reading  Listen to the teacher or another fluent reader read aloud.

Students might listen to the teacher read the material aloud and then try reading it with a buddy or independently.

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Chapter 7 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

c b b b b

6. c 7. d 8. c 9. d 10. a

11. c 12. a 13. a 14. d 15. d

16. d 17. a 18. d 19. c 20. b

21. a 22. a 23. b 24. c 25. c

Chapter 7 Answer Key for Essay Questions 1. Describe three word study activities teachers can use to help their students examine words and think more deeply about new words.

Suggested word study activities for the elementary classroom include:  Possible Sentences o To activate students’ background knowledge about a topic and increase their curiosity before reading a book or a chapter in a content-area textbook, students write possible sentences using vocabulary words.  Dramatizing Words o Students each select a word and dramatize it for classmates who then try to guess the word.  Word Sorts o Students sort a collection of words taken from the word wall into two or more categories in a word sort.  Word Chains o Students choose a word and then identify three or four words to sequence before or after it to make a chain.  Semantic Feature Analysis o Students learn the meaning of words that are conceptually related by examining their characteristics in a semantic feature analysis.

2. List and describe three ways in which teachers can assess students’ vocabulary knowledge.

Teachers can use the informal assessment tools listed below to determine whether their students have learned words that were taught as well as to measure the depth of their knowledge.  Observations o Teachers watch how students use new words during word-study activities, minilessons, and discussions.  Conferences o Teachers talk with students about the words they’ve used in word-study activities and in their writing.

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 Rubrics o Teachers include items about vocabulary on rubrics to emphasize their importance.  Tests o Teachers can create a variety of paper-and-pencil tests to monitor students’ vocabulary knowledge.

3. Students often encounter words they don’t recognize during independent reading periods. List three suggestions a teacher could offer to help her students determine the meaning of unfamiliar words. What should students do when they don’t recognize a word in their texts?

When encountering unknown words, teachers should advise their students to: 1.) Reread the sentence containing the word.

2.) Use context clues to figure out the meaning of the word.

3.) Examine the word parts, looking for familiar root words and affixes to aid in figuring out the meaning.

4.) Pronounce the word to see if it is recognizable when said aloud.

5.) Find the word in a dictionary.

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Chapter 8 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b a c a c

6. d 7. a 8. c 9. b 10. d

11. b 12. c 13. b 14. a 15. b

16. d 17. b 18. b 19. c 20. c

21. d 22. c 23. a 24. c 25. c

Chapter 8 Answer Key for Essay Questions 1. Comprehension is dependent upon 3 prerequisites- background knowledge, vocabulary, and fluency. For each of those terms, write one to three sentences to explain how it contributes to comprehension.  Background Knowledge Having adequate background knowledge is a prerequisite for comprehension because world knowledge and literacy knowledge provide a bridge to a new text.

When students don’t have adequate background knowledge, the topic of a text is unfamiliar and many words are new. Students are likely to find the text very challenging and it is unlikely that they will be successful.  Word Recognition Students’ knowledge of words plays a tremendous role in comprehension because it is difficult to comprehend a text that is filled with unknown words.  Fluency Because fluent readers recognize most words automatically, their cognitive resources are not consumed by decoding unfamiliar words and they can devote their attention to comprehension.

2. List 3 ways in which teachers can assess comprehension.

The traditional way to check students’ comprehension is to ask literal, inferential, and evaluative questions after reading, but there are more effective ways to assess comprehension. Teachers can assess comprehension by:  Examining students’ entries in reading logs  Recording students’ comments during grand conversations  Asking students to give story retellings  Using the cloze procedure  Administering an informal reading inventory

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3. Describe 3 steps teachers can take to motivate reluctant readers to read.

Teachers can increase their students’ motivation to read by:  Creating a Nurturing Classroom Environment o Students show more interest in reading when their teachers make them feel confident and successful.  Encouraging Students to Select Books o Students are more intrinsically motivated when they have ownership of their literacy learning. Students place great value on being allowed to choose interesting books and other reading material.  Providing Time for Independent Reading o Students become more engaged with books when they have time for independent reading.  Modeling Reading by Reading Aloud o Students report that they enjoy listening to teachers read aloud because teachers make books more comprehensible and interesting through the background they provide. Students become more engaged with books when the teacher exposes them to new titles through read alouds.

