Deck 12: Reading in the Content Areas

Question 1

Which statement about reading in the content areas is false?

A)Reading materials are primarily narrative.
B)It is generally more difficult than reading in basal readers.
C)Special reading skills are required in each area.
D)It requires an understanding of technical vocabulary.

Answer 1

A

Question 2

Which statement is false about the directed reading-thinking activity?

A)It can encourage children to think while they read.
B)It can be used with basal reader stories.
C)It can be used with content-area reading selections.
D)Its primary purpose is to develop vocabulary.

Answer 2

D

Question 3

Before reading an assigned selection, the DRTA involves making _______ about it.

Answer 3

predictions

Question 4

Text that students can read with an accuracy level between 85 to 95 percent, and a comprehension level of 75 percent or higher, is considered to be at a student's ____________________ level.

Question 5

Which statement about study guides is true?

A)They provide purposes for reading the assignments.
B)All members of the class should use the same one.
C)They should contain only literal-level questions.
D)They are not recommended for students below grade 3.

Question 6

The steps in Robinson's SQ3R method are

A)survey, question, read, recite, and review.
B)survey, question, read, read, and read.
C)seek, query, read, reread, and review.
D)seek, query, read, recite, and review

Question 7

The routine called Partner Reading and Content, Too (PRC2), designed to help ELLs and struggling readers, contains all of the following steps except

A)students with similar reading and language development are paired.
B)the partners preview a content-area text.
C)the partners ignore words that are unfamiliar.
D)the students take turns reading pages of the text orally, and their partners choose questions.

Question 8

A teacher who relates science, social studies, art, math, and drama with a single piece of literature as a focal point is creating a literature-based unit across the _______.

Question 9

In comparison to content-area texts, basal readers

A)contain large numbers of graphic aids.
B)are more difficult to read.
C)include more planned repetition of new vocabulary.
D)are high in idea density.

Question 10

Linking the reading of fiction and nonfiction about a content topic, and planning various literacy and content-area activities to help the students obtain a more complete picture of the topic, is one main purpose of _______ _______.

Question 11

The retention of ideas in material is helped by

A)discussing the material.
B)reading all material as rapidly as possible.
C)assigning purposes for reading.
D)Both A and C.

Question 12

Words that signal specific relationships such as compare/contrast, sequence, or cause and effect, are called _______ _______.

Question 13

A teacher who decides on goals and objectives for a reading unit, gathers related materials, and chooses instructional techniques and related activities is most likely

A)designing a content-area textbook.
B)developing a thematic content unit.
C)preparing to teach the SQ3R approach.
D)preparing for a readers workshop.

Question 14

In the traditional view, the readability of reading materials for content-area instruction should be at students'

A)independent levels
B)instructional levels
C)frustration levels
D)listening levels

Question 15

When choosing a trade book to supplement content-area instruction, teachers must carefully consider the _______________ of information

Question 16

_________________________ can be used to record observations or to write summaries, comments, or questions related to the content-area reading or class discussion.

Question 17

Marzano found that the use of academic games in the classroom is related to a ________ gain in student achievement.

A)5 percent
B)10 percent
C)20 percent
D)30 percent

Question 18

Primary students can be introduced to science concepts through

A)scientific journals.
B)read-alouds.
C)journaling.
D)blogging.

Question 19

Study guides that stress the relationship among the organizational structure of the material, the reading-thinking skills needed for comprehension of the material, and the important concepts in the material, are called _______ guides.

Question 20

A strategy where some students take the part of characters in material that has been read, and others take the part of reporters interviewing the characters, is known as a(n)_______ _______.

Question 21

Combining the use of a _______________ wall with a ______________ wall can be particularly helpful for ELLs and struggling readers because students can use key vocabulary to engage in discussion of content area concepts.

Question 22

Discuss the values of using literature to enhance instruction in social studies, mathematics, and science. Name at least one book for students or young adults that would be a good supplement to instruction in each area.

Question 23

Discuss the use of twin texts of fiction and nonfiction to present content.

Question 24

What types of special reading challenges are encountered in each of the following content areas: language arts, mathematics, science, and social studies? List each content area and then create a bulleted list of three challenges for each area.

Question 25

Create a semantic web based on the topic of weather. Then, explain how it can be used in the webs plus writing strategy to support content area reading.

Question 26

What are some advantages of using a study guide?

Question 27

Create a graphic organizer that compares/contrasts features of content-area textbooks with basal reading series texts. Include at least three ways that content-area texts contrast with basal reading series text.

Question 28

What is the major emphasis of the directed reading-thinking activity?

Question 29

React to this statement: "Everyone in a class needs to use the same science book so that class discussion and group testing will be possible."

Question 30

A fourth-grade teacher approaches you seeking ways to motivate his students to read their social studies text. Identify and describe three specific approaches he could use to stimulate his students' interest in reading their content-area materials.