This Document Contains Chapters 7 to 10 Chapter 7 CONTINUING THE READING APPRENTICESHIP: READING WORKSHOP AND COMPREHENSION STRATEGIES (GRADES 3-8) Chapter 7 Test Bank Multiple Choice Questions for Ch. 7 1. Time is an essential criterion for establishing reading workshop because: a. Beginning readers need extra time to get through a text that is slightly above their independent reading level. b. Students need time to become engaged in reading, to apply new strategies, and to experience the enjoyment of reading whole texts. c. Teachers need large blocks of time to conduct comprehensive lessons to prepare for standardized tests. d. Teachers should devote 45-60 minutes to silent reading each day. 2. The typical structure of reading workshop begins with 5 to 10 minutes of: a. Independent reading b. Reading strategy lesson c. Sharing d. Reading and responding 3. During reading workshop, the teacher introduces a predetermined reading strategy. Ideas/topics for this whole-group instructional lesson are generally drawn from: a. Selected skills from curriculum scope and sequence b. The apparent needs of the students c. Minilessons related to the specific reading of the day d. All of the above 4. During reading workshop, only 2 minutes should be devoted to: a. Reading aloud to students b. Organizing the workshop c. Planning the workshop d. All of the above 5. During reading workshop, the largest block of time is typically devoted to: a. Reading and responding b. Group sharing c. Reading strategy lessons d. Prereading preparations 6. The four key components of a reading workshop consist of: a. Literature selection, literature response journals, project response options, and literature conversations b. Literature selection, literature response journals, grammar instruction, and writing opportunities c. Grammar instruction, literature conversations, project sharing, and group sharing d. Grammar instruction, project response options, writing opportunities, and literature selections 7. An advantage of using a class set of books during reading workshop includes: a. The selected book accommodates all students and reading levels. b. The students choose from three or four titles and collaborate with peers who read the same title. c. The organizational structure is simple since all students read the same title. d. The teacher assigns the book according to reading levels or students select books based on previous reading experiences. 8. Common strands of text sets include all of the following, except: a. Character studies b. Reading levels c. Author studies d. Theme studies 9. When used effectively, the literature response journal serves many purposes including: a. Encourages students to respond at the end of the book to summarize main ideas, character development, and setting b. Opportunities for teachers to assess spelling, grammar, and punctuation c. An ongoing account of thoughts, emotions, and issues throughout the reading experience d. All of the above 10. For prompts to be an effective vehicle for response, they should have all of the following characteristics, except: a. They should be teacher-created and meaningfully constructed. b. They should have personal meaning for students to allow them to predict outcomes. c. They should be open-ended so more than one answer is considered correct. d. They should be closed-ended to narrow a student’s focus to the immediate content of the text. 11. Response prompts that promote emotional interactions with the text and elicit feeling, empathy, and character identification are called: a. Cognitive prompts b. Interpretive prompts c. Experiential prompts d. Aesthetic prompts 12. Response prompts that elicit prior knowledge, text-to-life connections, text-to-text connections, and text-to-media are called: a. Cognitive prompts b. Interpretive prompts c. Experiential prompts d. Aesthetic prompts 13. Response prompts such as What meaning or message does this message have for you? and What kind of person do you think [name of character] is? are examples of: a. Cognitive prompts b. Interpretive prompts c. Experiential prompts d. Aesthetic prompts 14. Which of the following statement is true about character journals? a. The reader writes in the first person sharing his/her thoughts and feelings as the story unfolds. b. The reader assumes the role of a character from the text. c. For character journals to be effective, the age of the book’s character should be similar to the age of the reader. d. All of the above are true. 15. The difference between skill and strategy can best be explained as: a. A skill becomes a strategy when a learner can apply it independently. b. A strategy becomes a skill when a learner can apply it independently. c. Strategies are helpful tools that learners practice to become independent readers. d. There is no difference between skill and strategy; the words can be used interchangeably. Short Answer Questions for Ch. 7 1. Identify a particular grade level and outline a typical schedule for reading workshop. Include specific times and suggested activities. 2. Compare and contrast the advantages and disadvantages of using class sets and text sets during reading workshop. Discuss advantages and disadvantages of both approaches. 3. List the four types of structured response journal prompts. For each type, include at least one well-written sample. 4. Compare and contrast structured and unstructured response journals. For each, explain its characteristics as well as any advantages/disadvantages. How do teachers effectively move students from structured to unstructured response journal writing? 5. Teachers constantly make instructional decisions on when to teach specific reading strategies to his/her students. Give five specific examples of specific reading strategies for each of the three types of strategies: (a) self-monitoring strategies, (b) unknown word strategies, and (c) meaning-centered strategies. Application Questions for Ch. 7 1. As a new teacher, you are planning on implementing reading workshop for the first time in your classroom. Prepare a plan in which you explain the organizational structure of the workshop (including the schedule), literature selection, and student activities. 2. Your principal has asked that you explain to your parents about reading workshop. Prepare a parent newsletter in which you explain the benefits of and purpose for reading workshop. Address procedures, academic and behavioral expectations (including rules), literature selection, assessment, and suggestions for how parents can help and assist. Make sure the newsletter looks and sounds professional. 3. You are reading your fourth-grade students’ literature response journals and notice that they mostly write surface-level responses with little personal involvement or interaction with the literature. With a specific book in mind, create prompts that encourage diverse responses at four levels of reader interaction with literature: (a) experiential prompts, (b) aesthetic prompts, (c) cognitive prompts, and (d) interpretive prompts. Include at least one prompt from each of the four types of prompts. 4. Create a reading lesson plan that incorporates the seven categories of comprehension strategies (pp. 214-217). Include the use of children’s literature, detailed procedures, and a plan for assessment. 