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Test Bank for Improving Adolescent Literacy: Content Area Strategies At Work, 5th Edition

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    Test Bank f or Improving Adolescent Literacy: Content Area Strategies at Work Fifth Edition Douglas Fisher , Ph.D. San Diego State University Nancy Frey , Ph.D. San Diego State University Prepared by Paula Greathouse , Ph.D. Tennessee Tech University

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    iii Improving Adolescent Literacy: Content Area Strategies at Work (Fisher & Frey, 2019) This book provides middle and secondary school teachers the tools they need to support their students’ comprehension and success in literacy and in content area learning. Each chapter spotlights instructional approaches within content area teaching. Research - based rationales for each strategy highlighted in this text provides an in - depth look at how to implement the strategy, along with examples of each strategy across the curri culum. Each chapter te s t includes multiple choice and short answer items. Tests for c hapters 2 through 10 include a n additional section that asks students to make conte n t connections to chapter topics. These products will demonstrate what students have le arned and the degree to which they have achieved expected lea r ning object i ves. An answer key and sample application product for each test are provided. Table of Contents Test Bank ................................ ................................ ................................ ................................ .............................. 1 Chapter 1 - Ensuring All Students Read, Write, Think, and Learn ................................ ................................ ....... 1 Chapter 2 - Setting the Stage: Building and Activating Background Knowledge ................................ ................. 4 Chapter 3 - Word for Word: Vocabulary Development Across the Curriculum ................................ .................... 7 Chapter 4 - Well Read: Promoting Comprehension Through Read - Alouds, Shared Readings, and Close Reading ................................ ................................ ................................ ................................ ................................ ... 10 Chapter 5 - Why Ask? Questioning Strategies that Prompt Thinking ................................ ................................ . 12 Chapter 6 - Speaking volumes: Using Collabo rative Conversations to Build Student’s Content Knowledge ... 15 Chapter 7 - Picture This: Graphic Organizers in the Classroom ................................ ................................ ........ 18 Chapter 8 - Getting It Down: Making and Taking Notes Across the Curriculum ................................ .............. 20 Chapter 9 - Powerful Pens: Writing to Learn Content ................................ ................................ ........................ 22 Chapter 10 - Taking Stock: Formative and Summative Assessments ................................ ................................ . 25 Answer Key ................................ ................................ ................................ ................................ ........................ 29 Chapter 1 - Ensuring All Students Read, Write, Think, and Learn ................................ ................................ ..... 29 Chapter 2 - Setting the Stage: Building and Activating Background Knowledge ................................ ............... 30 Chapter 3 - Word for Word: Vocabulary Development Across the Curriculum ................................ .................. 32 Chapter 4 - Well Read: Promoting Comprehension Through Read - Alouds, Shared Readings, and Close Reading ................................ ................................ ................................ ................................ ................................ ... 34 Chapter 5 - Why Ask? Questioning Strategies that Prompt Thinking ................................ ................................ . 38 Chapter 6 - Speaking volumes: Using Collaborative Conversations to Build Student’s Content Knowledge .... 40 Chapter 7 - Picture This: Graphic Organizers in the Classroom ................................ ................................ ........ 42 Chapter 8 - Getting It Down: Making and Taking Notes Across the Curriculum ................................ .............. 44 Chapter 9 - Powerful Pens: Writing to Learn Content ................................ ................................ ........................ 46 Chapter 10 - Taking Stock: Formative and Summative Assessments ................................ ................................ . 48

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    1 Test Bank Chapter 1 - Ensuring All Students Read, Write, Think, and Learn Multiple Choice 1. If students are to reach high levels of achievement and understanding, both in terms of literacy and content knowledge, what must they d aily in addition to reading and writing? A. s peak and listen B. l isten and view C. speak and view D. speak, listen and view 2. Which content area teachers are responsible for addressing literacy? A. English and Reading B. Math and Science C. History and Electives D. a ll content area teachers 3. What type of literacies must students build as they master the knowledge base of content area subject s ? A. g e neric l iteracies B. d igital l iteracies C. d iscipline - specific l i teracies D. m edia l iteracies 4. What must s tudents be equipped with in order to drive their own learning, rather than revert to the passive stance that hinders progress ? A. learning intentions B. success criteria C. learning intentions and success criteria D. n one of the abov e 5. What type of literacy includes g eneric approaches to reading, writing, speaking, listening, and viewing ? A. c ontent a rea literacy B. d isciplinary literacy C. m edia l iteracy D. d igital l iteracy 6. What type of literacy includes c ontent specific approaches to reading, writing, speaking, listening, and viewing ? A. c ontent a rea literacy B. d isciplinary literacy C. m edia l iteracy

