This Document Contains Chapters 11 to 13 Chapter 11 VIEWING AND VISUAL REPRESENTATION: EXTENDING THE LANGUAGE ARTS Chapter 11 Test Bank Multiple Choice Questions for Ch. 11 1. All of the following are examples of sources/formats of viewing, except: a. Illustrations in children’s books b. CD-ROMs c. Greeting cards d. Speeches 2. All of the following are examples of ways students often visually represent learning, except: a. PowerPoint presentations b. Timelines c. Audio recordings d. Concrete poetry 3. When teachers select quality picture books they carefully consider: a. Artistic style, medium, sequence, or placement on the page b. Possibilities for viewer response c. Extensions of the text through the artistic works and illustrations d. All of the above should be considered when selecting picture books. 4. Publishers choose color and style carefully as they transition the reader from the book’s exterior to the interior through the: a. Title page b. Endpapers c. Book jackets d. Book size and shape 5. Lettering and type selection require all of the following considerations, except: a. Type size b. Font selection c. Color d. Borders 6. The artistic style in children’s book illustrations that accurately depicts people, nature, and objects as they might actually appear is called: a. Impressionism b. Expressionism c. Realism d. Surrealism 7. The artistic style in children’s book illustrations that gives form to strong inner feelings through the use of bright colors and figures that are a bit modified or distorted is called: a. Cartoon art b. Surrealism c. Realism d. Expressionism 8. All of the following are examples of graphic techniques used in picture books, except: a. Acrylic paints b. Collage c. Digitally illustrated books d. Scratch board 9. When students demonstrate comprehension by sharing their interpretations of a story through drawing, they use the following strategy: a. Sketch-to-stretch b. Sketchbook journals c. Learning logs d. Rehearsal for writing 10. Students record verbal and artistic images as they express their thoughts and emotions in: a. Learning logs b. Picture books c. Sketchbooks journals d. Comprehension journals 11. Webbing is an instructional strategy best described as: a. A strategy for representing and organizing ideas by constructing a web, or graphic organizer, of relationships among ideas. b. A strategy involving extensive use of the Internet as most of the ideas and information comes from the web. c. A strategy in which the language arts are taught in isolation, focusing on only one of the language arts at a time. d. All of the above are good descriptions of webbing. 12. After a class of second-grade students viewed the movie Sarah, Plain and Tall in class, they engaged in whole-class response to share overall impressions. Their teacher likely posed all of the following aesthetic prompts, except: a. How would you feel if you were Sarah? b. How do you relate this film to your own life? c. How did this movie make you feel? d. How would you feel if you were Papa when Sarah first got off the train? 13. Response prompts that focus on problem solving, making predictions, and making inferences about characters and circumstances are: a. Experiential prompts b. Aesthetic prompts c. Cognitive prompts d. Interpretive prompts 14. The Collaborative Listening-Viewing Guide (CLVG) is designed to enhance video viewing in the classroom. After viewing the video, students meet in small groups and share their individual notes during which phase of the CLVG? a. Synthesize b. Extend c. Elaborate d. Record 15. All of the following are included in the process for previewing the visual and textual nature of a website, except: a. Check for the name of the author of the website as well as the date when it was last updated. b. Quickly skim the text and randomly click on links and features and quickly skim the text. c. Make predictions about where links may lead. d. Make a judgment about the usability of the site without letting the visual nature influence you entirely. Short Answer Questions for Ch. 11 1. Discuss the criteria that teachers, parents, and librarians should consider when identifying and selecting quality children’s picture books. 2. Explain why it is important for teachers to point out design elements in picture books to their students. Select three of the following aspects of books and explain how their design can intrigue children and engage them in the reading process: (a) book size and shape, (b) book jackets, (c) endpapers, (d) title page, (e) borders, (f) lettering and type, and (g) space. 3. In exploring visual literacy, it is critical to consider the mutual relationship between writing and the visual image. List and describe the four contexts in which the relationship between artistic drawing and writing in the elementary classroom occurs. 4. Explain the purpose and components of illustrator studies. 5. Explain the strategy of webbing. How/why is this strategy effective? What are the benefits of webbing? What are some variations of webbing activities that are commonly used in elementary classrooms? Application Questions for Ch. 11 1. Select a well-known illustrator of children’s books (see Literature Cluster on page 344 for ideas) and create an illustrator study around this artist. Include clear objectives and learning goals for the study, examples of activities that your students will participate in, list of resources (books, websites), and strategies for assessing the objectives and learning goals. 2. Webbing is a visual strategy for representing and organizing information and ideas. Select a topic that you feel strongly about (could include a research topic or a particular piece of literature). Apply what you know about effective webbing strategies to create a visual representation of your topic. Be detailed and creative. Include a reflection in which you discuss the benefits of webbing, what you found challenging about this exercise, and how you could use webbing as an instructional tool in your classroom. 