5. Your school district is planning to adopt a new reading program. Your principal has asked that you share your knowledge about a “balanced literacy program” with teachers and administrators in your district as they prepare for the new program adoption. In your presentation, explain the advantages of a balanced literacy program and the materials needed (including literature). Address the 10 principles (pp. 220-221) to provide a framework for designing a reading program for all students. Answers to Chapter 7 Test Bank Multiple Choice Questions 1. b 2. c 3. d 4. b 5. a 6. a 7. c 8. b 9. c 10. d 11. d 12. c 13. b 14. d 15. a Short Answer 1. Typical Schedule for Reading Workshop (Grade 3) Daily Schedule (60 minutes): • 10 min: Mini-Lesson • Focus on a specific reading strategy or skill (e.g., summarizing, predicting). • 20 min: Independent Reading • Students read self-selected books at their own pace. Teachers circulate to provide support and confer with students. • 10 min: Guided Reading Groups • Small groups work with the teacher on targeted reading strategies using leveled texts. • 10 min: Response Activities • Students complete a quick written or oral response to their reading (e.g., a short summary or response to a prompt). • 10 min: Share and Reflect • Students share their reading experiences or responses with the class. Discuss the day’s focus and reflect on learning. 2. Class Sets vs. Text Sets Class Sets: • Advantages: • Ensures all students have the same text, facilitating group discussions. • Simplifies planning and assessment as everyone reads the same material. • Disadvantages: • Limited to the interests and reading levels of the class. • Less flexibility in differentiation for diverse reading abilities. Text Sets: • Advantages: • Provides a variety of texts on the same topic, accommodating different reading levels and interests. • Encourages exploration of a topic from multiple perspectives. • Disadvantages: • Can be challenging to manage and coordinate. • May require more preparation and resources to ensure all students engage with the texts. 3. Types of Structured Response Journal Prompts 1. Response to Literature: • Prompt: “Describe how the main character in the story changed from the beginning to the end. Use examples from the text to support your answer.” 2. Predictive: • Prompt: “Based on what you’ve read so far, what do you think will happen next in the story? Explain your prediction.” 3. Analytical: • Prompt: “Explain how the author’s use of descriptive language enhances the setting of the story. Provide examples from the text.” 4. Reflective: • Prompt: “How did the story’s theme relate to your own experiences? Describe a personal situation that connects to the theme.” 4. Structured vs. Unstructured Response Journals Structured Response Journals: • Characteristics: • Prompts are specific and guide the response. • Consistent format and expectations for entries. • Advantages: • Provides clear focus and direction. • Easier to assess specific skills and understandings. • Disadvantages: • Can limit creativity and personal expression. • May not fully capture students’ individual responses or thoughts. Unstructured Response Journals: • Characteristics: • Allows for free-form writing and personal reflections. • No specific prompts; students write about their thoughts, questions, and connections. • Advantages: • Encourages creativity and personal engagement. • Provides insight into students’ individual thinking and responses. • Disadvantages: • Harder to assess and track specific skills. • May lack focus and consistency in entries. Transitioning from Structured to Unstructured: • Gradually reduce prompt specificity to allow more student choice. • Encourage more personal reflections and connections over time. • Provide opportunities for students to share and discuss their responses, helping them build confidence and independence. 5. Reading Strategies (a) Self-Monitoring Strategies: 1. Think-Alouds: • “I’m noticing that this part of the text doesn’t make sense. I’ll go back and reread it.” 2. Rereading: • “If I didn’t understand a sentence, I’ll read it again to clarify.” 3. Adjusting Reading Speed: • “I’ll slow down when the text is challenging and speed up when it’s easier.” 4. Visualizing: • “I’m picturing the scene in my mind to help understand what’s happening.” 5. Questioning: • “I’m asking myself questions about the text to check my understanding.” (b) Unknown Word Strategies: 1. Context Clues: • “I’ll use the surrounding words to figure out the meaning of the unknown word.” 2. Word Parts: • “I’ll break the word into prefixes, roots, and suffixes to understand it.” 3. Dictionary Use: • “I’ll look up the word in a dictionary to find its meaning.” 4. Synonyms: • “I’ll look for words with similar meanings in the text.” 5. Ask for Help: • “I’ll ask a teacher or peer to explain the word to me.” (c) Meaning-Centered Strategies: 1. Summarizing: • “I’ll write a brief summary of the main ideas after reading.” 2. Making Connections: • “I’ll relate the text to my own experiences or other texts.” 3. Drawing Inferences: • “I’ll read between the lines to understand implied meanings.” 4. Determining Importance: • “I’ll identify the key points in the text and focus on those.” 5. Visualizing: • “I’ll create mental images to better understand and remember the text.” Application Questions 1. Plan for Implementing Reading Workshop Organizational Structure: • Daily Schedule (60 minutes): • 10 min: Mini-Lesson: Focus on a specific reading strategy or skill. • 20 min: Independent Reading: Students read self-selected books. Teacher conferences with students. • 15 min: Guided Reading: Small groups work on leveled texts with teacher support. • 10 min: Response Activity: Students write or discuss their thoughts about their reading. • 5 min: Share and Reflect: Students share their responses and reflect on the day’s lesson. Literature Selection: • Choose a range of genres and reading levels to cater to diverse interests and abilities. • Include both fiction and non-fiction texts that are age-appropriate and engaging. Student Activities: • Independent reading logs and book responses. • Small group discussions and guided reading sessions. • Creative projects related to the texts (e.g., story maps, character sketches). 2. Parent Newsletter on Reading Workshop [School Letterhead] Dear Parents, We are excited to introduce Reading Workshop in our classroom this year! This instructional approach aims to foster a love of reading and develop essential literacy skills. Benefits of Reading Workshop: • Encourages independent reading and personal engagement with texts. • Provides differentiated instruction to meet diverse reading levels. • Builds critical thinking and comprehension skills. Procedures: • Mini-Lessons: Focus on specific reading strategies. • Independent Reading: Students select books of interest. • Guided Reading: Small groups work with the teacher on targeted skills. • Response Activities: Students respond to texts in writing or discussion. Academic and Behavioral Expectations: • Rules: Respect for others' reading time, participation in discussions, and active listening. • Behavior: Stay engaged, follow directions, and handle books responsibly. Literature Selection: • A mix of genres, including fiction, non-fiction, and poetry, tailored to student interests and reading levels. Assessment: • Observations of student progress during conferences and group work. • Responses to reading logs and written activities. How Parents Can Help: • Encourage daily reading at home. • Discuss books and share reading experiences. • Support and monitor completion of reading logs. Thank you for supporting our reading program! Sincerely, [Your Name] [Your Position] 3. Literature Response Prompts for "Charlotte's Web" by E.B. White (a) Experiential Prompts: • “Describe a time when you felt like Wilbur (the pig). How did you feel, and how did you overcome your challenge?” (b) Aesthetic Prompts: • “Write about a passage in the book that made you feel happy or sad. What about the writing or illustrations evoked these feelings?” (c) Cognitive Prompts: • “How does the author use the character of Charlotte to help Wilbur? Explain using examples from the book.” (d) Interpretive Prompts: • “What do you think the message of the book is about friendship and helping others? How does the story convey this message?” 