This Document Contains Chapters 14 to 15 Chapter 14 INTERDISCIPLINARY INSTRUCTION: LANGUAGE ARTS CONNECTIONS TO THE CONTENT AREAS Chapter 14 Test Bank Multiple Choice Questions for Ch. 14 1. Which of the following statements best describes the overall goal of integrating language arts into the content areas? a. To make the practice of spelling a priority across the content areas; unless students practice spelling at all times, they will not become proficient spellers. b. To make learning across the content meaningful, connected, and less fragmented c. To provide students with more opportunities for informational reading d. To raise math and science scores on high-stakes state and district assessments 2. Teachers who wish to integrate the language arts across the curriculum should begin early in the school year by doing all of the following, except: a. Focus on literature from the nonfiction genre to emphasize the importance of content in mathematics, social studies, and science. b. Examine the district curriculum at their grade level in the content areas. c. Check resources in their own classrooms and the school library and match them with units of study. d. Create bibliographies of resources for both student and teacher use. 3. Words that denote order, time sequence, and relationships form the vocabulary of which activity-specific language? a. Descriptive language b. Explanatory language c. Procedural language d. Reasoning language 4. Words that recount, describe, and justify the findings and outcomes of learning form the vocabulary of which activity-specific language? a. Descriptive language b. Explanatory language c. Procedural language d. Reasoning language 5. When integrating language arts and social studies, teachers often turn to children’s literature for all of the following reasons, except: a. Trade books can be used to match individual student interests and inquiries. b. Trade books come in a variety of reading levels and are available as resources to all students. c. Trade books can be used to inspire questioning and inquiry. d. Trade books should completely replace textbooks. 6. Students combine poetry writing and biographical information when they compose: a. Readers theatre plays b. Character journals c. Bio-poems d. Character poems 7. In what type of response journal do students write when they become the main character by writing in his/her voice? a. Biography journals b. Historical fiction journals c. Character journals d. Narrative journals 8. The purpose of math journals includes all of the following objectives, except: a. Math journals encourage learners to reflect on what they know. b. They provide teachers with information about individual student understanding of mathematics. c. Math journals provide an organized space for students to solve their daily math home work. d. They provide a space for students to explain their reasoning through words, pictures, and numbers. 9. When selecting mathematics trade books, teachers should consider all of the following, except: a. The mathematical content must be accurate and correct. b. The book should be a counting book as those are the only effective mathematics trade books. c. The mathematical content should be visible and effectively presented. d. The books should be well written and engage the reader in the concepts of mathematics. 10. Students write in science logs to: a. Record observations through words and drawings. b. Complete science homework. c. Copy information from science text books. d. Copy information from the chalkboard. 11. As students prepare to share information about a scientific topic such as animals or weather, teachers who integrate language arts and science emphasize: a. Both narrative and expository writing b. Narrative writing only c. Expository writing only d. Oral presentations only 12. All of the following are examples of language arts activities that relate to social studies, except: a. Write a bio-poem of a Revolutionary War hero. b. Draw a time line of events during the Civil Rights movement. c. Observe the use of measurement in everyday life (shoe size, pound, inches, etc.) d. Read a picture book on immigration. 13. All of the following are examples of language arts activities that relate to mathematics, except: a. Write a story where the main character is one centimeter tall. b. Explain double-digit division to your math partner. c. Listen to Mozart while writing a fictional story. d. Read The History of Counting by D. Schmandt-Besserat to learn about counting systems across human civilization. 14. Terms such as hurricane, tornado, and torrential are examples of what type of language? a. Language in the classroom b. Disciplinary components c. Real-world language d. Construction of meaning 15. At the top of the pyramid of language lies the component that reflects the knowledge of the content area. This component is often referred to as: a. Language of reasoning b. Disciplinary components c. Explanatory language d. Construction of meaning Short Answer Questions for Ch. 14 1. “Quality children’s literature lies at the heart of the integrated curriculum” (p. 438). Explain the meaning of this quote.Why and how should teachers use children’s literature when planning for an integrated curriculum? 