3. Select a quality children’s book that has also been adapted to film/movie format (see Literature Cluster on page 355 for examples). Prepare a list of eight experiential, aesthetic, cognitive, and interpretive response prompts that that are specific to the book; eight content, technical production, and acting prompts that are specific to the movie; and five questions that guide students in comparing and contrasting the book and the movie. 4. The Collaborative Listening-Viewing Guide (CLVG) provides a template for taking notes as students receive, record, and process information through educational videos/DVDs. Explain each of the five phases in the CLVG. What do students do/learn at each phase? What is your role as a teacher during each phase? 5. Assume the role of a sixth-grade teacher. Some of your parents have raised concerns over the use of videos and films in the classroom. Questions such as, “Why are the kids watching videos when they should be learning?” have been raised. Compose a letter explaining the purpose for using videos in your classrooms (learner outcomes) and the types of videos (including titles) that your students are watching. Also, explain how you keep your students accountable for the information presented in the videos (think back to the CLVG) and how you will monitor students’ learning (assessment). Answers to Chapter 11 Test Bank Multiple Choice Questions 1. d 2. c 3. d 4. b 5. d 6. c 7. d 8. a 9. a 10. c 11. a 12. b 13. c 14. c 15. b Short Answer 1. Criteria for Selecting Quality Children's Picture Books • Content: Age-appropriate, engaging, and relevant themes or messages. • Illustrations: High-quality, complementary to the text, and visually engaging. • Language: Clear, rhythmic, and rich in vocabulary, suitable for the age group. • Cultural Sensitivity: Inclusive and respectful representation of diverse cultures. • Durability: Well-bound and sturdy, able to withstand repeated handling. 2. Importance of Design Elements in Picture Books • Book Size and Shape: A unique size or shape can attract attention and make the book more engaging. For example, a square book might be visually appealing and different from standard-sized books. • Book Jackets: Eye-catching jackets with vibrant illustrations and intriguing titles can draw readers in. They often reflect the book's theme and content. • Endpapers: Often used to set the tone of the book or provide context. For example, maps or patterns on endpapers can enhance the story’s setting and engage readers visually. 3. Contexts of Artistic Drawing and Writing • Illustration as Narrative: Illustrations that tell a story or provide additional details beyond the text, enhancing understanding and engagement. • Drawing as Response: Students create drawings based on the text they read, reinforcing comprehension and personal connection. • Collaborative Storytelling: Combining drawings and writing in group projects, encouraging creativity and narrative skills. • Visual Prompts for Writing: Using illustrations as prompts for students to generate written content, aiding in creative expression and narrative development. 4. Purpose and Components of Illustrator Studies • Purpose: To explore and analyze the work of different illustrators, understand their techniques, and appreciate their contributions to storytelling. • Components: • Study of Styles: Analyzing different artistic styles and techniques used by illustrators. • Author-Illustrator Interaction: Understanding how the illustrations complement and enhance the text. • Project Creation: Students create their own illustrations inspired by studied artists. 5. Strategy of Webbing • Definition: A visual brainstorming tool where ideas are mapped out in a network around a central theme or concept. • Effectiveness: Helps organize thoughts, shows connections between ideas, and facilitates creative thinking. • Benefits: Encourages exploration of multiple facets of a topic, aids in organizing complex information, and promotes visual learning. • Variations: Concept maps, story webs for narrative development, and mind maps for thematic exploration. Application Questions 1. Illustrator Study: Eric Carle • Objectives and Learning Goals: • Understand Eric Carle’s unique illustration style. • Explore how Carle’s illustrations enhance storytelling. • Create original artwork inspired by Carle’s techniques. • Activities: • Book Exploration: Read The Very Hungry Caterpillar, Brown Bear, Brown Bear, What Do You See?, and others by Eric Carle. • Art Activity: Create collages using Carle’s technique of painted tissue paper. • Discussion: Analyze Carle’s use of color, texture, and design in his books. • Illustrator Comparison: Compare Carle’s style with other illustrators studied. • Resources: • Books: The Very Hungry Caterpillar, The Mixed-Up Chameleon, The Grouchy Ladybug. • Websites: Eric Carle’s official site, author interviews, and artist tutorials. • Assessment Strategies: • Art Projects: Evaluate students’ collages based on their use of color and texture. • Discussions: Assess participation and understanding of Carle’s techniques. • Comparative Analysis: Review students' comparisons of Carle’s style with other illustrators. 2. Webbing Topic: Climate Change • Visual Representation: • Central Node: Climate Change • Branches: • Causes: Greenhouse gases, deforestation, industrial pollution. • Effects: Global warming, sea level rise, extreme weather. • Solutions: Renewable energy, conservation efforts, policy changes. • Impacts on Wildlife: Species extinction, habitat loss. • Human Impact: Health issues, economic costs. • Reflection: • Benefits: Webbing helps organize complex information, shows relationships between concepts, and enhances understanding. • Challenges: Ensuring all relevant details are included without overwhelming the visual. • Classroom Use: Use webbing to brainstorm topics, organize research, and visualize connections in writing assignments. 