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    2 D. d igital l iteracy 7. R eading comprehension is developed through A. activities designed to foster deepening understanding of a text B. intentional instruction C. conditions that promote understanding D. activities designed to foster deepening understanding of a text, intentional instruction, and conditions that promote understanding 8. Metacogn itive awareness can be modeled through instruction using what type of questions? A. b efore and during B. d uring and after C. before, during and after D. before and after 9. Intentional instruction involves A. focused instruction, guided instruction, collaborative learning, independent learning B. guided instruction, collaborative learning, independent learning C. focused instruction, collaborative learning, independent learning D. focused instruction, guided instruction, independent learning 10. What kind of intentional instru ction includes the teacher model ing and think ing aloud while reading a passage aloud ? A. f ocused B. g uided C. c ollaborative D. i ndependent 11. What type of intentional instruction includes students read ing and discuss ing a text together in small groups, with reading comp rehension questions available to them ? A. f ocused B. g uided C. c ollaborative D. i ndependent 12. What kind of intentional instruction incudes students reading a segmented passage independently and the teacher hosting short discussions periodically to assist them in monitoring their understanding A. f ocused B. g uided C. c ollaborative D. i ndependent

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    3 13. What type of intentional instruction includes students complet ing a reading on their own, with reading comprehension questions visible to remind them about monitoring their comprehens ion ? A. f ocused B. g uided C. c ollaborative D. i ndependent 14. Through what purposes can l earning intentions be framed ? A. c ontent and language B. l anguage and s ocial C. content and social D. content, language and social 15. What type of teaching is a recursive cycle of self - questionin g and self - assessment to improve teaching and learning ? A. g uided B. r eflective C. d irect D. e xplicit Short Answer Prompts 1. Compare and contrast disciplinary and content area literacy. 2. Summarize the concepts of reading comprehension and intentional instruction.

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    4 Chapter 2 - Setting the Stage: Building and Activating Background Knowledge Multiple Choice 1. When we speak of attention, we are not referring to behavior management, but rather to practices that A. elicit curiosity B. provoke questions C. evoke recall D. all of the above 2. Activating students’ background knowledge includes or builds A. an understanding of the unique perceptions of the discipline and builds an essential foundation for future learning B. an understanding of the unique perceptions of the discipline , builds an essential foundation for future learning, and is the very beginning of the learning process C. an essential foundation for future learning and is the beginning of the learning process D. an understanding of the unique perceptions of the discipline is the v ery beginning of the learning process 3. This instructional routine for gaining student attention is typically performed to display a theory, concept, or phenomenon. A. discrepant event B. visual display C. thought - provoking question D. demonstration 4. This instruction al routine for gaining student attention involve s a surprising or startling occurrence designed to command the students’ attention. A. discrepant event B. visual display C. thought - provoking question D. demonstration 5. This instructional routine for gaining student attention involve s displays of information in order to develop students’ abilities to interpret, analyze, and create visual displays of information that are accurate and complete. A. discrepant event B. visual display C. thought - provoking question D. demonstration 6. This instructional routine for gaining student attention involve s organizing new information and appeal s to the emotional channels of learning. A. discrepant event B. visual display

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    5 C. thought - provoking question D. demonstration Short Response 7. Describe the mo del of learning. 8. Identify and describe the commonalities of the strategies useful for building and activating background knowledge. Making Content Connections - Thinking about & applying strategies in your content area 9. This chapter provided a wide range of strategies that teachers can use to build and activate background knowledge. Choose one strategy you could implement in your content area to build and activate background knowledge and complete the graphic organizer “M aking Content Connections” .