2. Why is it important that teachers are cognizant of the powerful link between mathematics and language arts? How do students benefit from communicating mathematical information in writing? 3. Illustrate and explain the pyramid of language across the disciplines. Give specific examples for each level. 4. What is a bio-poem? How can teachers use bio-poems as an assessment instrument of social studies content? 5. Explain how learning in science incorporates some of the same principles for effective instruction in which children learn the language arts. When appropriate, include specific examples to illustrate the links between parallel terminology and philosophy that pervade both science and language arts learning. Application Questions for Ch. 14 1. Assume the role of a fifth-grade teacher. While studying the American Revolution, your students are reading various accounts of historical fiction and responding in literature response journals. Select a title that you know well that relates to this topic and design 5-10 guiding prompts that will guide your students as they connect history and response writing. 2. After briefly researching a historical figure or a well-known person whom you admire, write a bio-poem following the format and guidelines introduced in chapter 14. Include a reflection in which you discuss the process of writing the poem (Was it easy? Difficult? Why?). How could you use this activity as an instructional tool in your classroom? How can teachers use bio-poems to assess students’ understanding of content? 3. Assume the role of a third-grade teacher. As you prepare for the upcoming school year, you are planning to integrate the language arts across the curriculum. Explain how you would prepare for this undertaking? What are some things you should do early in the school year (or even before the year begins)? 4. Select a grade level (K-8) and think of ways to integrate language arts across the curricular areas of math, science, and social studies. For each of the three subjects, give examples of activities that you could do to integrate each of the six language arts (reading, writing, listening, speaking, viewing, and visual representation) at your selected grade level. See Figure 14.1 on page 437 for suggestions. 5. Prepare a mathematics lesson plan in which you include math-related literature and ask your students to write in math journals. Make sure your plan includes specific instructions on how you will use the book to enhance student learning and prompts that will guide your students as they write in their math journals? Answers to Chapter 14 Test Bank Multiple Choice Questions 1. b 2. a 3. c 4. d 5. d 6. c 7. c 8. d 9. b 10. a 11. a 12. c 13. c 14. b 15. d Short Answer 1. Quality Children’s Literature in Integrated Curriculum Meaning: Quality children's literature integrates various subjects and learning experiences, providing a foundation for a holistic curriculum. It connects themes and content across disciplines, making learning more engaging and meaningful. Why and How: • Why: Literature introduces diverse perspectives, themes, and contexts, fostering critical thinking and understanding across subjects. • How: Teachers use literature to create interdisciplinary lessons that link reading with science, social studies, and math, enhancing overall comprehension and retention. 2. Link Between Mathematics and Language Arts Importance: Language arts and mathematics are interconnected, with language skills supporting mathematical reasoning and communication. Benefits: • Communication: Students explain mathematical concepts clearly in writing. • Understanding: Writing about math helps clarify and solidify their understanding of mathematical ideas and processes. 3. Pyramid of Language Across Disciplines Pyramid Levels: 1. Basic Language Skills: Foundational vocabulary and grammar. Example: Learning mathematical terms like “addition” and “subtraction.” 2. Content-Specific Language: Terminology and discourse used within specific subjects. Example: Using scientific terms like “photosynthesis” in science lessons. 3. Disciplinary Literacy: Reading, writing, and thinking practices specific to a discipline. Example: Analyzing primary sources in history or interpreting data in math. 4. Bio-Poem Definition: A bio-poem is a structured poem that highlights key aspects of a person’s life, focusing on their characteristics, experiences, and contributions. Use in Social Studies: • Assessment Instrument: Teachers use bio-poems to assess students’ understanding of historical figures by having them capture significant life events and personal traits in a creative format. 5. Science and Language Arts Instruction Principles: • Inquiry-Based Learning: Both subjects emphasize exploration and questioning. Example: Science experiments and language arts discussions both involve forming hypotheses and analyzing outcomes. • Critical Thinking: Both require analysis and synthesis of information. Example: Evaluating scientific data parallels analyzing themes in literature. • Communication Skills: Effective writing and presenting are crucial in both fields. Example: Writing lab reports in science and composing essays in language arts both emphasize clarity and coherence. Application Questions 1. Literature Response Prompts for Historical Fiction on the American Revolution Title: "Johnny Tremain" by Esther Forbes Guiding Prompts: 1. Historical Context: Describe the historical setting of the story. How does the author depict the events of the American Revolution? 