3. Book and Film Comparison: Charlotte’s Web • Response Prompts for the Book: • Experiential: Describe how you felt when Charlotte died. • Aesthetic: How does the description of Charlotte’s web add to the book’s atmosphere? • Cognitive: Explain the significance of Wilbur’s character development throughout the book. • Interpretive: What do you think the book suggests about friendship and sacrifice? • Response Prompts for the Movie: • Content: How does the movie depict the relationship between Charlotte and Wilbur? • Technical Production: Analyze how the film’s special effects enhance the storytelling. • Acting: How do the voice actors contribute to the characterization of the animals? • Content: Compare the depiction of the fair scene in the movie to the book. • Technical Production: Discuss the use of CGI vs. illustrations in representing Charlotte’s web. • Comparative Questions: • How does the portrayal of Charlotte’s character differ between the book and the movie? • What are the major differences in the ending of the book and the film adaptation? • How does the film adaptation handle the theme of friendship compared to the book? • What elements from the book are left out or changed in the film? • How do the visual and auditory elements in the film compare to the book’s descriptions? 4. Collaborative Listening-Viewing Guide (CLVG) Phases • Phase 1: Preparation • Students: Set objectives and prepare for viewing. • Teacher: Introduce the video, set expectations, and outline the objectives. • Phase 2: Viewing • Students: Watch and take notes. • Teacher: Facilitate focused viewing by guiding students on what to note. • Phase 3: Processing • Students: Discuss and analyze their notes in groups. • Teacher: Assist with group discussions, clarifying any confusing points. • Phase 4: Reflection • Students: Reflect on the content and how it relates to their prior knowledge. • Teacher: Prompt reflections and facilitate connections to broader concepts. • Phase 5: Application • Students: Apply learned concepts to assignments or projects. • Teacher: Evaluate students’ understanding through assignments and provide feedback. 5. Letter to Parents Dear Parents, I want to address the concerns some of you have raised about the use of videos and films in our classroom. Videos and films are valuable educational tools that support learning in several ways: • Purpose: Videos enhance comprehension by providing visual and auditory context to complement our lessons. They can bring complex concepts to life and engage students in different ways. • Types of Videos: We watch educational films such as The Magic School Bus for science, Liberty’s Kids for history, and BrainPop videos for various subjects. • Accountability: To ensure students retain and understand the content, we use the Collaborative Listening-Viewing Guide (CLVG) to take notes, discuss, and reflect on the videos. This method helps students stay engaged and accountable. • Monitoring Learning: I will assess students through discussions, quizzes, and projects that incorporate video content. This helps me gauge their understanding and application of what they have learned. Thank you for your support in integrating multimedia into our curriculum. It enriches our educational experience and helps cater to diverse learning styles. Sincerely, [Your Name] Chapter 12 SUPPORTIVE TOOLS FOR WRITING: SPELING, GRAMMAR, MECHANICS, HANDWRITING, AND WORD PROCESSING Chapter 12 Test Bank Multiple Choice Questions for Ch. 12 1. The five developmental stages of spelling typically occur in the following order: a. Semi phonetic, phonetic, precommunicative, transitional, conventional b. Semi phonetic, phonetic, transitional, precommunicative, conventional c. Precommunicative, semi phonetic, phonetic, transitional, conventional d. Precommunicative, transitional, phonetic, semi phonetic, conventional 2. In this stage, students know how to spell a large number of words, use silent letters, and are learning to spell a large number of words that do not follow the rules: a. Conventional spelling b. Transitional spelling c. Phonetic spelling d. Precommunicative spelling 3. To assist students in this stage of spelling, teachers pronounce words slowly to emphasize all letter sounds and ask the student to read what he/she has written and record in manuscript below the writing. a. Semi phonetic spelling b. Precommunicative spelling c. Phonetic spelling d. Conventional spelling 4. To develop an effective spelling program, teachers must consider all of the following, except: a. Teachers should model accurate spelling to their students. b. Teachers should emphasize proofreading since writing should predominantly be evaluated on spelling accuracy. c. Teachers should help students produce final copies with correct spelling by showing them how to use a variety of tools. d. Teachers should set up a classroom environment that encourages children to become good spellers. 5. The most meaningful way to assess spelling ability occurs: a. As students take weekly spelling tests b. As students write their spelling words five or ten times each c. As students participates in state assessments d. As students write stories and in authentic contexts 6. This spelling strategy often results in inaccuracies as it exaggerates and stretches out words so all sounds can be heard. a. Spelling a word as it sounds. b. Spelling a word as it sounds out c. Spelling a word as it articulates d. Spelling a word by linguistic content 7. When teachers overstress correct spelling (especially in first drafts), students often turn to this strategy of spelling: a. Opting for an alternative word choice. b. Spelling a word by reference to authority. c. Overapplying what they already know about correct spelling to new words. d. Leaving the spelling of a word up to the reader. 