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1 | |
Which of the following materials reflect a bottom-up approach to teaching reading? |
| | A) | controlled vocabulary basal reader |
| | B) | literature anthology basal |
| | C) | literature response journal |
| | D) | reading workshop notebook |
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2 | |
Which of the following is NOT considered to be a benefit of literature anthology basals? |
| | A) | The anthologies contain selections taken from quality children's literature. |
| | B) | Teachers can follow the instructor's manual so specifically that they never have to make any instructional decisions. |
| | C) | The teacher's guide offers a variety of instructional activities. |
| | D) | The original illustrations, vocabulary, and syntax of the stories chosen for the anthology are retained. |
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3 | |
When teachers read, sing, and talk about the words in poetry with their primary students, which of the following outcomes occur? |
| | A) | Students' phonological awareness, phonemic awareness, and phonics skills are all increased. |
| | B) | Students lose valuable classroom time better spent learning to read. |
| | C) | Students better understand the sound structure of their language. |
| | D) | Both A and C. |
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4 | |
The concept of big books is attributed to |
| | A) | Marie Clay of New Zealand. |
| | B) | Maria Montessori of France. |
| | C) | Don Holdaway of New Zealand. |
| | D) | Mem Fox of Australia. |
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5 | |
Which of the following does NOT describe one of the principles for selecting big books for shared reading? |
| | A) | Books are repetitive with small variations. |
| | B) | Illustrations are engaging. |
| | C) | Only one genre should be addressed per grade level. |
| | D) | Books should have large, bold-faced type with space between the words. |
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6 | |
Six to eight books of the same title are known as |
| | A) | leveled books. |
| | B) | text sets for literature circles. |
| | C) | classroom libraries. |
| | D) | none of the above. |
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7 | |
When strategic reader Joe chooses appropriate strategies for reading situations, he is |
| | A) | planning. |
| | B) | analyzing. |
| | C) | regulating. |
| | D) | discriminating. |
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8 | |
When Mrs. Werderich reads aloud to her seventh-grade students, she is helping them to do all but which of the following? |
| | A) | increase vocabulary |
| | B) | avoid having to read the book themselves |
| | C) | improve comprehension |
| | D) | want to read |
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9 | |
Shared reading generally should happen |
| | A) | in a group context with big books or large charts. |
| | B) | in an intimate context with 1:1 or 1:2 teacher/student ratio. |
| | C) | at home as part of a student’s homework. |
| | D) | in reading centers with cassette tapes and headphones. |
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10 | |
Guided reading generally should happen |
| | A) | in a large-group context. |
| | B) | in a small-group context. |
| | C) | at home as part of a student’s homework. |
| | D) | with heterogeneous groups of students. |
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11 | |
In a study of independent reading, Anderson, Wilson, and Fielding (1988) found that students' reading skills improve significantly if they read for how much time? |
| | A) | 5 minutes per day, or 1/2 hour per week |
| | B) | 10 minutes per day, or 1 hour per week |
| | C) | 15 minutes per day, or 1 1/2 hours per week |
| | D) | 20 minutes per day, or 2 hours per week |
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12 | |
What are the two main goals of self-selected reading time? |
| | A) | To provide the teacher with opportunities to individually assess students in fluency and in comprehension. |
| | B) | To give students time to simply enjoy good books and to see their teacher reading. |
| | C) | To create in the classroom a community of readers and to increase students' awareness and use of reading strategies. |
| | D) | All of the above. |
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13 | |
The most important step in Readers' Theater is for teachers to allow students to have time to |
| | A) | create props. |
| | B) | make their own costumes. |
| | C) | discuss the story. |
| | D) | practice, practice. |
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14 | |
Phonological awareness is best defined as |
| | A) | the understanding that speech is made up of a series of written sounds. |
| | B) | the appreciation of sounds and meanings of spoken words. |
| | C) | the ability to link sounds with letters. |
| | D) | the most important prerequisite to learning to read. |
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15 | |
When Mrs. Lynne uses direct instruction to teach a systematic, sequential presentation of isolated phonics skills, she is teaching |
| | A) | embedded code phonics. |
| | B) | contemporary phonics. |
| | C) | linguistic phonics. |
| | D) | explicit code phonics. |
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2004 McGraw-Hill Higher Education