2. Character Perspective: How does Johnny Tremain’s perspective on the American Revolution differ from other characters? Provide specific examples. 3. Historical Accuracy: Identify one historical event in the book. How does the author portray this event compared to historical records? 4. Character Development: How does Johnny Tremain change throughout the story? What events contribute to his development? 5. Personal Connection: How would you have felt if you were in Johnny’s shoes during a specific event in the story? 6. Author’s Purpose: Why do you think the author wrote this story? What message about the American Revolution is conveyed? 7. Comparative Analysis: Compare Johnny Tremain's experiences with another historical figure from the American Revolution. How are their experiences similar or different? 8. Theme Exploration: What are the main themes of the book? How do these themes relate to the historical context of the American Revolution? 2. Bio-Poem for a Historical Figure Figure: Abraham Lincoln Bio-Poem: Reflection: • Process: Writing the poem was challenging yet fulfilling. It required careful consideration of key traits and life events. Balancing brevity with detail was difficult. • Classroom Use: This activity can help students summarize and reflect on a historical figure’s life. It aids in understanding and memorizing key facts and characteristics. • Assessment: Teachers can use bio-poems to gauge students' grasp of important figures and their ability to synthesize information creatively. 3. Integrating Language Arts Across the Curriculum (Third-Grade) Preparation Steps: • Early Planning: Identify key curriculum topics in math, science, and social studies. Select literature and resources that support these topics. • Resource Gathering: Collect books, articles, and multimedia resources that connect with each subject area. • Lesson Design: Plan interdisciplinary lessons that incorporate language arts skills into each subject area. • Professional Development: Attend workshops or training on integrating language arts and other subjects. Early Year Tasks: • Classroom Setup: Create a classroom library with books related to all subject areas. • Collaboration: Work with colleagues to align curriculum goals and integrate language arts effectively. 4. Language Arts Integration Examples (Grade 4) Math: • Reading: Read stories about mathematicians or math-related adventures. • Writing: Write math journals reflecting on problem-solving processes. • Listening: Listen to math-related podcasts or read-alouds. • Speaking: Present math problems and solutions to the class. • Viewing: Watch videos demonstrating math concepts. • Visual Representation: Create visual math problems or graphs. Science: • Reading: Read nonfiction books about scientific concepts. • Writing: Write lab reports or summaries of experiments. • Listening: Listen to science podcasts or guest speakers. • Speaking: Discuss scientific findings with peers. • Viewing: Watch documentaries about scientific discoveries. • Visual Representation: Draw diagrams or models of scientific processes. Social Studies: • Reading: Read historical fiction or biographies related to social studies topics. • Writing: Write essays or reports on historical events or figures. • Listening: Listen to historical accounts or speeches. • Speaking: Present historical events or projects. • Viewing: Watch historical documentaries or reenactments. • Visual Representation: Create posters or maps of historical events. 5. Mathematics Lesson Plan with Math-Related Literature Grade Level: 4th Grade Lesson Title: Exploring Fractions through Literature Objectives: • Understand and apply fraction concepts. • Connect literature to math concepts. Materials: • Book: "Fraction Fun" by David A. Adler • Math journals • Fraction manipulatives Procedures: 1. Introduction: Read "Fraction Fun" aloud to the class, focusing on how fractions are used in various contexts. 2. Discussion: Discuss the fractions mentioned in the book and how they are applied in real life. 3. Activity: Use fraction manipulatives to model the fractions from the book. 4. Writing Prompt: Have students write in their math journals about a fraction from the book and how they use fractions in their own lives. 