8. The ultimate goal of spelling instruction should be: a. For students to receive 100% accuracy on their weekly spelling tests b. For students to know how to proofread their own work and look up words in a dictionary as needed c. For students to memorize high frequency words and accurately use them in their daily writing opportunities d. For students to become lifelong spellers who use the words they wish to use in their writing 9. Effective teachers teach grammar and conventions by: a. Assigning drill-and-practice workbooks since students need plenty of practice b. Having students copy incorrect sentences from the board and locating and correcting the conventional mistakes c. Providing students with the chance to identify and correct grammatical errors in their own writing d. All of the above are examples of effective teaching practices of grammar and conventions. 10. All of the following are reasons why isolated lessons of grammar do not transfer to student writing, except: a. Students find grammar boring and do not really internalize the lessons. b. Parts of speech, subject-verb agreements, and other grammar skills have great relevance to students’ writing. c. Students are not given enough time to practice grammatical concepts within real writing situations. d. Grammar is very abstract and too complex for many elementary and middle-level students. 11. Young students develop an awareness of conventions long before they use them in their own writing through: a. Children’s literature b. Grammar lessons c. Parts of speech d. None of the above 12. During which stage of the writing process do teachers and students primarily focus on identifying and correcting errors in grammar and conventions? a. Drafting b. Revising c. Editing d. Publishing 13. Typically, teachers help students make the transition from manuscript to cursive handwriting: a. When students are developmentally ready b. When they are old enough to read cursive handwriting c. In fourth or fifth grade d. In second or third grade 14. What is the main argument for using the D’Nealian handwriting forms? a. It introduces a style different than early print in children’s books. b. All letters are the same in manuscript and cursive forms. c. It eases the transition from manuscript to cursive. d. Most parents learned to write using D’Nealian so they can help their children. 15. Keyboarding techniques include all of the following, except: a. Correct placement of fingers on home keys. b. The number of words students can accurately type per minute. c. Looking at the text being entered rather than the keys themselves. d. Straight posture and positioning of wrists above the keyboard. Short Answer Questions for Ch. 12 1. List and describe the five stages of spelling development. Explain why it is important for teachers to be aware of each student’s stage of spelling development? 2. Explain how teachers can use weekly spelling tests effectively as part of a comprehensive spelling program? Where should the words come from? 3. Chapter 12 presents a plethora of spelling strategies that children use as they encounter spelling challenges. Select three of these strategies and provide an explanation for how students use them and how you could teach these strategies to your students. 4. Explain why isolated grammar lessons do not transfer to student writing. 5. Discuss the advantages/disadvantages of manuscript versus D’Nealian handwriting. Application Questions for Ch. 12 1. Assume the role of a sixth-grade teacher. The parents of some of your students are upset because their children do not seem to care about correct spelling as they write their first drafts. The parents are afraid that their children will never learn to spell correctly as long as you (the teacher) do not emphasize correct spelling at all times. Prepare a parent letter in which you explain your spelling/writing philosophy emphasizing why spelling is not targeted during the drafting stage of the writing process. Outline a plan for how/when correct spelling will be addressed. Make sure your letter is both professional and convincing. 2. Assume the role of a second-grade teacher. Currently, all second-grade teachers teach grammar and conventions through the grammar practice worksheets that came with your language arts/reading basal. Prepare a written proposal to the principal in which you argue teaching grammar/conventions within the contexts of authentic reading and writing. Include facts and information to support your arguments and a proposed time line or schedule for how you would structure your schedule, as well as a list of needed materials. 3. Develop a minilesson in which you teach writing conventions. Select the writing conventions to be taught (such as commas in a series) and write a step-by-step plan for how you would teach this topic during a minilesson. Include appropriate choices of literature and plans for monitoring students’ application of skills taught in their writing. 4. Develop a writing lesson plan in which students self-edit and peer-edit their work. Create extensive editing checklists that align with your lesson objectives. Include directions for your students as well as a plan for further teacher assessment. 5. Assume the role of a third-grade teacher. You have been asked to speak at a faculty meeting about the advantages/disadvantages of word processing and keyboarding instruction to elementary and middle-level students. Prepare an outline of your presentation presenting both sides of this issue. Answers to Chapter 12 Test Bank Multiple Choice Questions 1. c 2. a 3. a 4. b 5. d 6. b 7. a 8. d 9. c 10. b 11. a 12. c 13. d 14. c 15. b Short Answer 1. Five Stages of Spelling Development • Precommunicative Stage: Children use random letters and symbols to represent words. They have not yet learned that letters represent sounds. • Semi phonetic Stage: Children begin to understand that letters represent sounds, but their spelling often reflects incomplete phonetic understanding (e.g., "d" for "dog"). • Phonetic Stage: Children spell words based on how they sound. They use letters to represent all the sounds in a word but may not yet follow conventional spelling rules (e.g., "fone" for "phone"). • Transitional Stage: Children start to apply more complex spelling rules and patterns. They understand some irregularities but may still make errors with complex spellings (e.g., "buzy" for "busy"). • Conventional Stage: Children use correct spelling most of the time, understanding complex rules and exceptions. Their spelling is close to standard conventions. Importance for Teachers: Understanding each student's stage helps tailor instruction to their specific needs, ensuring they receive appropriate support and challenges to advance their spelling skills effectively. 