EDUC 632 Chapters 10-12

Expository text structres
Informational books are organized in:

Establishing a climate of inquiry
Students in Ms.Carson’s 2nd grade class develop a love of research and confidence in their their writing. Research suggests that effective teachers motivate children to engage in research and improve their writing by:

Multigenre book
Ten year old Ashley created a picture book about children who lived in Philadelphia during the Revolutionary War. Each page contained a picture, fictional accounts of children’s lives, and sidebars with factual information about the time period. This book could best be described as a:

Primary Sources
A well-known author visited a 5th grade classroom and gave the students a packet containing letters from the editor, rough drafts of is books, and a journal he kept while writing. Because they had these items the students were able to write a biography of this author using:

Multigenre Project
While pursuing research on the history of the automobile, a 4th grade student wrote a report ad prepared a PowerPoint presentation. This student created a:

Aesthetic or efferent reading depending on their purpose
When reading informational books, young children use:

Determine whether they have answered their research questions
When a group of 4th grade students were ready to revise rough drafts of their research reports the teacher wisely told them that their first concern should be to:

Distribute a checklist of requirements when the assignment is introduced
The best way to help students work independently, as well as, understand the expectations and manner in which they will be assessed, would be for a teacher to:

Allow each student to develop his/her research question
To motivate students to conduct research, teachers should:

Be helped to use writing as a way to learn English
Two students in Ms. Scott’s 5th grade class are ELL students. When their classmates are completing a writing assignment, these students should:

Use he steps of the writing process
When writing reports, students should:

Both narrative and informational texts to meet students’ needs
When reading aloud to a class, teachers should read:

Appropriate for students at every grade level
Informational texts are:

Develop a specific rubric with students at the start of each project
Teachers often use rubrics to assess students’ reports. The most effective way to use rubrics is to:

Determining the best type of food for their pet hamster
What is an authentic research activity for a 1st grade class?

Write a collaborative report with the class
The best way to introduce report writing to children who have never written a report would be to:

Write about the big ideas
Research suggests that students are more likely to understand connections among big ideass when they:

Composing a research question
When writing individal reports, children begin by:

Instructional conversations
After reading an informational text, students respond to their reading in:

Provide instruction on using a graphic organizer
A second grade student wrote a report that answered her research question yet lacked focus. The information was not presented in a logical sequence. To help this student improve her ability to write a report, the teacher should:

Onomatopoeia
The use of sound words, such as crash, ring, and boom, to enliven writing is known as:

Break the formula when they need to express themselves more clearly
As an effective educator, David Scott taught his students a poetic formula and wisely instructed them to:

Helping the children use descriptive phrases in their writing
Third grade teacher Mr. Cooper distributed worksheets that asked students to label phrases, metaphors, or hink pinks. The principal observed the lesson and wisely stated that the teacher should build upon:

Discuss and model the use of tempo, rhythm, pitch, and juncture
The best way to help students read poems expressively would be to:

Hink-pinks
Short rhymes take form of an answer to a riddle or describe something called:

Alliteration
The sentence, “Cats curl on comfy cushions,” is an example of:

Gallery Walk
A teacher displayed his students’ poetry on the classroom walls. The children then examined the walls with their classmates and used small self-stick notes to write comments on each poem. These students participated in:

Share his poems and explain the poetic forms he uses
The best way for a teacher to determine a students’ progress in writng poetry would be to have the student to:

Choral Reading
A group of students read the poem, The Little Blue Engine, in unison. The children balance their voices to give an entertaining performance of the poem. These students participated in:

Meaning
When writing poetry, the most important factor to consider is the poerm’s:

Only when it fits naturally
When writing poetry, children should learn to use rhyme:

Cinquain
Students in a 3rd grade class wrote five-line poems containing 22 syllables in a 2-4-6-8-2 pattern. Some students wrote poems that described something while others used that pattern to write poems that told a story, these students wrote a:

Poetic Formulas
To provide a scaffold and help children write their first poems, effective teachers introduce;

Make memorization optional
When discussing the memorization of poems, the principal wisely suggested that teachers should:

An author study
Several students were asked if they enjoyed the rhythm of Dr. Seuss’ poetry. Their teacher appropriately build upon their interest by guidnig them in:

There are natural opportunities for rereading
Poetry is especially helpful for students who are ELL students because:

Choral Reading
The most effective way to use poetry to assist struggling readers is to implement:

Juncture
As the children rehearsed a poem, their teacher helped them determine when and how long to pause and focused upon the aspect of expressive reading known as:

Tell riddles to their classmates
Children engage in wordplay when they:

Read poems orally
To help children appreciate the rhythm and tempo of poetry, it is important for them to:

Alphabetic Principle
The suggestion that there is a one-to-one correspondence between phonemes and graphemes is referred to as the:

Individualized to fit each student’s needs
Weekly spelling tests, when hey are used, should be:

Phonics generalizations
A first grade student spelled the word “said” as “sed.” This showed tha the students was trying to spell by using her knowledg of:

The students need for their writing projects
Instead of using a spelling textbook, a 4th grade teacher plans to customize the school’s spelling program by using a individualized spelling program that should focus on words:

Etymologies
A teacher reminded his students that all of the words on their list were derived from the French langauge. As spelling clues, these students examined the words:

Take responsibility for developing their own spelling lists
Research suggests that children make greater spelling progress when they:

Invented Spelling
Young children often use their knowledge of letters and sounds to write words such as “love” as “luv.” These are examples of:

Morphemes
During splling instruction, a 6th grade teacher focused on Greek and Latin affixes and root words; this approach emphasized:

Teach minilessons and point out phonics generalizations as they occur when the students read them on word walls
To help children make progress in spelling, research suggests that the most effective technique is to:

Gather writing samples that show progress throughout the academic year
The most authentic method of documenting a students’ progress in spelling ability would be to:

Post high frequency words on a classroom word wall
Second grade students in Ms. Murphy’s class often interrupt writing conferences to ask for help in spelling high-frequency words. The principal has wisely suggested that the teacher:

Elkonin Boxes
A 1st grade teacher would like to help his students segment words into beginning, middle, and end what would be the most effective tool to use for this task:

Extensive reading and writing
Research suggests that spelling is best learned through:

In the primary grades
Proofreading should be introduced:

Poor handwriting can cause words to appear misspelled
During spelling instruction, 3rd grade teacher Ms. Bell often spent a few minutes helping her students write and join cursive letters correctly. This teacher wisely stated that she helped students with their handwriting because:

Predict possible spellings of a word
In order to use a dictionary to find the correct spelling of a word, students must be able to:

Pronunciation or dialect differences can contribute to spelling problems
When Tia performed poorly on a spelling test, her teacher asked her to pronounce the words that she spelled incorrectly. It is helpful to ask students to pronounce the words they misspelled because sometimes:

Spell words correctly in personal and academic writing
The primary goal of spelling instruction should be to help children:

Provide a courtesy to readers
Effective teachers help children understand that the primary reason to learn and use conventional spelling is to:

Immediate feedback helps learning
Effective teachers encourage students to correct their own pretests because: