LI 243: Children’s Literature Midterm Exam
Dr. Eaton, 2007 summer
Test Instructions. This exam is a one-week open-materials test due on Friday, June 8 at 10 p.m. If you will follow these basic steps you should have no trouble:
1)Print out this exam.
2)Answer questions in pen or pencil just like you were in class.
3)When you get to parts 2 and 3 of the exam, go to Jamie’s nature book, scroll down to the trees and review each article. Read them closely as you answer the questions
4)When you get to parts 4 and 5 of the exam, click on the woodpecker and follow the links (2) each one will take you to the children’s book and the Wish list – from these materials you’ll get your answers.
5)Once you have finished this “paper test” open a new word document. In the upper corner, put on your name and class and then number your document 1-50.
6)Transfer the answers from your “paper test” to the document. Since they are all multiple choice or T/F, this should not take you long but make sure you’ve numbered correctly and don’t get off track.
7)Once you’ve checked to make sure the numbers match up with your answers, save your work and then upload it to the dropbox marked (Craft III – exam) – I need no other documents from you except this one with your name and your fifty answers. There is no writing in this exam.
8)Check gradebook within a week of delivering for your final score. There is no time limit on this exam except for the week so you can take breaks, work at your own pace until Friday, June 8 at 10 P.M.
Chapters 1 & 2: Cause & Effect Modules: Multiple choice: (20 X 4 = 80 pts.)
PART 1: Questions 1-25, open book “Huck handbook”
1)Which of the following is not directly attributable to reading aloud? (see pages 10-12)
A)Reading allowed modifies classroom behavior even when reading aloud is not occurring.
B)The student develops a sense of book language by hearing it from others
C)Te student gains an increase in vocabulary and word usage by hearing words.
D)Hearing stories allows children to “think” during the reading and make possible predictions and outcomes. ______
2)Developing fluency and understanding in books is PRIMARILY related to which of the following conditions? (see pages 10-13)
A)Hearing books aloud and from TV and other media
B)Studying grammar and phonics more than reading.
C)Reading many books over a wide range of topics
D)Learning modules that stress one point about each book read in class. ____
3)Which of the following does NOT demonstrate a relationship between literature and writing? (see pages 13-22 – focus on writing elements)
A)Students who read more are likely to pick up style and strategies that they can use in their own work
B)Students who read more are likely to have less trouble with punctuation.
C)Students who read more are likely to have a better vocabulary.
D)Students who read more are likely to use imitation which can help them to see different ways of phrasing syntax and approaches. ______
4)There has been a connection made between reading a wide range of children’s books and enhancing skills such as comparing, summarizing, classifying, problem solving and prediction. These are all examples of which of the following learning objectives? (See pages 12-14 – Evaluation criteria)
A)Social behavior (modification)
B)Reading proficiency
C)Critical thinking
D)Oral presentation ______
5)Fiction, although often termed as make-believe or made up, contributes which of the following elements to learning?(See pages 12-13 and 102-104)
A)Fiction includes information about the real world, both past and present.
B)Fiction shows methods for growing up and discovering oneself
C)Fiction can present political issues like loyalty or poverty in everyday terms.
D)All of the above. ______
6)While literature seeks to increase a lot of elements in thinking and learning, which of the following choices indicates what literature should do naturally, and without an intent to “teach” a certain objective?(See pages 9-12)
A)Increase spelling proficiency
B)Increase test-taking abilities
C)Increase oral presentation abilities
D)Increase enjoyment of literature. ______
7) Which off the following causes, characterized by the child’s increased awareness of sight and sound, increased attention spans, growth in size, muscularity and awareness of work or body activity, contribute to an effect of changing reading choices? (see pages 37-44)
A)mental growth
B)Physical growth
C)Emotional growth
D)Psychological growth ______
8)While Piaget’s steps in child growth and development has caused us gain insight into specifics about children, what overall effect, according to your text, should Piaget’s work generate regarding our (teachers) understanding of children and learning? (See question 2 reading, craft 1)
a.that children learn through steps
b.That children must be viewed as individuals
c.That all children develop at the same speed and so uniformity is the effect
d.That children never meet maturation because egocentrism is present. ______
9)In evaluating a children’s literature choice, the use of books with tongue twisters, jokes, fables, poetry, or singsong rhyming can be influential because they PRIMARILY facilitate which of the following elements of a child’s growth? (See pages 147 -150 & 175-180)
A)Language development
B)Social humor
C)Physical development (muscle control)
D)Emotional development (laughter). ______
10)Oftentimes a student will reject an illustrated storybook or a story because “they don’t like it.” Upon further probing by the teacher, you find out that “there are bad people in it” and that “It’s wrong for them to do that,” From which of the following positions then is the child rejecting the book?(See pages 38-44)
A)A race or ethnicity position?