2. Using Weekly Spelling Tests • Effective Use: Weekly spelling tests can reinforce spelling rules and patterns. To be effective, tests should: • Reflect Instruction: Words should come from classroom lessons and reading materials. • Include Patterns: Focus on patterns or rules students are learning. • Encourage Application: Include words that students can use in their writing. • Word Sources: Words should be chosen from students' current reading materials, spelling patterns being taught, and commonly used words in their writing. 3. Spelling Strategies • Phonetic Spelling: Students spell words based on their pronunciation. To teach this strategy: • Model: Show how to break down words into phonetic components. • Practice: Use dictation and word-building exercises. • Apply: Encourage students to spell unfamiliar words phonetically in their writing. • Word Analysis: Students analyze word parts (roots, prefixes, suffixes) to understand spelling. To teach this: • Teach Prefixes/Suffixes: Use word sorts and matching exercises. • Apply: Have students identify word parts in their reading and writing. • Practice: Use word family activities to reinforce patterns. • Mnemonics: Students use memory aids to remember tricky spellings (e.g., "necessary" has one collar and two sleeves). To teach this: • Create: Develop mnemonic devices with students for challenging words. • Apply: Encourage students to use mnemonics in their writing. • Review: Regularly practice and review mnemonics in spelling activities. 4. Isolated Grammar Lessons Reason for Ineffectiveness: Isolated grammar lessons often do not transfer to student writing because: • Lack of Context: Students may not see how grammar rules apply in real writing. • Limited Practice: Without application in writing, students struggle to integrate rules naturally. • Relevance: Grammar lessons may not address the specific needs of students’ writing tasks. Effective Approach: Integrate grammar instruction within writing activities to show real-world application and provide context. 5. Manuscript vs. D’Nealian Handwriting • Manuscript: • Advantages: Simple and straightforward; helps in early reading and writing development. • Disadvantages: Can be less fluid and harder to transition to cursive writing. • D’Nealian: • Advantages: Bridges the gap between manuscript and cursive; promotes smoother transition to cursive writing. • Disadvantages: May be confusing for some students due to its unique letterforms; can be less familiar to students and parents. Considerations: The choice between manuscript and D’Nealian depends on instructional goals, student needs, and how the handwriting style integrates with the overall curriculum. Application Questions 1. Parent Letter on Spelling and the Writing Process Dear Parents, I understand your concerns regarding spelling in your child’s writing. I want to assure you that while spelling is a critical component of writing, it is not the primary focus during the drafting stage. Why Spelling is Not Emphasized During Drafting: • Focus on Ideas: During drafting, the main goal is for students to express their ideas freely without being hindered by the pressure to spell every word correctly. This encourages creativity and helps them develop their thoughts more fully. • Revising and Editing: Spelling errors are addressed during the revision and editing stages. This approach allows students to focus first on content and structure and then refine their spelling and grammar. Plan for Addressing Spelling: • Revising Stage: Students will review their drafts to correct spelling errors. • Editing Stage: A structured spelling checklist will be used to ensure accuracy. • Regular Practice: Spelling lessons will be integrated into weekly activities, with specific focus on commonly misspelled words and spelling rules. Thank you for your understanding and support as we work to develop well-rounded writing skills in your children. Sincerely, [Your Name] 2. Proposal for Teaching Grammar/Conventions through Authentic Reading and Writing Dear Principal, I propose shifting our approach to teaching grammar and conventions from isolated worksheets to integrating these skills within authentic reading and writing activities. Rationale: • Real-World Application: Teaching grammar in context helps students understand how conventions improve clarity and effectiveness in their writing. • Engagement: Students are more engaged when they see the relevance of grammar rules in their own writing and reading. • Retention: Learning grammar through authentic contexts improves long-term retention and application. Proposed Schedule: • Weekly Writing Workshops: Incorporate grammar instruction as part of writing activities. • Reading Sessions: Analyze grammar and conventions in high-quality children’s literature. Materials Needed: • Books: A variety of children’s literature for analysis. • Writing Tools: Worksheets and digital tools for writing practice. • Professional Development: Training for teachers on integrating grammar into reading and writing. Thank you for considering this proposal to enhance our grammar instruction. Sincerely, [Your Name] 3. Minilesson Plan for Writing Conventions (Commas in a Series) Objective: Students will correctly use commas to separate items in a series. Step-by-Step Plan: 1. Introduction (5 minutes): Explain the rule for using commas in a series with a clear example (e.g., "I bought apples, oranges, and bananas"). 2. Read-Aloud (10 minutes): Read a book that uses commas in a series (e.g., The Berenstain Bears’ Big Book of Science and Nature by Stan and Jan Berenstain). Highlight the use of commas in the text. 3. Direct Instruction (10 minutes): Show additional examples on the board. Demonstrate how commas separate items in a list with practice sentences. 