4. Reading Lesson Plan Incorporating Comprehension Strategies Grade Level: 3rd Grade Lesson Title: Understanding Character Development Objective: Students will identify and describe character development using comprehension strategies. Materials: • “Charlotte’s Web” by E.B. White • Chart paper • Markers • Sticky notes Procedures: 1. Introduction (10 min): • Review the importance of understanding character development. • Introduce strategies: predicting, visualizing, questioning, summarizing, making connections, inferring, and analyzing. 2. Read-Aloud (15 min): • Read a selected chapter from “Charlotte’s Web” aloud. • Model predicting and visualizing characters’ actions and feelings. 3. Guided Practice (20 min): • Divide students into groups. Each group uses sticky notes to mark sections where characters develop. • Guide groups through questioning and inferring about characters' motivations. 4. Discussion (10 min): • Groups share their findings and discuss character development. • Summarize key points and connections to the overall story. 5. Assessment (5 min): • Quick exit ticket: Students write a brief summary of how one character has changed and why. Assessment: • Observe participation and understanding during group activities. • Review exit tickets for comprehension of character development. 5. Presentation on Balanced Literacy Program Title: Understanding a Balanced Literacy Program Introduction: • Explain that a balanced literacy program integrates various approaches to support diverse reading needs and foster a love for reading. Advantages: • Supports differentiated instruction. • Combines phonics, comprehension, and writing strategies. • Engages students with a variety of texts. Materials Needed: • Diverse book selections (fiction, non-fiction, poetry). • Reading resources (leveled readers, comprehension guides). • Writing supplies. 10. Principles: 1. Comprehensive Approach: Incorporates reading, writing, speaking, and listening. 2. Student-Centered: Tailors instruction to individual needs. 3. Integration: Connects reading with writing and other subjects. 4. Assessment-Driven: Uses assessments to guide instruction. 5. Diverse Texts: Includes a variety of genres and reading levels. 6. Skill Development: Focuses on phonics, vocabulary, and comprehension. 7. Active Learning: Encourages engagement through interactive activities. 8. Motivation: Fosters a love of reading through choice and interest. 9. Professional Development: Ensures ongoing teacher training. 10. Family Involvement: Encourages support from home. Conclusion: • Emphasize that a balanced literacy program provides a holistic approach to reading that meets the needs of all students and promotes lifelong literacy skills. Chapter 8 THE WRITING APPRENTICESHIP: STEPS TOWARD LITERACY (GRADES 3-8) Chapter 8 Test Bank Multiple Choice Questions for Ch. 8 1. Effective teachers in today’s writing classroom usually recognize that: a. The teacher is the main audience of students’ writing. b. Writing is an isolated activity and group work appears to distract the writer. c. To promote consistency, all students should write to an assigned topic. d. Proper writing conventions remain a priority but not until ideas have been clarified. 2. During which stage of the writing process do children brainstorm possibilities for topics? a. Revision b. Rehearsal c. Editing d. Drafting 3. During which stage of the writing process do student authors meet in writing conferences with both the teacher and group of peers? a. Drafting b. Editing c. Revision d. Publishing 4. During which stage of the writing process would you expect an effective teacher to show young writers how to accomplish their writing goals through extensive teacher modeling? a. Drafting b. Revision c. Editing d. Effective teachers model each of the five stages of the writing process. 5. What would you expect students in a writing workshop classroom to be doing during the rehearsal stage of the writing process? a. Students make lists, engage in peer talk and interviews, or draw pictures and diagrams to brainstorm ideas for possible writing topics. b. Students move or add words, phrases, and sentences within the written draft to improve the overall quality of the writing. c. Students transfer ideas from the mind and heart to the printed page without giving much thought to conventions. d. Students note errors in their writing with colored pens as they move the piece toward standard conventions in spelling and punctuations. 6. What would you expect students in a writing workshop classroom to be doing during the revision stage of the writing workshop? a. Students showcase their work by displaying it on bulletin boards, producing a class book, or reading aloud from the author’s chair. b. Students conduct extensive research on their writing topic before putting ideas on paper. c. Students participate in informal writing conferences with peers and formal conferences with the teacher. d. Students focus on conventions and make their papers “correct.” 7. All of the following are described by Ralph Fletcher in What a Writer Needs as “essentials” needed by writers, except: a. A love of language b. A firm understanding of conventions c. An honest mentor d. An environment for risk-taking 8. All of the following statements describe reasons why effective teachers should have a clear understanding of and appreciation for common writing traits, except: a. Teachers should focus on all traits at every grade level to help students grow as writers. b. The traits provide a framework for discussion, implementation, and assessment of writing. c. Knowledge of the writing traits gives teachers direction, focus, and content needed to help students grow as writers. d. Knowledge about the traits helps teachers think of ideas of what to teach during minilessons in writing workshop. 9. The following writing trait provides the message of the writing—what the author has to say about a topic of choice. a. Organization b. Ideas and content c. Word choice d. Voice 10. The following writing trait gives writing purpose and direction, beginning with a strong lead and building momentum along the way. a. Word choice b. Ideas and content c. Sentence fluency d. Organization 11. The following writing trait is characterized as the personality, demeanor, and attitude of the writer and gives the writing a special sound, touch, and look: a. Word choice b. Voice c. Ideas and content d. Sentence fluency 12. Teachers who wish to teach students to use effective word choice in their writing are likely to do all of the following, except: a. They point out unforgettable and noteworthy language during read alouds. b. They model effective word choice through poetry and alphabet books. c. They encourage rich vocabulary through the use of a thesaurus. d. They assign students to look up and memorize dictionary definitions. 13. The following statements describe how students learn, apply, and interpret the writing trait organization, except: a. Young children learn how to establish the beginning, middle, and end of a story by retelling stories and sequencing of events. b. As students write informational texts, they focus on categories, life cycles, chronological details, and sequential development as part of the organizational structure. c. Students select a topic and support it with specific and surprising details to keep the audience’s attention. d. Students often use graphic organizers to reflect the structure of story elements (conflict, high point, roadblocks, and resolution) as they read and write stories. 14. The teacher usually opens writing workshop: a. With a writing minilesson that focuses on a particular skill or technique that the students need to develop as writers b. By asking students to share in-process or completed pieces of writing from the author’s chair c. With a 30-minute period during which students may converse with writing group members or meet one-on-one with the teacher d. By reading aloud to students from a quality literature aligned with a writing goal for the day or week 15. All of the following documents can effectively assist with daily/weekly accountability and assessment of students’ progress during writing workshop, except: a. Anecdotal records b. Skills checklist c. Multiple choice tests d. Peer conference forms Short Answer Questions for Ch. 8 1. List and explain the purpose for each of the five steps in the writing process? 2. Explain the importance and impact of teacher modeling during the five stages of the writing process. 3. What role does literature play during writing workshop? 4. What is the teacher’s role during writing workshop? 5. Explain why it is necessary to provide a safe risk-taking environment to foster student authors? Application Questions for Ch. 8 1. To help your students move forward as writers, you plan to introduce each of the 6+1 Writing Traits in upcoming minilessons in writing workshop. Design a minilesson for each trait. For each minilesson, select a picture book to exemplify the essence of each trait, and include step-by-step procedures for using the book as a model for good writing. 2. Over the past twenty years, research into practice supports several beliefs about the teaching of writing. Identify and explain these “essential beliefs” about the teaching of writing while visualizing your own writing classroom. 3. Assume the role of an elementary teacher. Your students are going to write a personal narrative (a story based on something they have actually experienced). Explain how you would move your students through each step of the writing process. What is the purpose of each step? What will the students do during each step? What will you do/say to help them grow as authors? 4. You are planning on implementing a writing workshop in your elementary classroom. Carefully consider the components of writing workshop and explain how you will plan, prepare, and implement the workshop in your classroom. 5. When conducting one-on-one writing conferences in writing workshop conferences, teachers must be careful not to threaten student ownership of their work. Describe how you can effectively conduct one-on-one conferences to move your students forward as writers while helping them recognize the power of revision. Answers to Chapter 8 Test Bank Multiple Choice Questions 1. d 2. b 3. c 4. d 5. a 6. c 7. b 8. a 9. a 10. d 11. b 12. d 13. c 14. d 15. c Short Answer 1. Five Steps in the Writing Process 1. Prewriting: • Purpose: To generate and organize ideas before starting to write. This involves brainstorming, researching, and planning the structure of the writing. 2. Drafting: • Purpose: To translate ideas into a written form. This step involves writing the initial version of the text, focusing on getting ideas down rather than on perfection. 3. Revising: • Purpose: To improve the draft by making changes to content, organization, and style. This step involves refining ideas, clarifying arguments, and reorganizing paragraphs. 4. Editing: • Purpose: To correct grammatical, punctuation, and spelling errors. This step ensures that the writing is polished and free of mistakes. 5. Publishing: • Purpose: To share the final version of the writing with an audience. This could involve printing, presenting, or otherwise making the work available to others. 2. Importance and Impact of Teacher Modeling • Prewriting: Teacher modeling helps students understand how to brainstorm and organize their thoughts effectively, demonstrating strategies for generating ideas. • Drafting: By showing how to start and structure a draft, teachers can guide students in translating their ideas into coherent text. • Revising: Modeling revision techniques illustrates how to evaluate and enhance content, structure, and clarity in writing. • Editing: Teacher modeling of editing helps students learn how to identify and correct errors, improving their attention to detail. • Publishing: Demonstrating the publishing process shows students how to present their work professionally and effectively. 3. Role of Literature During Writing Workshop • Inspiration: Literature provides models of various writing styles and genres, offering students examples to emulate. • Guidance: It serves as a reference for structure, language use, and creative techniques. • Engagement: Reading quality literature can motivate students and spark ideas for their own writing. 4. Teacher’s Role During Writing Workshop • Facilitator: Guide students through each step of the writing process, providing support and feedback. • Model: Demonstrate writing strategies and techniques. • Support: Offer individualized help and encouragement based on students' needs. • Assessor: Evaluate and provide constructive feedback on students' writing progress. 5. Importance of a Safe Risk-Taking Environment • Encourages Experimentation: Students feel more comfortable trying new ideas and approaches when they know it’s okay to make mistakes. • Builds Confidence: A supportive environment helps students gain confidence in their writing abilities. • Promotes Creativity: Freedom to take risks fosters innovative thinking and unique writing styles. • Reduces Fear of Failure: A safe space helps students overcome anxiety about their work being judged or criticized, leading to more genuine and personal writing. Application Questions 1. Minilessons for the 6+1 Writing Traits 1. Ideas: • Book: "The Important Book" by Margaret Wise Brown • Procedure: Read the book, focusing on how the author presents a central idea about various objects. Discuss how the book’s main idea is clear and engaging. Have students brainstorm ideas for their own writing, emphasizing clarity and relevance. 2. Organization: • Book: "If You Give a Mouse a Cookie" by Laura Numeroff • Procedure: Read the book and analyze its sequence of events. Discuss how the story’s events are logically organized. Have students outline their stories, emphasizing the importance of a clear beginning, middle, and end. 3. Voice: • Book: "The True Story of the Three Little Pigs" by Jon Scieszka • Procedure: Read the book and discuss the unique perspective of the narrator. Talk about how voice adds personality and perspective. Have students write a short piece from a different perspective, focusing on developing a distinctive voice. 4. Word Choice: • Book: "The Magic Tree House: Dinosaurs Before Dark" by Mary Pope Osborne • Procedure: Read excerpts and discuss how specific word choices enhance the reader’s experience. Highlight vivid language and descriptive words. Have students rewrite a passage from their writing, focusing on improving word choice. 