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Chapter 9 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

a b a d d

6. b 7. c 8. c 9. b 10. c

11. b 12. d 13. a 14. d 15. b

16. c 17. b 18. c 19. c 20. b

21. d 22. a 23. a 24. d 25. a

Chapter 9 Answer Key for Essay Questions 1. Sixth grade teacher Jack Crayder reminds his students to consider text factors as they read. What should students think about when they consider text factors?

When students consider text factors, they think about genre, recognizing text structure, and attending to literary devices.

2. Fourth grade teacher Jim McCall has set a goal to increase his students’ awareness and use of text factors. How could this teacher assess his students’ knowledge of text factors?

Teachers can assess their students’ knowledge of text factors by observing them as they work. Students often demonstrate their knowledge of text factors by:  Using their understanding of story elements to explain themes of stories in reading log entries  Applying their knowledge of genre when writing to prompts for district and state writing assessments  Documenting their understanding of text structures as they make graphic organizers  Writing poems that are patterned after poems they have read  Choosing sentences with literary devices when asked to share favorite sentences from a book they’re reading with the class  Incorporating literacy devices in their own writing 3. Poems for children and adolescents assume many forms. Name and describe 3 forms of poetry that students often read and write.

Some of the most common forms used in poems that students read and write are:  Rhymed Verse o Poets use various rhyme schemes including limericks, and the effect of the rhyming words is a poem that’s fun to read and listen to when it’s read aloud.  Narrative Poems o Narrative poems are poems that tell a story.  Haiku o Haiku is a Japanese poetic form that contains just 17 syllables arranged in 3 lines of 5, 7, and 5 syllables. It is a concise form and haiku usually deals with nature, presenting a single clear image.

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 Free Verse o Unrhymed poetry is free verse. Word choice and visual images take on greater importance in free verse, and rhythm is less important than in other types of poetry.  Odes o Odes celebrate everyday objects, especially those things that aren’t usually appreciated. The unrhymed poem, written directly to that object, tells what’s good about the thing and why it’s valued.  Concrete Poems o The words and lines in concrete poems are arranged on the page to help convey the meaning. When the words and lines form a picture or outline the objects they describe, they’re called shape poems.

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Chapter 10 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b c c c d

6. a 7. a 8. c 9. d 10. c

11. a 12. d 13 b 14. b 15. d

16. b 17. d 18. c 19. c 20. a

21. c 22. c 23. a 24. c 25. b

Chapter 10 Answer Key for Essay Questions 1. Choice is an essential feature of literature circles. Describe 3 ways in which literature circles provide opportunities for students to make choices.

Students make many choices in literature circles. Opportunities for choice include:  Book Selection Students select the books they will read in their literature circles. The books available for literature circles should be interesting to students and at their reading level. The books must seem manageable to the students.  Groups Students should have a voice in deciding the members of their literature circles. It must be a comfortable, supportive environment.  Schedule Students participate in setting the schedule for reading and discussing the book.  Roles Students choose the roles they will assume in the literature circles.

2. How does Sustained Silent Reading (SSR) differ from Reading Workshop?

Reading Workshop is recognized as an instructional approach because it includes both independent reading and instruction through minilessons. In contrast, Sustained Silent Reading, (SSR), is a supplemental program without an instructional component. Reading Workshop has five components- reading, responding, sharing, teaching minilessons, and reading aloud to students- whereas SSR has only one- reading.

3. Students in Amy Jersey’s fifth grade class could not work cooperatively in literature circles. Some students monopolized the discussion while others displayed disruptive behavior and made negative comments about the books and their classmates. Describe 3 steps this teacher could take to improve the quality of literature circles in the classroom.

Teachers can improve the quality of literature circles in their classrooms by considering these factors:  Minilessons Teachers can teach minilessons to develop more positive relationships among group members and build more effective discussion skills, including learning how to listen to classmates and take turns when speaking.

