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Chapter 2: The Reading and Writing Processes
Multiple Choice Items
1. The second grade class read a book about games usually played at children’s birthday parties.
Juan, who had recently moved to the United States, became very confused and asked why
anyone would pin a tale on a donkey. The teacher then realized that Juan would have difficulty
reading the birthday text primarily because he lacked the necessary:
a) phonemic awareness
b) vocabulary
c) background knowledge
d) fluency
2. When children participate in literature circles:
a) teachers set the purposes for reading
b) students set their own purposes for reading
c) basal readers are used as supplementary texts
d) teachers assign a text for each child
3. During guided reading, students should read books at their:
a) independent level
b) instructional level
c) frustration level
d) listening level
4. Shared reading differs from reading aloud to students primarily because during shared
reading:
a) students read the entire text aloud
b) the teacher reads the entire text aloud
c) students see the text as the teacher reads aloud
d) expository texts are read aloud
5. The primary purpose of a Grand Conversation is to:
a) test students’ understanding of a text
b) clarify and deepen students’ understanding of a text
c) motivate students to read expository texts
d) develop socialization and speaking skills
6. Six-year-old Danny proudly read a list of words with no hesitation. Danny’s automatic
response indicated that in this situation, he was most likely using a:
a) comprehension strategy
b) word learning strategy
c) decoding skill
d) study skill
7. Of the following, the best way for teachers to help their students understand and use
comprehension strategies is for the teacher to:
a) monitor students as they complete worksheets collaboratively
b) ask parents to monitor their children’s homework
c) model comprehension strategies as they read aloud to the class
d) encourage the students to engage in buddy reading
8. A new teacher attended a workshop on the Writing Process in which she was correctly told
that:
a) students must write with a partner
b) students always follow the steps in the same sequence
c) the process should only be used with expository texts
d) the process involves recurring cycles
9. When engaged in the writing process, students focus upon mechanics such as capitalization,
punctuation, and spelling when they reach the:
a) prewriting stage
b) drafting stage
c) revising stage
d) editing stage
10. Of the following, the best way to assess the quality of students’ writing is to use a:
a) running record
b) miscue analysis
c) rubric
d) repetend
11. Third grade teacher Eileen Baker relies upon research findings to guide her instruction.
Research suggests that students’ reading and writing ability shows the most improvement when:
a) reading and writing instruction are integrated
b) reading and writing strategies are taught separately
c) reading instruction precedes writing instruction
d) writing instruction precedes reading instruction
12. A second grade student wrote a paragraph in which she varied the length of her sentences to
express action. Her classmates applauded the flow of her writing when she read the story aloud.
The work of this young writer showed that she:
a) selected unusual words
b) has developed sentence fluency
c) has mastered the mechanics of writing
d) thoroughly researched her subject
13. Every day first grade teacher Mary Tomlin works with a small group of students who are
reading at the same level. She selects a book at their instructional level and helps the children
apply strategies as they read. This teacher is using the instructional technique known as:
a) guided reading
b) buddy reading
c) echo reading
d) sustained silent reading
14. Sixth grade teacher Kate Kane finds that the struggling readers in her class don’t understand
the ways in which more capable readers apply reading strategies. The principal wisely advised
that the best way to help the students become more thoughtful, strategic readers would be for the
teacher to:
a) talk with parents to explain the importance of skills based instruction
b) encourage her students to read to the first grade students
c) use a think-aloud to demonstrate the thought processes that more capable readers use
d) invite guest readers to visit the classroom
15. Problem-solving tactics that students apply as they read are known as:
a) basals
b) rubrics
c) skills
d) strategies
16. When her students are engaged in the prewriting stage, fifth grade teacher Betty McIntyre
encourages them to draw because drawing often:
a) helps students organize their ideas
b) helps children work together
c) leads to improved spelling
d) makes their texts longer
17. It is most appropriate for students to seek and receive feedback on their writing during the:
a) prewriting stage
b) drafting stage
c) revising stage
d) publishing stage
18. Proofreading should be taught:
a) as early as first grade
b) when students reach middle school
c) only to students who are reading on grade level
d) only to students who have developed sentence fluency
19. To help students focus upon particular types of errors in their writing, many teachers provide:
a) editing checklists
b) miscue analyses
c) informal reading inventories
d) response journals
20. Students most often set their own purposes for reading when they are given time for:
a) guided reading
b) independent reading
c) echo reading
d) shared reading
21. The most authentic type of reading is:
a) independent reading
b) oral reading
c) echo reading
d) guided reading
22. During shared reading, children should:
a) be reminded to remain silent as the teacher reads
b) read books at their independent level
c) be invited to join in the reading of predictable refrains and rhyming words
d) listen to the teacher read and not be distracted by the text
23. Of the following, the best way to help students understand a comprehension strategy would
be to:
a) assign additional homework
b) administer daily quizzes
c) ask students to read with a partner
d) teach a minilesson on strategy use
24. When students engage in grand conversations, the teacher should:
a) act as a participant rather than the leader
b) lead the discussion
c) use a rubric to assign participation grades
d) group the students by ability level
25. During periods of shared reading, teachers should:
a) refrain from showing the text to all students
b) ask the most capable readers to read orally
c) insist that every student read orally
d) encourage students to join in the reading when they feel comfortable
1. Although the teacher felt that Susan would enjoy discussing the novel, Esperanza Rising,
with her classmates, the student was not able to read that chapter book independently. What
steps could the teacher take to enable Susan to enjoy this novel with her classmates?
2. When a parent asked why the teacher conducted daily read alouds in a fourth grade
classroom, the principal responded that reading aloud is beneficial for students of all ages. What
are the benefits of reading aloud to older students?
3. A group of second grade students have been engaged in the writing process and they have
reached the publishing stage. List three ways in which students could share their writing with a
larger audience.
Chapter 2 Answer Key for Multiple Choice Items
1. Although the teacher felt that Susan would enjoy discussing the novel, Esperanza Rising,
with her classmates, the student was not able to read that chapter book independently.
What steps could the teacher take to enable Susan to enjoy this novel with her classmates?
2. When a parent asked why the teacher conducted daily read alouds in a fourth grade
classroom, the principal responded that reading aloud is beneficial for students of all ages.
What are the benefits of reading aloud to older students?
3. A group of second grade students have been engaged in the writing process and they
have reached the publishing stage. List three ways in which students could share their
writing with a larger audience.