5. Sentence Fluency: • Book: "We're All Wonders" by R.J. Palacio • Procedure: Read the book and note the variety in sentence structures. Discuss how varied sentences contribute to readability. Have students practice writing sentences with different structures and rhythms. 6. Conventions: • Book: "The Punctuation Station" by Michael Dahl • Procedure: Read the book and review punctuation and grammar. Discuss how proper conventions improve readability. Have students edit a passage, focusing on punctuation, spelling, and grammar. 2. Essential Beliefs About the Teaching of Writing 1. Writing is a Process: Emphasize that writing involves multiple stages (prewriting, drafting, revising, editing, and publishing). 2. Writing is a Skill Developed Over Time: Recognize that writing skills improve with practice and ongoing feedback. 3. Writing Instruction Should Be Integrated: Incorporate writing into various subject areas and link it to reading and oral language. 4. Feedback is Essential: Provide constructive feedback that helps students understand their strengths and areas for improvement. 5. Writing Should Be Purposeful and Authentic: Engage students in writing tasks that are meaningful and relevant to their lives. 3. Moving Students Through the Writing Process 1. Prewriting: • Purpose: To generate and organize ideas. • Students: Brainstorm and outline their personal experiences. • Teacher: Model brainstorming techniques and guide students in organizing their thoughts. 2. Drafting: • Purpose: To put ideas into written form. • Students: Write a rough draft of their personal narrative. • Teacher: Provide writing prompts and encourage students to focus on expressing their ideas. 3. Revising: • Purpose: To improve the draft’s content and structure. • Students: Revise their drafts based on feedback and their own review. • Teacher: Guide students through revision techniques, such as adding details or rearranging paragraphs. 4. Editing: • Purpose: To correct grammar, punctuation, and spelling errors. • Students: Edit their drafts for accuracy. • Teacher: Teach editing strategies and conduct mini-lessons on common errors. 5. Publishing: • Purpose: To present the final version of the writing. • Students: Finalize and share their narratives with the class or through a publication. • Teacher: Celebrate students’ work and provide opportunities for sharing and reflecting. 4. Implementing a Writing Workshop 1. Planning: • Components: Daily minilessons, writing time, individual conferences, and sharing sessions. • Preparation: Select mentor texts, prepare materials, and design writing prompts. 2. Implementation: • Schedule: • Minilesson (15 minutes): Introduce a writing trait or strategy. • Independent Writing (30-40 minutes): Students work on their writing with teacher support. • Conferences (15 minutes): Provide individual feedback and guidance. • Sharing (15 minutes): Students share their work with peers. 3. Management: • Establish clear routines and expectations. • Create a writing-friendly environment with materials and resources readily available. 5. Conducting Effective One-on-One Writing Conferences 1. Focus on Specific Goals: Address specific aspects of the student’s writing, such as clarity or organization. 2. Ask Questions: Encourage students to reflect on their writing and consider revisions. 3. Provide Constructive Feedback: Offer suggestions for improvement while highlighting strengths. 4. Promote Student Ownership: Allow students to make their own decisions about revisions. 5. Encourage Revision: Emphasize that revision is a normal part of writing and help students see it as an opportunity to enhance their work. Chapter 9 NARRATIVE AND POETIC WRITING: CREATING YOUNG AUTHORS Chapter 9 Test Bank Multiple Choice Questions for Ch. 9 1. Most primary students initially learn about sequence of story (beginning, middle, and end) from: a. Retelling stories they have heard or read b. Listening to the teacher reading stories aloud c. Studying graphic organizers d. Writing stories on their own 2. All of the following are elements of narrative writing, except: a. Setting b. Plot c. Comparison d. Character 3. In a narrative story, plot can best be defined as: a. The author’s vehicle for telling a story from the character’s point of view b. The sequence of events that occur through characters in the beginning, middle, and end of a story c. The time or time period in which events take place in a story d. The story element that deals with a character’s emotions and values 4. In a narrative story, setting is generally described as: a. The perspective from which the story is told b. Where the story takes place c. Who is involved in the story d. All of the above describe the story element setting 5. Which of the following statements best describes the narrative story element theme? a. The element that deals with conflict between character and nature, character and society, between characters, or conflict within a character b. The element that describes the people or personified animals or objects that are part of the story c. The element that describes where the story is taking place d. The element that deals with the characters’ emotions and values and the meaning of the story 6. Which of the following statements regarding the sub-elements of plot is true? a. Plot development begins when the problem and conflict are introduced, followed by roadblocks, climax, solution, and conclusion. b. The climax, or high point, usually occurs at the very beginning of the story to engage the reader. c. Characters usually encounter roadblocks as a result of a solved conflict. d. All of the above are true statements regarding sub-elements of plot. 7. The effective writing teacher: a. Sets specific criteria for writing assignments and introduces an assessment rubric prior to asking students to begin the writing assignment b. Plans instruction and monitors student growth by sharing and viewing students’ authentic writing samples c. Asks students to identify story elements in stories they read as well as in stories they write d. All of the above reflect practices of an effective writing teacher. 8. Which of the following poetic devices includes the use of similes and metaphors? a. Alliteration b. Onomatopoeia c. Repetition d. Comparison 9. The repetition of initial sounds in consecutive or ongoing words is called: a. Alliteration b. Onomatopoeia c. Repetition d. Comparison 10. Which literary device is used by poets to bring life to their poems through sound words? a. Alliteration b. Onomatopoeia c. Repetition d. Comparison 11. Exploring poetry initially through prescribed formats: a. Is effective because the framework is provided while the students contribute the topic and word choice b. Is ineffective because students have little freedom in choosing what to write c. Is only appropriate in primary grades d. All of the above are true statements. 12. This poetic form usually describes a scene from nature and contains a total of seventeen syllables (in three lines of 5, 7, and 5 syllables): a. Diamante b. Limerick c. Haiku d. Acrostic 13. Two lines of poetry that go together, usually rhyme, and typically express a complete thought are called a: a. Haiku b. Couplet c. Quatrain d. Cinquain 14. Which of the following is not an example of criteria that may assist teachers to develop expectations for poems that children write: a. Poetic devices are used effectively b. The poem follows the format of the prescribed poetic form c. Insight or emotion is shown or felt d. All of the above 15. An acrostic poem is best described as: a. The first letter of each line creates a vertical word. Each first letter expands with a word or phrase that describes the vertical word. b. Arranged words that show the shape of the selected subject. As much of a visual portrait as a textual treat. c. A well-recognized five-line poem in which lines 1, 2, and 5 have three accented syllables, while lines 3 and 4 are shorter with two accented syllables. d. A four-line poem following an abab or abba pattern. Short Answer Questions for Ch. 9 1. Explain the purpose of and differences between a main character and supportive characters in a narrative story. 