4. Guided Practice (10 minutes): Have students practice with a worksheet where they add commas to a series of items. 5. Independent Practice (10 minutes): Students write their own sentences using commas in a series. Monitoring Application: • Review Sentences: Check students’ sentences for correct comma usage. • Peer Review: Have students exchange papers and provide feedback. 4. Writing Lesson Plan: Self-Editing and Peer-Editing Objective: Students will effectively self-edit and peer-edit their work for spelling, grammar, and punctuation. Editing Checklists: • Self-Editing Checklist: • Check for correct spelling. • Ensure proper punctuation (e.g., periods, commas). • Verify subject-verb agreement. • Peer-Editing Checklist: • Identify and correct spelling errors. • Check for consistent use of punctuation. • Provide feedback on sentence structure and clarity. Directions for Students: 1. Self-Edit: Use the checklist to review your own writing. 2. Peer-Edit: Exchange drafts with a classmate. Use the peer-editing checklist to provide constructive feedback. Teacher Assessment Plan: • Review Edits: Assess the accuracy and effectiveness of the self-edits and peer-edits. • Provide Feedback: Offer guidance on areas needing improvement based on the edited drafts. 5. Presentation Outline: Word Processing and Keyboarding Instruction Introduction: • Overview: Discuss the role of word processing and keyboarding in elementary and middle-level education. Advantages: • Efficiency: Word processing speeds up writing and editing. • Accessibility: Provides tools for spelling and grammar checks. • Engagement: Engages students with technology and enhances motivation. Disadvantages: • Dependence: Can lead to over-reliance on spell check and grammar tools. • Distraction: Potential for distractions from other software features. • Skill Development: May detract from learning traditional handwriting skills. Conclusion: • Balanced Approach: Emphasize the importance of integrating technology with traditional skills for comprehensive learning. • Future Considerations: Highlight the need for ongoing assessment of technology’s impact on student learning and skill development. Q&A Session: • Address questions and concerns from faculty about the benefits and challenges of incorporating technology in instruction. Chapter 13 TECHNOLOGY AND THE LANGUAGE ARTS: EXPLORING THE NEW LITERACIES Chapter 13 Test Bank Multiple Choice Questions for Ch. 13 1. The International Society for Technology in Education has issued standards which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. These standards are referred to as: a. NETS*S b. NETS*T c. ISTE d. IRA/NCTE 2. The International Society for Technology in Education has issued standards that teachers can use as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. These standards are referred to as: a. NETS*S b. NETS*T c. ISTE d. IRA/NCTE 3. Electronic storybooks can best be described as: a. Digital versions of stories that include multimedia features such as music, sound, and animations b. Tutorial software that introduces new literacy concepts while allowing students time to practice already mastered reading skills c. Learning game software that includes drill-and-practice reading activities to enhance reading skills d. All of the above describe electronic storybooks. 4. A WebQuest can best be described as: a. An interactive way for students to learn as they use remote controls to answer teacher-created questions with a click of a button b. An inquiry-based learning activity in which some or all of the information that learners interact with comes from the Internet c. A collection of audio and video files placed on the Internet for anyone to subscribe to d. All of the above describe a WebQuest. 5. Educational software that stretches reading development and enhances comprehension includes all of the following, except: a. Learning adventures b. Reading comprehension and assessment software c. Electronic books d. Personal response systems 6. When evaluating software for instruction, teachers should take the following features into consideration: a. Color, design, management b. Design, response, comprehension c. Color, response, management d. Design, planning, management 7. As language arts teachers prepare to use the Internet to enhance and extend instruction, they turn to a particular kind of site for lesson ideas. These sites are usually referred to as: a. Central sites b. Teacher-created children’s sites c. Community sites d. Author/illustrator sites 8. Websites that provide environments for teachers with similar interests and are commonly known as listserves are: a. Online communities b. Online journals c. Online podcasts d. Online announcements 9. The key component of this instructional approach is that the research questions originate with a child’s individual question as he/she reaches across the disciplines for self-generated content exploration on the Internet. a. Internet workshop b. Internet project c. Internet inquiry d. WebQuest 10. This instructional approach is typically created by teachers and posted on the Internet for students to follow in pursuing a learning experience using the Internet. a. Internet workshop b. Internet project c. Internet inquiry d. WebQuest 11. Teachers may involve their students in electronic communication projects to: a. Discuss literature b. Share intergenerational experiences c. Share creative writing ideas d. All of the above 12. What/who is a “key pal”? a. The remote control that students use as part of an electronic response system. b. A group role that some students assume during Internet workshop c. An electronic pen pal with which students communicate via e-mail d. A cartoon character in many well-known electronic storybooks 13. When your fourth-grade students participate in online discussions about award-winning books, they primarily meet which of the following NETS*S standard? a. Technology productivity tools b. Technology