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    6 Making Content Connections Graphic Organizer Making Content Connections Your Name: _________________________________________ Date: ___________________ Score: _________ Lesson Goal: Activating Prior Knowledge Content Area: Specific Topic: Grade Estimated Time: Strategy Describe how the strategy is used as a before - reading activity (List steps of strategy) Describe how you would incorporate the strategy into a content lesson (application of strategy) Please attach any materials needed for explanation of the strategy.

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    7 Chapter 3 - Word for Word: Vocabulary Development Across the Curriculum Multiple Choice 10. Vocabulary knowledge A. develops disciplinary literacy and influences reading comprehension B. impacts writing performance and influences reading comprehension C. develops disciplinary literacy , influences reading comprehension and impacts writing performance D. develops disciplinary literacy and impacts writing performance 11. This type of vocabulary consists primarily of words used in everyday language, usually with widely agreed upon meanings. A. general vocabulary B. specialized vocabulary C. technical voca bulary D. average vocabulary 12. This type of vocabulary is flexible and transportable across curricular disciplines — these words hold multiple meanings in different content areas. A. technical vocabulary B. general vocabulary C. specialized vocabulary D. average vocabulary 13. This type of vocabulary is domain - specific, words that are specific to only one field of study. A. specialized vocabulary B. technical vocabulary C. average vocabulary D. general vocabulary 14. What dimension of vocabulary is “ k nowing a word” through definitional knowledge? A. generalization B. application C. precision D. breadth 15. What dimension of vocabulary is “knowing a word” through correct usage? A. precision B. application C. availability D. generalization 16. What dimension of vocabulary is “knowing a word” th rough recall of words? A. application

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    8 B. availability C. breadth D. precision 17. What dimension of vocabulary is “knowing a word” through understanding of examples and non - examples ? A. availability B. generalization C. breadth D. precision 18. What dimension of vocabulary is “knowing a word” through usage of vocabulary in discussion? A. availability B. precision C. application D. generalization 19. P rinciples for effective vocabulary instruction include A. be ing actively involved in word learning and making personal connections B. being immersed in vocabulary and consolidating meaning through multiple information sources C. be ing actively involved in word learning , making personal connections and being immersed in vocabulary D. be ing actively involved in word learning , making personal connections, being immersed in vocabulary and consolidating meaning through multiple information sources Short Responses 20. Describe a process for selecting words worthy of instruction. 21. Describe what it means to “know” a word. Making Content Connections - Thinking about & applying strategies in your content area 22. Isolated instruction of individual words is an ineffective use of instructional time and is proven to be inadequate to keep pace with content area needs. Instead, effective teachers rely on a ra nge of approaches to foster learning of general, specialized, and technical vocabulary. Choose one strategy for developing vocabulary presented in this chapter and complete the “Making Content Connections” graphic organizer.

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    9 Making Content Connectio ns Graphic Organizer Making Content Connections Your Name: _________________________________________ Date: ___________________ Score: _________ Lesson Goal: Developing Vocabulary Content Area: Specific Topic: Grade Estimated Time: Strategy Describe how the strategy is used as a before - reading activity. List steps of strategy. Describe how you would incorporate the strategy into a content lesson (application of strategy). Please attach any materials needed for explanation of the strategy.

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    10 Chapter 4 - Well Read: Promoting Comprehension Through Read - Alouds, Shared Readings, and Close Reading Multiple Choice 1. What type of literacy practice occurs when a text or passage is selected by the teacher to read publicly to a small or large group of students ? A. shared reading B. read - aloud C. close - reading D. silent sustained reading 2. What type of literacy practice occurs when a text or passage is jointly shared by the teacher and student s , but is read aloud by the teacher ? A. silent sustained reading B. close - reading C. read - aloud D. shared reading 3. What type of literacy practice occurs when students read a complex, challenging text through careful analysis ? A. close - reading B. silent sustained reading C. shared reading D. r ead - aloud 4. What can reading aloud do for students? A. motivat e reluctant readers B. promote engagement C. foster critical thinking skills D. all of the above 5. E lements to consider in planning and delivering read - alouds to secondary students include all of the follo wing except ? A. s elect readings appropriate to content, students’ emotional and social development, and interests B. model fluent oral reading C. don’t stop to ask questions D. m ake explicit connections to students’ independent reading and writing 6. Examples of comprehension strategies suitable for shared reading instruction include the following. A. Inferencing , summarizing , self - questioning and self - monitoring B. text structures, text features and interpreting visual representations C. summarizing , self - questioning , tex t features and interpreting visual representations

