Chapter 11: Reading to Learn: Using Nonfiction and Electronic Media to Support Literacy Development

Pre-reading questions

  1. Through inquiry, literacy is viewed:
  1. from the teacher’s ideology
  2. as a combination of fiction and nonfiction text
  3. as socially constructed
  4. as code breaking
  1. Posing questions, researching, experimenting to gain new understandings are aspects of:
  1. an inquiry-based curriculum
  2. text-user practices
  3. literacy practices
  4. code breaking
  1. The goal of inquiry-based learning is:
  1. to learn to enjoy reading for the sake of reading
  2. to become fluent readers and writers
  3. to learn specific reading skills
  4. to learn deeply about the topic
  1. A major challenge for readers of nonfiction text is:
  1. “reading” illustrations
  2. unfamiliar vocabulary
  3. the structure of the text
  4. unfamiliar concepts
  1. The most common type of reading students do is:
  1. nonfiction
  2. tradebooks
  3. websites
  4. magazines

Post-reading questions

  1. A benefit of nonfiction texts is:
  1. students can read without worrying about detailing the elements of text
  2. it helps build more complex vocabulary
  3. it is readily available from textbooks
  4. it is more meaningful to students
  1. An organizational feature of a nonfiction text is:
  1. topic
  2. sequence
  3. page numbers
  4. captions
  1. Through inquiry-based learning, students can improve their reading skills because they:
  1. have reading modeled by the teacher
  2. learn and practice many reading skills through mini-lessons
  3. read many types of text through their investigations of a topic
  4. practice reading aloud through partner reading
  1. A key principle of an inquiry-based curriculum is:
  1. students have more time to read interesting text
  2. students find the answers to the questions that teachers pose
  3. teachers are more engaged in information dissemination
  4. by pursuing own questions students have more motivation to learn
  1. A type of nonfiction book is:
  1. basal reader
  2. concept book
  3. anthology
  4. mystery
  1. Literacy practices that are carried across multiple types of ext and media is:
  1. multimodal literacy
  2. cultural dimension
  3. operational literacy
  4. critical dimension
  1. One aspect of the teacher’s role in an inquiry classroom is:
  1. choose interesting topics for children to research
  2. teach mini-lessons to prepare students to work
  3. provide time for in-depth study
  4. model the writing process for students
  1. Integrating technology into the curriculum enhances skills in:
  1. composition
  2. multilinear format
  3. research
  4. word processing
  1. In the inquiry-based model, when choosing a topic to study, one should:
  1. start with a narrow topic so as not to overwhelm
  2. find a complex problem that needs to be solved
  3. choose an easy topic to get started with research
  4. select a topic with a broader theme
  1. A major disconnect between home and school reading behaviors is:
  1. the amount of time spent on nonfiction reading
  2. the genres that students read
  3. intrinsic v. extrinsic reading
  4. the responses to reading
  1. A pre-, during, and post- reading strategy for nonfiction text is:
  1. visualizing
  2. get one-give one
  3. SQR3
  4. contrast chart
  1. An inquiry-based curriculum allows teachers to:
  1. use the prescriptive texts
  2. match teaching to students’ questions and needs
  3. simplify their teaching since students are self-directed
  4. allow the students to self-teach and then present to each other
  1. Students spend only 3.6 minutes a day in school, on average, reading nonfiction:
  1. because fiction tradebooks are much more amenable to teaching necessary reading skills
  2. because students do not enjoy expository text
  3. because that is the content of the textbooks
  4. even though more than 50% of material in standardized tests is expository
  1. During an average day, children spend the least amount of time interacting with which type of media?
  1. reading a newspaper
  2. reading a book
  3. watching a video
  4. going online
  1. An example of an inquiry-based question is:
  1. What actually happened?
  2. Why did this happen?
  3. Who is responsible?
  4. Where is this going to happen?
  1. A book that explores the characteristics of an abstract idea such as size, is an example of:
  1. an informational storybook
  2. a procedural book
  3. an identification book
  4. a concept book
  1. For students, when reading from a single textbook:
  1. they gain multiple perspectives
  2. they skim for the highlights
  3. all information is given equal importance
  4. they assume the text is non-biased and accurate
  1. An appropriate mini-lesson to support nonfiction text is:
  1. how to use the index
  2. on the voice trait
  3. genre
  4. code breaking
  1. A post-reading strategy for nonfiction text can include:
  1. making connections
  2. accessing prior knowledge
  3. paraphrasing to clarify
  4. creating graphic organizers
  1. An important practice in an inquiry-based curriculum is:
  1. the use of commercially designed material
  2. teacher decision-making
  3. the use of multiple sources of information
  4. the use of scripted lesson plans
  1. A difference between reading fiction and nonfiction is:
  1. nonfiction is basically used to study a concept
  2. most nonfiction text is not designed to be read in a linear way
  3. it is easier to read fiction independently
  4. fiction text is more interesting to read
  1. An example of a sign system as a source of knowledge is:
  1. modeling
  2. science
  3. background knowledge
  4. art
  1. One criteria for choosing a nonfiction text is:
  1. theme
  2. the elements of text
  3. clear organizational structure
  4. genre
  1. A strategy that needs to be taught to effectively read nonfiction is:
  1. conflict/resolution
  2. cause/effect
  3. plot
  4. setting
  1. Inquiry includes:
  1. question and experiment
  2. code breaking
  3. how the content fits curricula
  4. reading
  1. Writing skills involved in inquiry include:
  1. studying genres of text
  2. writing reflections on learning
  3. skills practiced during mini-lessons
  4. writing notes to the teacher
  1. Pairing a fiction and nonfiction book on the same topic is an example of a:
  1. text set
  2. double books
  3. twin text
  4. integrated topic
  1. The disciplines are important in inquiry because:
  1. different perspectives emerge from integrating the disciplines
  2. one can work with text sets
  3. one can continue the inquiry in each content area
  4. one can make connections based on one’s personal experiences
  1. In the inquiry-based model when uncovering questions:
  1. students choose to work alone or in pairs
  2. teachers ask the “big” questions
  3. students answer the problems
  4. bigger questions emerge
  1. Being able to evaluate software and websites is an aspect of:
  1. multimodal dimension
  2. cultural dimension
  3. critical dimension
  4. operational dimension