communications tools c. Technology research tools d. Technology problem-solving and decision-making tools 14. As a first-grade teacher, you use a visual presenter and a projector to display a picture book so your entire class (including your visually impaired student) can follow along by reading the text and viewing the illustrations. You are primarily meeting which of the following NETS*T standards? a. Assessment and evaluation b. Teaching, learning, and the curriculum c. Productivity and professional practice d. Technology operations and concepts 15. You have recently signed up to an online community, or listserv, hoping to discuss topics concerning reading instruction. As part of your membership, you will automatically receive updates and important announcements. Participation in this online community primarily meets which of the following NETS*T standards? a. Teaching, learning, and curriculum b. Assessment and evaluation c. Technology operations and concepts d. Productivity and professional practice Short Answer Questions for Ch. 13 1. Consider technology standards developed by ISTE. What is the difference between NETS*S and NETS*T? Why is it crucial that preservice teachers understand the purpose for these standards and learn how to incorporate these into their daily instruction? 2. When discussing technology, teachers are often asked to “consider the high expectations set for ‘tomorrow’s teachers’ and ‘today’s students’ as literacy and technology blend into meaningful planning and instruction” (p. 398). In your own words, explain what this statement means and how it impacts you as a teacher? 3. What are the new literacies? How and why do teachers have to keep the new literacies in mind as they plan for meaningful instruction? 4. “Technology needs to be considered a tool to enhance teaching and learning – not an end in itself” (p. 403). In your own words, explain what this statement means and its implications for you as a teacher. 5. Describe the three different types of educational software that foster literacy skill and strategy development. Application Questions for Ch. 13 1. Create a language arts lesson plan with a strong technology component. Include NETS for both students and teachers in addition to appropriate language arts/reading standards. Be sure to include clear objectives, step-by-step procedures, a list of materials (including applicable technologies and websites), and plans for assessment. 2. Review Figure 13.3 A brief technology glossary for the language arts classroom (pp. 404-405). Select 3 of the terms from the list and describe how and why you might use these tools/technologies in your language arts classroom. Consider ISTE standards and IRA/NCTE standards. 3. Effective teachers use the Internet in K-8 classrooms to enhance instruction. Focus on a particular grade level and elaborate on two of the following four questions: How will you use the Internet (a) to plan literacy instruction, (b) for visual exploration in grades K-2, (c) for student exploration in grades 3-8, or (d) for communication and publishing? 4. Revisit a language arts lesson plan which you have already written and taught in an elementary classroom. Rewrite this plan to include several aspects of technology. Consider the statement “Technology needs to be considered a tool to enhance teaching and learning – not an end in itself” (p. 403) as you think of ways to enhance and extend your current lesson plan. 5. Compare and contrast the following Internet-based instructional models: (a) Internet workshop, (b) Internet project, (c) Internet inquiry, and (d) WebQuests. What do these models have in common? How are they different? Why would a teacher choose to use one model over another? Answers to Chapter 13 Test Bank Multiple Choice Questions 1. b 2. a 3. a 4. b 5. d 6. d 7. a 8. a 9. c 10. d 11. d 12. c 13. b 14. b 15. d Short Answer 1. NETSS vs. NETST NETSS (National Educational Technology Standards for Students): These standards focus on what students should know and be able to do with technology. They emphasize skills like information literacy, communication, collaboration, and digital citizenship. NETST (National Educational Technology Standards for Teachers): These standards focus on what teachers should know and be able to do with technology to support and enhance student learning. They include effective technology integration, designing and implementing technology-rich learning environments, and assessing student technology use. Importance for Preservice Teachers: Understanding these standards ensures that preservice teachers are prepared to integrate technology effectively into their teaching practices and to develop students' technology skills in alignment with educational goals. 2. High Expectations for Teachers and Students Explanation: The statement emphasizes that teachers must meet evolving expectations by integrating technology with literacy instruction to prepare students for a digital world. It means balancing traditional teaching methods with modern tools and techniques to engage students and enhance learning. Impact: As a teacher, it impacts how I plan and implement lessons, ensuring that technology is used meaningfully to support literacy development and meet contemporary educational standards. 3. New Literacies Definition: New literacies refer to skills needed to navigate and critically evaluate information in digital environments, including online reading, media literacy, and digital communication. Importance for Teachers: Teachers must incorporate new literacies into their instruction to ensure students are proficient in using digital tools and understanding online content, which is crucial for their success in the digital age. 4. Technology as a Tool Explanation: The statement means that technology should be used to enhance educational practices and support learning objectives, rather than being used for its own sake. Technology should facilitate achieving educational goals, not distract from them. Implications: As a teacher, I should focus on using technology to improve teaching methods and learning outcomes, ensuring that technology serves a clear educational purpose rather than just being a novelty. 