5. Sharing: Students share their journal entries with a partner or the class. Assessment: • Review students’ math journal entries for understanding and application of fraction concepts. • Observe participation and accuracy during the manipulatives activity. Chapter 15 LITERACY ASSESSMENT: MONITORING ONGOING GROWTH AND PROGRESS Chapter 15 Test Bank Multiple Choice Questions for Ch. 15 1. You would expect an effective teacher to put time and effort into assessment of language arts for all of the following purposes, except: a. To inform and guide instruction b. To impact language arts learning c. To assign grades and percentages d. To monitor the outcomes of instruction 2. The state standards for language arts instruction derive from: a. The language arts curriculum adopted by most local school districts b. The IRA/NCTE Standards for the English Language Arts c. The national ISTE standards for students d. The specified aligned district programs (basal reading series or lang. arts text book) 3. All of the following are characteristics of authentic assessments, except: a. Allows for student self-evaluation b. Tends to measure one child against another c. Learning data are collected from a variety of sources d. Encourages growth from a baseline of what the child can do 4. When should effective teachers assess their students? a. In the spring when most state and district assessments are given b. At the end of each quarter to collect updated and relevant data for student report cards and/or parent-teacher conferences c. At the end of each unit to make sure students met the learner outcomes d. From the beginning of the school year, or possibly even before the school year begins 5. Continuous, ongoing observation of students is often referred to as: a. Anecdotal records b. Self-evaluation c. Kid watching d. Snapshots 6. Brief, focused observational notes or comments written by the teacher are often referred to as: a. Rubrics b. Snapshots c. Developmental continuum d. Anecdotal records 7. A developmental literacy continuum implies all of the following, except: a. That students continue to gradually move forward on the continuum without taking a step back b. That students learn literacy concepts at different rates and at different times c. That teachers and students benefit from a common language to talk about reading and writing development d. That student learning is an ongoing process that emphasizes individual progress rather than student competition 8. Scoring guides used to assess and evaluate the quality of a student’s work against predetermined standards is often referred to as: a. Rubrics b. Anecdotal records c. Developmental continuum d. Evaluative criteria 9. A rubric commonly has three essential features including: a. Evaluative criteria, anecdotal records, and scoring strategy b. Checklists, scoring strategy, and anecdotal records c. Qualitative definitions, scoring strategy, and evaluative criteria d. Developmental continuum, evaluative criteria, and scoring strategy 10. Effective teachers encourage their students to self-evaluate and reflect because: a. It helps students recognize their strengths and weaknesses to help them further succeed as literacy learners. b. It helps teachers and students agree on a “fair” grade for student report cards. c. It helps students realize that they don’t know everything and still have a lot to learn. d. All of the above are true. 11. Which of the following statements is true in regard to literacy collections as assessment? a. The literacy profile is prepared through a four-stage process including collecting, selecting, reflecting, and projecting. b. The literacy portfolio is often divided into three sections: interests, strategies, and developmental level. c. The literacy portfolio is student-centred while the literacy profile is teacher-cantered. d. All of the above are true. 12. Which of the following statements is true regarding literacy portfolios: a. Students and teachers should select artifacts that fit into a three-ring binder. b. Artifacts should document student learning in the six language arts, not only reading and writing. c. Students should showcase their learning through a large selection of artifacts. d. Portfolio artifacts are gathered at the beginning of the school year and updated every quarter. 13. All of the following statements describe literacy profiles, except: a. The literacy profile includes a selection of student work. b. The literacy profile is best used alongside a literacy portfolio. c. The literacy profile includes several different data sources. d. The literacy profile contains information that is not of interest to a student but rather to teachers. 14. The student-led parent-teacher conferences include all of the following phases of activities, except: a. Preparation phase b. Implementation phase c. Evaluation phase d. Reflection phase 15. The purpose of student-led parent-teacher conferences is: a. To let parents bring their child to conferences to eliminate child care issues. b. To help students accept responsibility of reporting their own progress to their parents. c. To provide parents and students with some quality time together to read books and participate in other literacy events. d. To minimize preparation time for teachers as the students do most of the talking. Short Answer Questions for Ch. 15 1. Explain and illustrate the assessment cycle. Incorporate (a) instruction, (b) assessment, (c) evaluation, (d) reporting, and (e) instructional decision. Make sure you address national, state, and local standards. Explain how each component impacts teaching and learning in the K-8 classroom. 