B)An economic position
C)A moral position
D)A gender position. ______
11)Looking at the above question as an example, where I ask for one primary position, which of the following rules must I apply in understanding children’s growth and development as it affects their response to literature?(all of your research – think carefully before answering)
A)That there are no guidelines really; it’s all arbitrary reasoning by educators.
B)That all areas of development are intertwined; it’s impossible to separate every response as one element or another.
C)That development is the same for all children because they go through the same stages so I can clearly determine what motivates the child.
D)That literature has no real bearing on child development but it is something valuable in our schools and in America . ______
CHAPTER 4: Book Types & Purposes (Questions 12-15)
12)Books which focus on one element such as a color or a shape or a letter and approach its focus through introducing it from several different directions such as a rhyme or several objects of the same color is called which of the following types of book?
A)a reinforcement book
B)A concept book
C)A learning leader
D)A new idea text. ______
13)Books with built in interpretation devices, called manipulatives in education, that include pop-ups, flaps, cloth to touch or holes that children can poke through are called which of the following?
A)Toy books
B)Process books
C)Hand books
D)Workbooks ______
14) A picture book, in which the child gains the story line by using pictures and generating responses and is in a sequential order much like a comic book is called a:
A)visual book
B)image text
C)wordless book
D)interpretive module. ______
15) Books that build upon a repeated theme, such as days of the week or books and stories that set up the story so that children can “guess” at the outcome of the story are very popular for young readers. These books are called:
a)picture books
b)See and say books
c)Clue books
d)Predictable books. ______
Chapter 1, Questions 16-20, Multicultural evaluation (review chap 1 and pages 105-110)
16) There is a danger when reading books about other cultures of reading one or two books by one or two authors and then using that information as the basis for deciding who the characters of that book are. The way to avoid this problem is to:
A)Stay with a canon of established children’s books where research has already established the cultural norms of that group.
B)Read the most famous author representing that culture and use that author as the measure for that culture.
C)Read a wide range of books of that culture and demonstrate how those books are alike.
D)Read a wide range of books in which that cultural is represented and see that culture from different economic, family, and social issues before establishing a definition of cultural practices. ______
17) When we analyze a character, as we might in a discussion with children about a book we have just read out loud, we want to talk about how that character handled a problem. By tapping into the character’s ______and ______, we can show children how other people in different cultures deal with problems or situations.
A)Perspective and experiences
B)Trainingand realities
C)Personality and Behavior
D)Attitude and emotions ______
18)The lesson regarding the use of language in multicultural children’s books, besides that of not using derogatory terms, that we want to teach to young readers is PRIMARILY which of the following?
A)That all languages adequately serve their users and that no one language is better than another.
B)That there are two primary forms, a “grammar A” that is standard proper English, and a “Grammar B”” that encompasses all other forms with slang.
C)That education in other countries may not be a successful as it is in America and language use points this out.
D)That language use is actually irrelevant in telling us anything about a character in a different cultural setting because the story line will take care of that. ______
19)Phrases in children’s literature that attribute certain articles or occupations to certain cultures runs a risk of which of the following? (FYI) While discussing these issues, teachers can move from literature to social studies for example, showing how these attributions actually fit in a culture’s expression of itself i.e. what moccasins were made of, or the purpose of a wide-brimmed hat (sombrero) in Mexican cultures. – this avoids the situation below in your choices)
A)mockery
B)assumption
C)traditionalizing
D)Profiling ______
20)Using literature that represents different cultures in an elementary classroom can overcome which of the following conditions that both adults and children have which is indicated by showing favoritism or negativity based on assumptions. This term is called?
a)ethnocentrism
b)egocentrism
c)Xenophobia
d)Bias ______
21) Books of instruction designed in the 19th century primarily served for what PRIMARY reason? (see pages 84-86)
- To teach children about American history after the revolution?
- To give children moral instruction in line with church activities
- To give children a chance to read something that wasn’t from England?