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    11 D. Inferencing , summarizing , self - questioning , self - monitoring , text structures, text features and interpreting visual representations 7. Guidelines for s uccessfully implementing a shared reading so that stude nts will learn both the content of the text and strategies for reading with meaning include the following. A. c hoose a text that is appropriate for the purpose , m ake the purpose of the reading explicit and s caffold B. c hoose a text that is appropriate for the purpose , m ake the purpose of the reading explicit , d ecide how the text will be accessible to all students , s caffold, and m ake sure students are aware of what they are supposed to do with the new knowledge C. m ake the purpose of the reading explicit , d ecide h ow the text will be accessible to all students , s caffold, and m ake sure students are aware of what they are supposed to do with the new knowledge D. c hoose a text that is appropriate for the purpose , m ake the purpose of the reading explicit , s caffold , and m ak e sure students are aware of what they are supposed to do with the new knowledge 8. Besides t he passage being short in length , what other feature ( s ) distinguish close reading lessons from other reading lessons? A. s tudents engage in repeated readings for authen tic reasons B. s tudents annotate to guide their thinking C. s tudents talk with their peers D. All of the above Short Response 9. Define “think - aloud” and discuss its value in content area learning. 10. Describe the planning required for quality read - alouds, shared readings, and close readings. 11. Identify the commonalities of read - alouds, shared readings, and close readings. Making Content Connections - Thinking about & applying strategies in your content area 12. A popular method for engaging in repeated readings to build fluency and comprehension is Reader’s Theater (Rasinski & Padak, 2005). It is the public performance of a scripted text, but unlike traditional theater, the lines are not memorized, and props, mov ement, and other acting devices are not used. Create a Reader’s Theater Script for a content area topic or text.

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    12 Chapter 5 - Why Ask? Questioning Strategies that Prompt Thinking Multiple Choice 1. Teachers use questioning more than any other method for developing comprehension because questions A. help the teacher assess whether students understand the text B. are essential for subject learning C. lie at the heart of discipline - specific thinking D. all of the above 2. The way teachers word questions can build stud ents’ self - esteem and identity. The questions we ask should include those that foster A. noticing and naming, agency, flexibility and transfer B. notice and naming, identity, agency, flexibility and transfer, knowing C. identity, agency, flexibility and transfer D. notice and naming, identity, agency, knowing 3. This questioning technique is a text - based strategy that invites the reader to interact with the information and build meaning from the content by analyzing the author’s purpose. A. request B. question answer relatio nship C. questioning the author D. text talk 4. In this questioning technique, student partners read a passage together and write two to three questions and answers to quiz one another. A. text talk B. request C. question answer relationship D. questioning the author 5. Th is questioning strategy describes four types of questions: Right There, Think and Search, Author and You, and On Your Own. A. questioning the author B. question answer relationship C. request D. text talk 6. This questioning technique is a systematic way of studying text to support the student’s reading by previewing, skimming, and setting purpose questions before actual reading. A. SQ3R B. SQRCQ C. SQ4R D. SQ5R

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    13 7. This is a discipline - specific literacy strategy for mathematics. A. SQ5R B. SQ4R C. SQRCQ D. SQ3R 8. This strategy adds a reflective step after the initial reading to make connections to what is already known. A. SQ4R B. SQ3R C. SQ5R D. SQRCQ 9. Text - dependent questions move students systematically through an examination of the reading at what levels? A. literal and structural B. structural an d inferential C. literal and inferential D. literal, structural, and inferential Short Response 10. Describe ineffective and effective questioning approaches. 11. Describe ways that teachers can create effective questioning systems. Making Content Connections - Thinking about & applying strategies in your content area 12. This chapter described several questioning systems that have strong research and practice evidence. Choose one strategy you could implement in your content area and complete the “Making Content Connection” graphic organizer.

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