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 Videotapes Teachers can videotape students participating in a literature circle and then view the videotape with the group members. Discussion of the videotape can make the students more aware of how their behavior affects their discussions.  Books Teachers can select books that relate to the students’ lives and inspire powerful discussions.  Coaching Teachers can become coaches to guide students in becoming more effective participants. They can model positive group behavior and appropriate discussion skills.

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Chapter 11 Answer Key for Multiple Choice Items 1.

2.

3.

4.

5.

b b b c d

6. d 7. a 8. c 9. c 10. a

11. b 12. c 13. b 14. d 15. c

16. c 17. d 18. a 19. a 20. b

21. c 22. c 23. c 24. a 25. d

Chapter 11 Answer Key for Essay Questions 1. Students in Tony Aston’s fourth grade class completed a unit in which they studied various types of trees. Describe three authentic ways in which the students could demonstrate their learning.

To demonstrate their learning, the students could:  Create posters identifying types of trees- The posters could be displayed in a state park to help visitors identify the trees.  Write letters to a local newspaper urging community members to protect the trees in their area.  Write a report in which they identify various types of trees. The report could be made available in the local library.  Lead a tour for members of the community during which they would describe various types of trees 2. Marc, age 6, has been placed in a first grade classroom but he can read and write on a fourth grade level. How can a teacher provide appropriately challenging work for Marc within the first grade classroom? Give two suggestions.

There are many ways in which a teacher can challenge students who are working above grade level expectations.  Differentiated Projects Many teachers encourage students to respond to their reading with a project.

When they create projects, advanced students have opportunities to pursue special interests and extend their learning.  Literacy Centers Literacy Centers can be used to differentiate instruction. Advanced students can read more difficult texts and complete more challenging work at literacy centers.  Text Sets Teachers create text sets of books and other reading materials for students to read during literature focus groups and thematic units. These collections can include books that vary in difficulty to appropriately challenge advanced students.

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2. Teacher Judy Short would like to develop the classroom community by having all of her students read and discuss the novel, Frindle, by Andrew Clements. Several students, however, are unable to read the text independently. Give three suggestions the teacher could use to differentiate instruction and enable all students to participate in the discussion.

To make it possible for all of the students to discuss the novel, the teacher could:  Read the text aloud or make an audiobook version available for students who have difficulty reading the text independently  Pair students so that they could read the text in Buddy Reading fashion  Conduct guided reading lessons with small groups of students  Develop a classroom word wall to help students with unfamiliar vocabulary

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Chapter 12 Answer Key for Multiple Choice Items 1. b 2. a 3. c 4. b 5. b

6. a 7. d 8. d 9. a 10. d

11. d 12. b 13. c 14. b 15. a

16. a 17. b 18. d 19. b 20. c

21. a 22. b 23. c 24. a 25. a

Chapter 12 Answer Key for Essay Questions 1. The school district requires teacher Ryan O’Hara to use a social studies textbook which his sixth grade students have trouble reading. List 4 steps the teacher could take to help his students use the content-area textbook.

To help students use content-area textbooks, teachers can:  Introduce key terms before students read the textbooks  Use the listen-read-discuss format when textbook assignments are too difficult for students to read independently  Have students focus on the big ideas instead of trying to remember many facts  Have students complete graphic organizers as they read because these visual representations emphasize the big ideas and the connections among them  Have students create questions before reading each section of a chapter and then read to find the answers  Teach students to take notes about the big ideas as they read  Encourage students to be active readers, to ask themselves questions as they read, and to monitor their reading 2. When fifth grade teacher Kathy Benson announced that she was planning a unit on famous musicians, her students wanted to help. How can students participate in planning a unit?

Students can assist in planning a unit by:  Developing questions they wish to explore  Selecting related trade books  Identifying appropriate activities  Finding Internet resources 3. While planning a unit on the California Gold Rush, a fourth grade teacher found a trade book that he thought his students would enjoy. A few of the students, however, were not able to read it independently. What steps could a teacher take to help students who have difficulty reading specific trade books independently?

When students are not able to read a text independently, teachers can:  Use interactive read-alouds  Provide audio versions of the text  Encourage students to participate in buddy reading 149