2. Discuss the meaning of “authentic assessment.” Provide three specific examples of authentic assessment in contexts of the language arts. 3. Compare and contrast literacy portfolios and literacy profiles. Be sure to discuss components, artifacts, and purposes of each. 4. Compare and contrast the advantages and disadvantages of three forms of conferences discussed in chapter 15: (a) student-teacher, (b) student-parent-teacher, and (c) student-led parent-teacher. 5. What are some issues that today’s teachers face in regard to high-stakes testing? How are these tests used to make instructional decisions? What are some positive/negative aspects of high-stakes testing? Application Questions for Ch. 15 1. According to Routman (2000), effective teachers assess literacy and the language arts because “meaningful assessment interacts and aligns with instruction and has value for student, teacher, and parent.” In your own words, explain what Routman means. Following Routman’s advice, how will you use assessment to impact learning in your own classroom? 2. Assume the role of a kindergarten teacher. Before school even begins in August, you’d like to learn more about your students’ perceptions of themselves as learners as well as their prior literacy experiences. Develop a plan for how you might acquire this information. How will you gather this information? What forms/checklists will you use? What do you hope to learn about your students? 3. Create a language arts lesson plan in which you incorporate the self-evaluation questions presented in chapter 15 (pp. 484-487). Make sure your lesson includes clear objectives, step-by-step procedures, and directions for how and when your students will participate in self-evaluation or reflection. Explain what you will do with their self-evaluations. How can you use these to guide future instruction? 4. Create a language arts lesson plan including a detailed rubric as a means of assessing learner outcomes. You may want to use Rubi Star to help you get started (see the Tech Tip on page 489). Make sure your rubric includes the three essential features discussed in chapter 15: (a) evaluation criteria, (b) qualitative definitions, and (c) scoring strategy. 5. Assume the role of a fourth-grade teacher. You are planning on using literacy portfolios in your classroom during the upcoming school year. Develop a plan for implementing literacy portfolios. Questions that should be addressed include: How will you explain this assessment approach to your parents and students? How will you guide your students through the four-stage process to prepare their portfolios? How will use the information gathered through portfolios to guide future instruction? How often and why will students replace materials in their portfolios? Answers to Chapter 15 Test Bank Multiple Choice Questions 1. c 2. b 3. b 4. d 5. c 6. d 7. a 8. a 9. c 10. a 11. c 12. b 13. a 14. d 15. b Short Answer 1. Assessment Cycle a) Instruction: Teachers deliver lessons based on curriculum standards (national, state, and local) to ensure alignment with educational goals. b) Assessment: Teachers use various assessment tools (quizzes, tests, observations) to gather data on student learning and performance. c) Evaluation: Data from assessments are analysed to determine student progress and areas needing improvement. d) Reporting: Teachers communicate findings to students, parents, and administrators through report cards, progress reports, or conferences. e) Instructional Decision: Based on evaluation and reporting, teachers make adjustments to instruction to better meet students' needs. Impact on Teaching and Learning: • Instruction: Guides the focus and methods used in teaching. • Assessment: Provides data on student understanding and skill levels. • Evaluation: Helps identify strengths and areas for growth. • Reporting: Keeps stakeholders informed and involved in student progress. • Instructional Decision: Ensures instruction is responsive and effective. 2. Authentic Assessment Definition: Authentic assessment evaluates students' abilities in real-world contexts, reflecting how skills are applied outside of the classroom. Examples: 1. Book Reviews: Students write and present reviews of books they've read, demonstrating comprehension and critical thinking. 2. Project-Based Learning: Students create a project, such as a historical exhibit or a scientific experiment report, showcasing their understanding of the subject. 3. Creative Writing: Students write original stories or poems, applying language arts skills in creative contexts. 3. Literacy Portfolios vs. Literacy Profiles Literacy Portfolios: • Components: Collection of student work (essays, reading logs, writing samples) and reflections. • Artifacts: Completed assignments, drafts, and teacher feedback. • Purpose: To document progress over time and showcase individual growth. Literacy Profiles: • Components: Summary of student literacy skills, strengths, and needs. • Artifacts: Assessment results, benchmark data, and teacher observations. • Purpose: To provide a snapshot of student abilities and guide instruction. Comparison: • Portfolios focus on detailed, ongoing student work; profiles offer a broader overview of student performance and needs. 