2. Explain the difference between similes and metaphors. Give examples of both. 3. How do students benefit from exploring formula poems with a prescribed format? 4. When assessing children’s poems, what are some criteria that teachers should consider? 5. Give some examples of how children can publish their poems. As a teacher, what do you need to do to prepare for and model the publishing stage of poetry writing? Application Questions for Ch. 9 1. One of the best ways to encourage young children to write poetry is to help them utilize the power of the senses. Describe how you would encourage your students to describe something in new ways by conveying emotions and painting verbal images. 2. Explain how you can help move your students forward as writers of narrative stories by sharing, analyzing, and viewing your students’ authentic writing samples. What can you learn from your students’ writing samples and how will you help your students benefit from their own writings? 3. Outline a plan for accessing and using a wide variety of Internet-based resources as you prepare a poetry unit for your classroom (see Tech Tip on page 276). Explore and evaluate several poetry websites and explain how you would implement these resources in your classroom to help your students develop an appreciation for poetry and grow in their own poetic writing skills. 4. Explain the distinct parallel between the writing process and the creation of poetry. For each stage of the process, explain how you would model poetry writing and instruct students to help them develop as budding poets. 5. After browsing a collection of quality children’s poetry books, identify each of the following forms of poetry: acrostic, concrete, free verse, haiku, and limerick. For each identified poem, record the title, poet’s name, and the book or collection from which each poem was selected. Also include at least a few lines that reflect the format itself. Answers to Chapter 9 Test Bank Multiple Choice Questions 1. b 2. c 3. b 4. b 5. d 6. a 7. d 8. d 9. a 10. b 11. a 12. c 13. b 14. d 15. a Short Answer 1. Main Character vs. Supportive Characters • Main Character: Central figure around whom the story revolves. This character drives the plot and faces the primary conflict. • Example: In "Harry Potter and the Sorcerer’s Stone", Harry Potter is the main character. • Supportive Characters: Help develop the story and support the main character. They contribute to the main character's development and the plot’s progression. • Example: In "Harry Potter and the Sorcerer’s Stone", Hermione Granger and Ron Weasley are supportive characters. 2. Similes vs. Metaphors • Similes: Use “like” or “as” to compare two different things. • Example: “Her smile was as bright as the sun.” • Metaphors: Directly state that one thing is another, implying a comparison without using “like” or “as.” • Example: “Time is a thief.” 3. Benefits of Exploring Formula Poems • Structure and Guidance: Formula poems provide a clear structure that helps students understand poetic elements and organization. • Creativity within Constraints: Students learn to be creative while working within a specific format, which can build confidence and skills. • Accessibility: They make poetry more accessible to young writers by breaking it down into manageable parts. 4. Criteria for Assessing Children’s Poems • Creativity and Originality: Evaluate the uniqueness of the ideas and imagery. • Use of Language: Assess the effectiveness of word choice, imagery, and figurative language. • Form and Structure: Check if the poem follows the prescribed format or structure (e.g., rhyme scheme, line length). • Emotion and Expression: Consider how well the poem conveys emotion and personal expression. 5. Publishing Children’s Poems • Examples: • Create a class poetry anthology. • Publish on a school or class website. • Host a poetry reading event or showcase. • Preparation and Modeling: • Prepare: Organize a publishing project, including creating a template or selecting a platform for publishing. • Model: Demonstrate how to format poems, provide examples of published poems, and guide students through the process of finalizing and presenting their work. Application Questions 1. Encouraging Descriptive Poetry Through the Senses • Use Sensory Language: Encourage students to describe objects, people, or experiences using all five senses—sight, sound, smell, taste, and touch. • Example: Instead of saying “the cake was good,” students might describe it as “the cake was a warm, chocolatey hug with sprinkles of sweetness on every bite.” • Emotional Connection: Help students convey emotions by asking them how something makes them feel and to use descriptive language to express that feeling. • Example: “The rain whispered secrets against the window, making me feel cozy and safe inside.” 2. Using Authentic Writing Samples • Sharing and Analyzing: Share students' writing samples to provide models of different writing styles and techniques. Analyze what works well and what can be improved. • Learnings: Identify common themes, strengths, and areas for improvement in narrative structure, character development, and descriptive language. • Benefits: Use peer feedback and teacher guidance to help students recognize their strengths and areas for growth, fostering a sense of pride and motivation to improve. 3. Using Internet-Based Resources for Poetry • Research and Evaluate: Explore poetry websites like Poetry Foundation, Academy of American Poets, and poets.org. Evaluate resources based on their educational content and accessibility. • Implementation: Integrate interactive poetry activities, such as online poetry games, and digital poetry collections into lessons. Use online resources to provide diverse examples and inspire students' own poetry writing. 4. Parallel Between the Writing Process and Poetry Creation • Prewriting: Model brainstorming and planning for poems, focusing on themes, imagery, and emotional impact. • Drafting: Demonstrate writing initial drafts of poems, experimenting with form and language. • Revising: Show how to revise poems by improving word choice, rhythm, and imagery. • Editing: Teach editing for grammar, punctuation, and clarity while maintaining poetic elements. • Publishing: Guide students in presenting their poems through class anthologies, displays, or readings. 5. Identifying Forms of Poetry • Acrostic: Title: "Winter" by Lillian Morrison; Book: A Child's Book of Poems; Lines: W is for the winter chill. • Concrete: Title: "The Snowman" by Shel Silverstein; Book: A Light in the Attic; Lines: The poem is shaped like a snowman. • Free Verse: Title: "A Dream Within a Dream" by Edgar Allan Poe; Book: The Complete Poems; Lines: All that we see or seem. • Haiku: Title: "Old Pond" by Matsuo Basho; Book: Basho: The Complete Haiku; Lines: An old silent pond. • Limerick: Title: "There Was a Young Lady of Welling" by Edward Lear; Book: The Complete Book of Nonsense; Lines: There was a young lady of Welling. Chapter 10 EXPOSITORY WRITING: SHARING INFORMATION IN A LITERARY MODE Chapter 10 Test Bank Multiple Choice Questions for Ch. 10 1. Before students attempt to write expository text, they should: a. Conduct extensive research involving several different sources. b. Read a variety of informational nonfiction books. c. Memorize the five types of expository text structure and apply these to their own writing. d. Create one or more access features to be included in their writing. 