- To encourage reading in a primarily illiterate post-war society by starting students early in reading. ______
22The genre of story BEST serving as an extension to the oral story is called: (see pages 97-100)
a)family stories
b)chants
c)poems
d)folklore ______
23)In some children’s books, illustrations are purposely designed to promote a feeling of isolation. When a book attempts to create this, the illustration is making use of : (see pages 204-208)
a)Values
b)Design
c)Lines
d)Space _____
24)Picture books can often assist children in understanding that not everything is new; that they will have similar experiences in the future. When we use children’s picture books to illustrate this concept we are engaging: (228-237)
a)Engage cultural diversity through bright pictures
b)Generating every day understanding of experiences
c)Promoting the family unit as call children identify with it
d)Encouraging children to understand how people get old _____
25)Which of the following choices is not a rationale for why children reject poetry as they get older? (See pages 442-444)
a)Older children lose their sensory-motor response to words?
b)Children only hear poetry a few times in their lives
c)Children have to study poetry in “units” so it becomes boring
d)Children are forced to “break down” every line which makes it “work” _____
PART II: TRUE –FALSE :”MEETINGS BENEATH THE TREES” – Ewers “Aesthetics” (Jamie’s photopage)
26) Wolgast believes that children’s books should focus more on moral constructs and less on personal enjoyment T/F
27) Wolgast promotes the idea that children’s literature should not promote “a b8ias toward one side view or another” T/F
28) The idea of aesthetics is not merely an art term; it has to do with both social life (behavior) and social practice (behavior AND academic) procedures. T/F
29) A primary target of adults (teachers and parents and administrators) is that children’s books should inform, perhaps even more than entertain T/F
30) “Increasing literariness” means that even children should fully understand the artistic purposes and objectives of a child’s book. T/F
31) One of the primary complaints in this discussion on aesthetics is that children don’t get grounded in literary theories and conventions (plot, theme character, setting, literary allusion, figurative language…) therefore not teaching children “academic structures” even if a book might teach them about social behavior T/F
32) According to Ewers, children will always interpret the reading to match the author’s intent, thereby increasing aesthetic value. T/F
33) Aesthetics are defined as being experienced by children, parents, the community, the administration and even the author as part of the aesthetic audience. T/F
34) One of the leading aesthetic ideas that is designed to make both those who love art, and those who think children’s books should teach literary theory, is the use of “written folklore” – the idea that the oral tradition of storytelling (or being read to aloud) can then become written so that the student has a sense of his or her family and oral history. T/F
35) One of the key benefits of picture books is that children can choose an element that they like and want to know more about, just by pointing at it, thereby increasing both their knowledge and their artistic (aesthetic) values. T/F
PART III: Counselor Mallen and the use of SPACE (Jamie’s photopage)
36) Children view space in two ways: space on the page and space in terms of where they can “hide out” in order to read and engage the book, according to Mallen T/F
37) The choice of a space that a child uses, such as a (treehouse, a rooftop, or a bedroom,) will be dictated by the environment, by social rules, and by the child’s imagination according to Mallen. T/F
38) The idea of physical space allows the child to interact not only with the words and pictures of a book but to engage in fantasy, creativity and desires that help make them feel connected to both the story and their actual, physical environment. T/F
39) Children will not only choose a space in which to read but will also “mark” that space with personal artifacts such as toys, games, stuffed animals or “a secret cache” of items thereby making their place of reading their own private world in which they are king or queen. T/F
40) As children regard their “personal space” they view that space as it actually is rather than recreate it in their minds because they want to look at everything with real “common sense.” T/F
PART 4: Paper “space” and the children’s book: Note, the following book was developed by a previous student in children’s literature and does well in presenting many of the aspects of a successful child’s book, especially in terms of space. Use the book to answer the following questions. (Click on Jamie’s woodpecker picture and follow the link to see the book on Powerpoint)
41) Which of the following best describes how the book uses open space?
a)The space would distract from the subject of counting
b)The space allows the child to “mentally” project his or her own pictures onto the empty space?
c)The space will make the child feel lonely and therefore focus strictly on learning numbers
d)The space allows the child to focus on the characters and what they are doing.
e)Both A and C
f)Both B and D
g)None of the above. ______
42) The idea of the numbers being “cut off” from one page to another and then be visited by another character will most likely encourage the child to:
a)Turn the page to see where the characters are going and who is coming next?
b)Become frustrated with all of the open space and the “half characters” and close the book.
c)By following the characters and meeting new ones, the child’s curiosity will encourage both viewing and reading because the child cannot focus on only one page.
d)The child will learn to count our of curiosity
e)Both A and C
f)Both B and D
g)None of the above. ______
43) This book best represents which of the following types?
a)a toy book with things for the child to push or pull
b)a concept book where one idea or technique is repeated throughout the work.
c)A picture book where the child interprets what is going on without words.
d)A work book where the child colors, draws or answers questions. ______