5. Types of Educational Software 1. Drill and Practice Software: Provides repeated practice of skills and knowledge, such as spelling and math facts (e.g., software like SpellingCity). 2. Tutorial Software: Offers instruction and practice on specific subjects or skills (e.g., programs like IXL or Khan Academy). 3. Educational Games: Engage students in learning through interactive and often entertaining games that reinforce literacy and other skills (e.g., interactive storybooks or language games). Application Questions 1. Language Arts Lesson Plan with Technology Component Grade Level: 4th Grade Objective: Students will use digital tools to create a multimedia presentation summarizing a book they have read. Standards: • NETSS: • 1. Creativity and Innovation • 6. Technology Operations and Concepts • NETST: • 2. Design and Develop Digital Age Learning Experiences and Assessments • 3. Model Digital Age Work and Learning • Language Arts/Reading Standards: • Reading Literature: Describe characters, settings, and events in a story. • Writing: Use digital tools to produce and publish writing. Materials: • Computers or tablets • Internet access • Presentation software (e.g., Google Slides, Microsoft PowerPoint) • Book of choice Step-by-Step Procedures: 1. Introduction (10 minutes): Discuss the book's main elements (characters, setting, plot). Show examples of multimedia presentations. 2. Activity (30 minutes): • Students select a book and outline key elements. • Introduce presentation software and demonstrate basic functions. • Students create a multimedia presentation summarizing the book using text, images, and audio. 3. Peer Review (15 minutes): Students present their projects to a partner for feedback. 4. Reflection (5 minutes): Students reflect on the process and technology used. Assessment: • Evaluate presentations based on a rubric (content accuracy, use of multimedia, clarity). • Assess peer feedback and self-reflection. 2. Technology Glossary Terms 1. Digital Storytelling: • Usage: Create multimedia narratives using text, images, and audio. • Why: Enhances students' ability to express ideas creatively and integrate various forms of media. Aligns with NETSS 1 and IRA/NCTE Standard 4 (use of digital tools). 2. Interactive Whiteboards: • Usage: Facilitate dynamic lessons where students can interact with content. • Why: Supports collaborative learning and engagement. Aligns with NETST 2 and IRA/NCTE Standard 1 (engaging students in literacy activities). 3. Online Collaborative Tools: • Usage: Enable students to work together on projects and share ideas in real time. • Why: Promotes collaboration and communication. Aligns with NETSS 2 and IRA/NCTE Standard 6 (collaborative learning environments). 3. Using the Internet in Grades 3-8 Grade Level: 5th Grade 1. Student Exploration: • Use: Students can research various topics using educational websites and online databases. • Example: Research a historical event using resources from sites like History.com or educational databases. Helps in gathering diverse information and developing research skills. 2. Communication and Publishing: • Use: Students create blogs or digital newsletters to publish their writing. • Example: Use platforms like Kidblog or Google Sites to share their writing with a broader audience, enhancing their writing and digital communication skills. 4. Revised Language Arts Lesson Plan with Technology Original Lesson Plan: Writing a descriptive essay about a favorite place. Revised Plan: Objective: Students will use online tools to draft, revise, and publish a descriptive essay about a favorite place. Materials: • Computers or tablets • Word processing software (e.g., Google Docs) • Online thesaurus and grammar tools (e.g., Grammarly) Step-by-Step Procedures: 1. Introduction (10 minutes): Discuss descriptive writing techniques and examples using digital whiteboards. 2. Drafting (20 minutes): Students draft their essays using Google Docs. Introduce online tools for grammar and thesaurus support. 3. Revising (15 minutes): Peer review using Google Docs commenting feature for real-time feedback. 4. Publishing (15 minutes): Students format and publish their essays on a classroom blog or digital portfolio. Assessment: • Evaluate the final published essay for descriptive detail and correct usage of grammar. • Review peer feedback and revision process. 5. Internet-Based Instructional Models 1. Internet Workshop: • Description: Students work independently on tasks using internet resources. • Commonality: Focuses on student-centered learning and exploration. • Difference: Emphasizes self-directed study rather than collaborative or project-based work. 2. Internet Project: • Description: Students complete a project using internet resources to research and present findings. • Commonality: Utilizes internet resources to enhance learning. • Difference: Structured around a specific project with defined objectives and outcomes. 3. Internet Inquiry: • Description: Students investigate questions or problems using online resources. • Commonality: Encourages critical thinking and information retrieval. • Difference: Centered on inquiry-based learning and developing research skills. 4. WebQuests: • Description: Structured inquiry-based learning tasks using online resources. • Commonality: Involves internet resources and student inquiry. • Difference: Includes specific roles and tasks for students, fostering collaborative learning. Why Choose One Model Over Another: • Internet Workshop is suited for self-paced learning. • Internet Project is ideal for in-depth exploration of a topic. • Internet Inquiry promotes critical thinking and problem-solving. • WebQuests provide a structured approach to inquiry and collaboration. Test Bank for Language Arts: Extending the Possibilities Marjorie R. Hancock 9780130189905, 9780132388719
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