2. Teachers introduce students to expository text structure as a framework for: a. Reading and writing expository text. b. Listening to nonfiction read-alouds. c. Viewing maps and charts in informational books. d. Comparing and contrasting fiction and nonfiction texts. 3. For both primary and intermediate students, alphabet books provide and ideal format for: a. Descriptive writing b. Sequential writing c. Cause and effect d. Problem and solution 4. Student writers often share directions, step-by-step instructions, historical events, or biographical facts through what type of expository text structure? a. Description b. Sequence c. Comparisons and contrast d. Cause and effect 5. As third-grade students investigate how crocodiles and alligators are alike and different, they likely organize the information in this graphic organizer: a. Flow chart b. Number line c. Venn diagram d. Web 6. All of the following are examples of how effective teachers introduce literary nonfiction techniques to students, except: a. Techniques are introduced one at a time, although several techniques can eventually be used in students’ nonfiction writing. b. Techniques are introduced all at once, although students are only expected to use one, or possibly a few, techniques in their own nonfiction writing. c. Techniques are introduced through the use and modeling of informational children’s literature. d. Techniques are introduced as teachers encourage children to notice literary nonfiction techniques in informational read-aloud books in the classroom. 7. All of the following are examples of literary nonfiction techniques, except: a. Effective word choice b. Inviting lead c. Sentence flow d. Visual vignettes 8. As students finish their reports by leaving the reader with a thought that inspires heartfelt feeling, ongoing curiosity, or further research, they practice the literary nonfiction technique of: a. Revelation of the lesser-known fact b. Books for further reading c. Invested interest in the topic d. Thought-provoking conclusions 9. Nonfiction access features can best be described as: a. Visual and textual elements such as maps and glossaries that add meaningful visual information b. Visual techniques such as compelling voice and fresh vocabulary that provide guidelines for the young nonfiction writer c. Visual and textual paragraphs that captures the curiosity of readers and invites them to learn more about the nonfiction topic d. None of the above describes nonfiction access features. 10. All of the following are examples of nonfiction access features, except: a. Dynamic titles b. Bibliography c. Books for further reading d. Sidebars 11. All of the following are ways of sharing nonfiction texts with primary readers, except: a. Informational trade books can effectively be paired with textbooks or curricular topics. b. Offer side-by-side fact and fiction by pairing informational trade books with narrative texts. c. The classroom library should include an area with informational trade books designated to report research. d. Informational trade books may be used for direct instruction in reading. 12. As teachers prepare their students for the inquiry process they often use a chart to gather information about students’ previous knowledge, what they desire to learn, and the new information they acquire by doing their research. This chart is commonly referred to as: a. Venn diagram b. T-chart c. K-W-L chart d. Ongoing list of resources 13. For young students to become effective researchers, effective teachers: a. Begin by putting research into the hands of their students in order to provide valuable first-hand research experience. b. Model the inquiry process through a step-by-step approach while expecting students to learn the process one step at a time. c. Move students toward smaller, specific questions that have a single right answer which can easily be investigated. d. Minimize students’ exposure to nonfiction books to discourage plagiarism and the copying of passages from these texts. 14. The well-known National Council of Teachers of English book award that honors the best nonfiction trade books is called: a. The Orbis Pictus Award b. The Newbery Medal c. The Caldecott Medal d. Robert F. Sibert Informational Book Award 15. As a sixth-grade student begins constructing research questions for his/her report on Ancient Greece, he/she should begin with the overarching question: a. How were the Greek city-state such as Sparta and Athens similar and different? b. What do I want to learn about Ancient Greece and share with my audience? c. What impact did the city-state’s government have on the daily lives of its citizens? d. How did each city-state honor its patron god or goddess? Short Answer Questions for Ch. 10 1. Explain the importance/purpose of reading aloud nonfiction literature to students of all ages. 2. Define and explain when students use each of the five expository text structures: (a) description, (b) sequence, (c) comparison and contrast, (d) cause and effect, and (e) problem and solution. 3. Select three of the ten literary nonfiction techniques discussed in chapter 10. Define each technique and explain how they provide guidelines for young nonfiction writers. 4. Explain the purpose for teaching children about nonfiction access features and encouraging them to include these in their own informational writing. Select three of the ten access features discussed in chapter 10. Define each of the three features you selected. 5. List the seven steps (in order) that intermediate and middle-level students follow when writing reports. Application Questions for Ch. 10 1. Assume the role of a fourth-grade teacher. Your students are going to study a science unit on weather and you would like for them to write their own research reports on a relevant topic. Explain how you would prepare your students for this undertaking. In particular, consider how you would use children’s literature and how to select these books. 2. Select a quality nonfiction trade book and examine its text structure (or combination of text structures). Select the appropriate graphic organizer and represent the content from your book through the graphic organizer. Write a rationale explaining why you selected a particular graphic organizer and how you knew that the book was organized according to a particular structure (if appropriate, include examples from the text). 3. Write a brief research report on a topic that you feel passionately about. Focus on at least five of the ten literary nonfiction techniques discussed in the chapter. Following your report, include a reflection in which you identify and discuss the techniques that you used. Explain how they enhanced your report and why/how you would teach these techniques to elementary students. 4. Select a quality nonfiction trade book and examine its access features. In a written reflection, give examples of access features included in your selected book. Explain the purposes of these access features and how they assist the reader in understanding the information. Explain why/how you would teach such access features to your elementary students. 