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Chapter 12: Reading and Writing in the Content Areas
Multiple Choice Items
1. After reading many books and magazine articles about tennis star Venus Williams, fourth
grade student Caroline pretended that she was Venus Williams and she began writing journal
entries using the viewpoint of the famous athlete. Caroline’s writing is an example of a:
a) learning log
b) simulated journal
c) double-entry journal
d) found poem
2. Students conduct authentic research when they:
a) search for answers to their questions
b) research topics assigned by their teacher
c) write definitions of assigned words
d) read novels assigned by their teacher
3. When he reached the midpoint of a unit on the Industrial Revolution, teacher Tony Catania
asked his students to spend 10 minutes writing about the topic. These students participated in a:
a) writing inventory
b) morphemic analysis
c) quickwrite
d) trilogy
4. A common thread or unifying feature of a project is known as the:
a) refrain
b) repetend
c) genre
d) assessment
5. Sixth grade students in Julia Chester’s class wrote compositions from their own viewpoints in
which they expressed their opposition to the school’s new dress code and uniform policy. Their
writing could most appropriately be classified as:
a) simulated journals
b) persuasive essays
c) learning logs
d) multigenre projects
6. A technique which helps students to be consciously aware of whether they are likely to find
the answer to a question “right there” on the page, between the lines, or beyond the information
provided in the text is:
a) Question-Answer-Relationships (QAR)
b) SQ3R Study Strategy
c) Miscue Analysis
d) Guided Reading
7. As she read the novel, Esperanza Rising, eleven-year-old Marissa wrote her favorite lines on
sticky-notes. She then arranged the lines to create a poem. That type of poem is known as a (n):
a) haiku
b) prose
c) scrap poem
d) found poem
8. To help his students retain information as they read, a 6th grade teacher would like to teach a
strategy that incorporates before, during, and after-reading components and encourages students
to review material. An appropriate technique would be:
a) RTI
b) SSR
c) LEA
d) SQ3R
9. Teacher Donna Rutgers was given a science textbook and correctly advised that she should:
a) supplement the textbook with other print and Internet resources
b) use the textbook as the only reading material for her class
c) conduct round-robin reading sessions using the textbook
d) help the students memorize the information in the textbook
10. Interdisciplinary units that integrate reading and writing with social studies, science, and
other curricular areas are known as:
a) Gestalt
b) Morphemic Units
c) Multigenre Projects
d) Thematic Units
11. Kelly kept a journal on her desk as she read a textbook chapter about the solar system. She
divided each page of her journal into two columns. She wrote questions in one column and
answers to the questions in the opposite column. Kelly’s journal is an example of a:
a) QAR journal
b) conference journal
c) SSR journal
d) double-entry journal
12. Before her students read a textbook chapter about the Grand Canyon, the teacher introduced
a set of statements and asked the students whether they thought the statements were true or false.
Then they read the chapter to see if they were correct. This teacher was using a (n):
a) exclusion brainstorming
b) anticipation guide
c) Elkonin Box
d) repetend
13. A group of students examined a list of words and then decided which ones they thought were
related to the textbook chapter. These students participated in an activity known as:
a) possible sentences
b) anticipation guides
c) exclusion brainstorming
d) KWL
14. Before reading a chapter in their textbooks, the teacher asked the students to use two or more
new vocabulary words to compose sentences that might be in the textbook chapter. These
students participated in an activity known as:
a) exclusion brainstorming
b) possible sentences
c) anticipation guides
d) words sorts
15. Effective teachers have found that students read textbooks more successfully when they:
a) have a purpose for reading
b) use accompanying workbooks
c) are given homework assignments
d) read pages orally
16. Of the following, the most effective way to activate students’ background knowledge is to
use:
a) KWL charts
b) RTI
c) Miscue analysis
d) Elkonin Boxes
17. When students take notes in class, they should:
a) copy information verbatim
b) restate concepts in their own words
c) focus upon spelling and handwriting
d) attempt to memorize facts
18. Effective teachers help students focus upon the big ideas as they read by using:
a) flashcards
b) assessments
c) word chains
d) graphic organizers
19. Content-area textbooks should not be used as the entire instructional program because they:
a) are reader-friendly
b) typically only survey topics
c) typically contain maps and diagrams
d) are written at appropriate grade levels
20. As they studied the topic of recycling, a group of students prepared posters, diagrams, and
timelines, read Internet articles, and wrote poems. These students participated in a:
a) Language Experience Approach
b) Leveled project
c) Multigenre project
d) Scaffold
21. When using a content-area textbook, teachers should:
a) introduce key terms before students read the assigned pages
b) require all students to independently read assigned pages for homework
c) refrain from using any additional reading material
d) ask students to read all pages orally
22. Before students read a complete textbook chapter, it is most helpful for them to first:
a) copy sentences from the chapter
b) read the questions at the end of the chapter
c) check the class’ schedule
d) read a narrative text
23. Because a few students in Terry Ruby’s class can’t read their textbooks independently, their
teacher should:
a) excuse them from the assignments
b) ask them to read the pages at home
c) allow the students to read with buddies
d) provide more time for reading
24. When planning a thematic unit, teachers should:
a) consider ways to differentiate instruction
b) select only narrative texts
c) focus on dates and places
d) ask each student to read orally
25. A new teacher wants to use a thematic unit with her class. She should develop assessment
plans for the unit:
a) before starting the unit with her students
b) when the class reaches the midpoint of the unit
c) after the unit has been completed
d) when the students request feedback
1. The school district requires teacher Ryan O’Hara to use a social studies textbook which his
sixth grade students have trouble reading. List four steps the teacher could take to help his
students use the content-area textbook.
2. When fifth grade teacher Kathy Benson announced that she was planning a unit on famous
musicians, her students wanted to help. How can students participate in planning a unit?
3. While planning a unit on the California Gold Rush, a fourth grade teacher found a trade book
that he thought his students would enjoy. A few of the students, however, were not able to read
it independently. What steps could a teacher take to help students who have difficulty reading
specific trade books independently?
Chapter 12 Answer Key for Multiple Choice Items
1. The school district requires teacher Ryan O’Hara to use a social studies textbook which
his sixth grade students have trouble reading. List 4 steps the teacher could take to help his
students use the content-area textbook.
2. When fifth grade teacher Kathy Benson announced that she was planning a unit on
famous musicians, her students wanted to help. How can students participate in planning a
unit?
3. While planning a unit on the California Gold Rush, a fourth grade teacher found a trade
book that he thought his students would enjoy. A few of the students, however, were not
able to read it independently. What steps could a teacher take to help students who have
difficulty reading specific trade books independently?