4. Forms of Conferences a) Student-Teacher Conference: • Advantages: Allows personalized feedback and goal-setting; builds student-teacher rapport. • Disadvantages: Limited to one-on-one interaction; might not address broader issues. b) Student-Parent-Teacher Conference: • Advantages: Provides a comprehensive view of student progress; encourages collaboration between home and school. • Disadvantages: Can be time-consuming; parents may not always be available. c) Student-Led Parent-Teacher Conference: • Advantages: Empowers students to take responsibility for their learning; promotes transparency and self-assessment. • Disadvantages: Students might feel nervous or unprepared; requires careful preparation. 5. Issues with High-Stakes Testing Issues: • Teaching to the Test: Curriculum may be narrowed to focus on test content. • Stress: High stakes can create anxiety for students and teachers. • Equity: Tests may not account for diverse learning needs and backgrounds. Uses for Instructional Decisions: • Data Analysis: Results can inform adjustments to teaching strategies and curriculum focus. Positive Aspects: • Benchmarking: Provides a standard measure of student performance. • Accountability: Holds schools and teachers accountable for student outcomes. Negative Aspects: • Pressure: Can lead to excessive stress and limited instructional flexibility. • Narrow Focus: May overlook broader educational goals and individual student needs. Application Questions 1. Routman’s Perspective on Assessment Explanation: Routman emphasizes that effective assessment should be integrated with instruction and be meaningful to students, teachers, and parents. It means that assessment is not a separate activity but a part of the learning process, providing value by aligning with educational goals and contributing to each stakeholder's understanding of progress and needs. Application: To use assessment effectively, I will: • Align Assessments with Instruction: Ensure assessments reflect what is being taught. • Use Formative Assessments: Regularly assess to inform instruction and address learning needs. • Engage Students and Parents: Share assessment results and progress to involve them in the learning process. 2. Plan for Gathering Information in Kindergarten Plan: • Pre-School Surveys: Distribute a simple questionnaire to parents about their child's prior literacy experiences and attitudes. • Interviews: Conduct brief, informal interviews with students to discuss their interests and prior learning. • Checklists: Use checklists to assess early literacy skills (e.g., recognizing letters, understanding basic concepts of print). Goals: • Understand Prior Experiences: Gauge what students already know and their comfort with literacy activities. • Identify Interests: Learn about students' interests to tailor instruction to engage them. 3. Language Arts Lesson Plan with Self-Evaluation Lesson Plan: • Objective: Students will write a short story and self-evaluate their use of descriptive language. • Procedures: 1. Introduction: Discuss descriptive language and provide examples. 2. Activity: Students write a short story using descriptive language. 3. Self-Evaluation: Students use provided self-evaluation questions to reflect on their writing. 4. Share and Discuss: Share reflections in small groups or with the class. • Self-Evaluation Questions: “How did I use descriptive language in my story? What parts of my story do I think are most descriptive?” • Use of Self-Evaluations: Review reflections to identify strengths and areas for improvement, guiding future instruction on descriptive writing. 4. Language Arts Lesson Plan with Rubric Lesson Plan: • Objective: Students will write a persuasive essay. • Rubric: • Evaluation Criteria: • Content: Clear argument and supporting details. • Organization: Logical structure and coherence. • Language: Proper grammar and persuasive language. • Qualitative Definitions: • Exemplary: Strong argument, well-organized, and error-free. • Proficient: Clear argument, mostly organized, few errors. • Needs Improvement: Weak argument, disorganized, frequent errors. • Scoring Strategy: 4 points for exemplary, 3 points for proficient, 2 points for needs improvement, 1 point for inadequate. • Application: Use the rubric to grade essays and provide feedback on specific areas for improvement. 5. Implementing Literacy Portfolios Plan: • Explaining to Parents and Students: • Meeting: Host a meeting to explain the purpose of portfolios and how they will be used. • Handouts: Provide handouts detailing the process and benefits. • Guiding Students Through the Four Stages: 1. Collection: Students select work to include. 2. Reflection: Write reflections on their progress and learning. 3. Review: Teacher reviews the portfolios with students to discuss growth. 4. Revision: Update portfolios with new work and reflections periodically. • Using Portfolio Information: • Guide Instruction: Use insights from portfolios to adjust teaching strategies. • Student Involvement: Encourage self-assessment and goal-setting. • Replacing Materials: • Frequency: Update portfolios every 6-8 weeks. • Reason: Ensure portfolios reflect current skills and progress. Test Bank for Language Arts: Extending the Possibilities Marjorie R. Hancock 9780130189905, 9780132388719
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