Chapter 3 – Evaluating and Selecting Literature for Children

Multiple Choice

1. Why is it important for a literature program to provide a balance of selections, including classics and contemporary stories, fantasy, prose, poetry, biographies, and nonfiction?

a. Children do not know what they will like until encouraged to read different types of literature.

b. A balanced literature program will develop children’s literary heritage.

c. If children are exposed to a wide variety of literature, they will develop recognition and appreciation of good literature.

d. All of the above.

2. What is probably the most important reason that people responsible for choosing books for children read works of literary criticism?

a. They do not have to read the books themselves.

b. They can be guided by experts to identify quality literature they might not otherwise have known about.

c. They can be persuaded not to acquire certain books that might be controversial.

d. None of the above.

3. Which of the following guidelines is not important for literary criticism?

a. An interpretation of the text.

b. A condemnation of the book on censorship charges.

c. A personal judgment about the quality of the text.

d. A comparison and contrast with other books.

4. If you read a descriptive review of a book in the Bulletin of the Center for Children’s Books you would expect to read a. Characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. Description of the book and a mention of literary elements. c. A discussion, comparison, and evaluation of the book’s influence on society. d. All of the above.

5. If you read an analytical review in The Horn Book, you would expect to read a. Characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. Factual information about the story and illustrations of the book. c. A discussion, comparison, and evaluation of literary elements in the book. d. All of the above.

6. Multicultural literature teaches a. Children of the majority culture to respect values and contributions of minority groups. b. Children of the majority culture to respect and value contributions of people in other parts of the world. c. Children to broaden their understandings of history, geography, and natural history. d. All of the above. a. Chronological order b. Flashbacks c. Problem and solution d. Cause and effect a. It provides a background and creates a mood. b. It relates the events in order. c. It introduces the action of the story. d. It creates an element of suspense. a. Characterization b. Point of view c. Conflict d. Setting

7. To deve lop the order of events in a biography, an author would probably organize the narrative in which of the following ways?

8. Which of the following is not a contribution of the plot to the development of a story?

9. What is the usual source of plots in literature?

10. Literary conflicts in which the main character’s actions, desires, or values differ from those of others around him or her represent conflicts of a. Person against nature. b. Person against self. c. Person against society. d. Person against person. a. Children do not tend to understand themselves. b. All children must face extreme personal challenges. c. All children must overcome fears and personal problems while growing up. d. All of the above.

11. Why is person against self conflict a popular device in children’s literature?

12. Authors may develop the full nature of a character by a. Describing the character’s physical appearance. b. Showing the character in action and revealing the perceptions of others. c. Revealing the characters’ thoughts and conversations. d. Using all of the above techniques. a. To create a mood. b. To provide historical background. c. To create a theme. d. To symbolize the story conflict. a. Fantasy b. Mystery c. Biography d. Adventure a. The story’s location in time and place. b. The sequence of events in the story. c. The underlying idea that ties the plot, characters, and setting together. d. The resolution of the conflict. a. Ask how the main character has changed in the course of a story and what s/he has learned. b. Analyze the title of the story. c. Explore the nature of the central conflict and its outcome. d. All of the above.

13. Which of the following is not a purpose for setting?

14. In which genre would accuracy in setting probably be most important?

15. Which of the following is the definition of theme?

16. What is a good way to identify the theme in a story?

17. The most effective way to evaluate the style of a story is to a. Analyze the author’s use of descriptive words and figurative language. b. Read the story or a portion of the story aloud. c. Compare the story with other books of a similar content. d. Assess the r elationship between the conflict and the resolution.

18. The literary element style involves a. Word choice b. Figurative language c. Sentence structure d. All of the above a. First person b. Second person c. Third person d. Objective person a. Consistency encourages readers to believe in the characters and plot development of the story. b. Consistency in point of view is not as important as consistency in characterization. c. Readers are not confused by changes in point of view within a story. d. Consistency in point of view is not as important as consistency in theme.

19. Contemporary realistic fiction written for children in the middle elementary grades is usually told through which point of view?

20. Which of the following is most likely true about consistency in point of view?

21. The most powerful d eterminants of children’s reading are a. Accessibility, readability, and interest. b. Theme, plot, and style. c. Inference, point of view, and conflict. d. Theme and analysis.

22. Creative drama interpretations based on story texts help children a. Expand their imaginations and stimulate their feelings. b. Enhance their language. c. Clarify their concepts. d. All of the above

23. One of the most effective ways to improve comprehension and to help students understand characterization is a. Examining story illustrations to determine mood. b. Reading books from several different genres to compare moods. c. Modeling. d. Writing descriptions of the setting.

24. Authors use setting to a. Create appropriate moods. b. Develop antagonists, and to develop historical and geographical backgrounds. c. Suggest symbolic interpretations. d. All of the above. a. They are short phrases hidden in the story. b. They are often implied rather than directly stated. c. They are not always in stories. d. All of the above.

25. Why are themes difficult to identify?

Essay Questions

1. Choose one piece of children’s literature (assigned as a part of class) and write an in-depth analysis of the plot and conflict of that book.

2. Choose any piece of multicultural literature and evaluate it based on evaluation criteria for multicultural literature.

3. You are an elementary teacher (you pick the grade level), and you are planning for your literature program. What will your objectives be and how will you go about establishing the program and selecting literature?

4. Write a book review for any children’s book. Think about including description, analysis, and a sociological reflection.

5. Propose a common theme found in multiple pieces of children’s literature. Then, list several books that you would use to help children develop and understand this theme. Defend your choices with evidence from the chapter’s content.