5. Assume the role of a fifth-grade teacher. Your students are going to write research reports about the American Revolution. In preparation for this project, you are introducing each of the seven steps in intermediate and middle-level report writing. List the seven steps and then develop a lesson plan targeting one of these steps. Make sure your plan includes clear teacher modeling and step-by-step procedures for teaching the selected step. Answers to Chapter 10 Test Bank Multiple Choice Questions 1. b 2. b 3. a 4. b 5. c 6. b 7. d 8. d 9. a 10. a 11. c 12. c 13. b 14. a 15. b Short Answer 1. Importance of Reading Aloud Nonfiction Literature • Knowledge Building: Nonfiction reading aloud helps students acquire factual knowledge and understand complex concepts. • Critical Thinking: It promotes analytical skills by exposing students to different viewpoints and real-world problems. • Vocabulary Development: Students learn specialized vocabulary and how to apply it contextually. • Engagement: Engaging with real-world content keeps students interested and curious about the world around them. 2. Expository Text Structures • Description: Used to provide detailed information about a topic. Example: Describing the features of a particular animal. • Sequence: Used to present information in a specific order or steps. Example: Instructions for baking a cake. • Comparison and Contrast: Used to show similarities and differences between two or more subjects. Example: Comparing the climate of two different regions. • Cause and Effect: Used to explain reasons why something happened and the resulting effects. Example: Discussing how pollution affects wildlife. • Problem and Solution: Used to identify a problem and propose solutions. Example: Addressing the issue of plastic waste and suggesting recycling methods. 3. Literary Nonfiction Techniques • Descriptive Language: Uses vivid descriptions to create a detailed picture. Guideline: Helps young writers add depth to their writing by providing sensory details. • Anecdotes: Short, personal stories that illustrate a point. Guideline: Encourages young writers to use personal experiences to make their writing more relatable and engaging. • Fact and Opinion: Differentiates between factual information and personal viewpoints. Guideline: Teaches young writers to support their opinions with facts and evidence. 4. Nonfiction Access Features • Table of Contents: Lists the chapters or sections of the book and their page numbers. Purpose: Helps readers navigate the text and find information quickly. • Index: An alphabetical list of topics with page numbers. Purpose: Allows readers to locate specific information within the text. • Glossary: Defines key terms and concepts. Purpose: Provides clear explanations of specialized vocabulary for better understanding. 5. Steps for Writing Reports 1. Choose a Topic: Select a subject to research and write about. 2. Research: Gather information from various sources. 3. Organize Information: Arrange the information logically. 4. Create an Outline: Plan the structure of the report. 5. Write a Draft: Develop the content based on the outline. 6. Revise: Review and improve the draft for clarity and accuracy. 7. Edit and Proofread: Correct errors and finalize the report. Application Questions 1. Preparing Students for Research Reports on Weather • Introduction to the Unit: Begin with an engaging introduction to the weather unit, explaining the importance and relevance of the topic. • Use of Children’s Literature: Select age-appropriate nonfiction books about weather, such as “Weather” by Seymour Simon or “The Magic School Bus Gets a Checkup” by Joanna Cole. Read excerpts aloud to introduce key concepts and vocabulary. • Selection of Books: Choose books with clear, engaging illustrations and simple explanations. Ensure that they cover a range of weather-related topics and present information in an accessible way. • Guided Research: Teach students how to use these books to gather information, take notes, and organize their findings. • Writing and Presentation: Provide a clear structure for their reports and guide them through drafting, revising, and presenting their findings. 2. Nonfiction Trade Book and Graphic Organizer • Book Example: “National Geographic Kids: Weather” by Kristen Brown. • Text Structure: The book uses a combination of description and cause and effect. • Graphic Organizer: A cause-and-effect chart. • Rationale: The cause-and-effect chart helps illustrate how different weather phenomena impact one another, which aligns with the book’s structure. For example, the book describes how changes in temperature can cause rain. This graphic organizer visually represents these relationships, aiding comprehension. 3. Brief Research Report and Reflection • Topic: The Impact of Climate Change on Polar Bears. Report: Climate change is significantly affecting polar bears' habitat. As the Arctic ice melts, polar bears struggle to find food and suitable living conditions. Rising temperatures contribute to habitat loss, affecting their survival and reproduction rates. Conservation efforts are crucial to mitigate these effects. Techniques Used: • Descriptive Language: Detailed descriptions of the effects of climate change on polar bears. • Anecdotes: Personal stories from scientists studying polar bears. • Fact and Opinion: Differentiating between scientific data and conservationists' opinions. • Comparison and Contrast: Comparing current polar bear conditions to historical data. • Cause and Effect: Showing how climate change causes habitat loss. Reflection: These techniques made the report engaging and informative. Descriptive language and anecdotes helped illustrate the impact of climate change, while comparison and cause-and-effect analysis clarified the relationship between climate change and polar bears' survival. Teaching these techniques to elementary students would enhance their ability to write compelling and structured research reports. 4. Nonfiction Trade Book Access Features • Book Example: “The Magic School Bus Presents: The Weather” by Nancy White. • Access Features: • Table of Contents: Helps locate chapters on specific weather topics. • Glossary: Defines weather-related terms for better understanding. • Index: Allows quick reference to topics of interest. • Purpose: These features aid navigation and comprehension by helping readers find specific information and understand technical vocabulary. Teaching these features would help students efficiently use nonfiction texts for their research and improve their own writing. 5. Lesson Plan for Research Report Writing Steps • Steps for Report Writing: 1. Choose a Topic 2. Conduct Research 3. Organize Information 4. Create an Outline 5. Write a Draft 6. Revise 7. Edit and Proofread • Lesson Plan for "Organize Information": • Objective: Students will learn how to organize their research notes into a coherent structure. • Materials: Research notes, graphic organizers (e.g., concept maps), sample outlines. • Procedures: 1. Introduction: Explain the importance of organizing information before writing. 2. Modeling: Demonstrate how to use a graphic organizer to sort research notes into categories. 3. Guided Practice: Have students practice organizing their notes into the graphic organizer. 4. Independent Practice: Students complete their own organizers for their research topics. 5. Closure: Review the importance of organization and preview the next step (creating an outline). • Assessment: Check students' graphic organizers for clarity and completeness. Provide feedback and guidance for improvement. Test Bank for Language Arts: Extending the Possibilities Marjorie R. Hancock 9780130189905, 9780132388719
Download
Close
Close
