Deck 9: Promoting Comprehension: Text Factors

Question 1

Of the following, the best way to help students improve their ability to write nonfiction is to:

A) discuss text factors that are present in the nonfiction books the students are reading
B) focus instruction upon handwriting and mechanics
C) ask students to dictate sentences when they uncover interesting facts
D) read narrative texts aloud each day

Answer 1

A

Question 2

Literature is often categorized according to:

A) schema
B) genres
C) miscues
D) phonemes

Answer 2

B

Question 3

Children in the town of Ridley Park enjoy hearing stories about Claude, the town's first postmaster. Stories which have been passed down from generation to generation are known as:

A) repetends
B) fantasies
C) folklore
D) genres

Answer 3

C

Question 4

Jeff wrote a story in which he described his characters' thought processes so vividly that the readers felt they were peeking inside each character's mind. In this story, Jeff wrote with a (n):

A) first-person viewpoint
B) omniscient viewpoint
C) objective viewpoint
D) fantasy viewpoint

Question 5

Ancient peoples created stories to explain natural phenomena. These stories were known as:

A) expository texts
B) haiku
C) myths
D) biographies

Question 6

In the short story, Another Old Car, the central character, Mary Grady, is embarrassed to ride in her father's used car. This story could best be classified as:

A) expository text
B) informational text
C) realistic fiction
D) scaffold fiction

Question 7

Rosemary wrote a short story. She described the events vividly but she didn't reveal the characters' thoughts. In this situation, Rosemary wrote with a(n):

A) first-person viewpoint
B) omniscient viewpoint
C) limited omniscient viewpoint
D) objective viewpoint

Question 8

Brief narratives designed to teach a moral are referred to as:

A) fables
B) genres
C) fantasies
D) plots

Question 9

The Common Core State Standards:

A) do not address text factors
B) emphasize that students need to apply knowledge of text factors
C) do not apply to students below grade 4
D) can't be applied when students are reading fiction

Question 10

Ten-year-old Janet enjoyed writing but the story she wrote lacked tension. To address this weakness in writing, the teacher should help Janet develop her:

A) characters
B) plot
C) setting
D) appearance

Question 11

Settings which are essential to the story's effectiveness are known as:

A) backdrop settings
B) integral settings
C) omniscient settings
D) objective settings

Question 12

Of the following, the best way to help students identify the themes of the novels they are reading is to:

A) provide time for discussion in literature circles
B) help students complete a miscue analysis
C) provide time for oral reading
D) assign roles during literature circles

Question 13

When sixth grade teacher Wally Briggs considered using picture books with his class, the school librarian correctly advised that:

A) picture books should only be used in Kindergarten to Grade 3
B) appropriate picture books are available for every grade level
C) picture books can make older students overly dependent on picture clues
D) picture books are inappropriate for fluent readers

Question 14

While teaching a social studies unit on the Revolutionary War, a fourth grade teacher sought books which would accurately describe the clothing, recreation, and culture of the period. To accomplish this goal, the school librarian wisely suggested that the teacher should select:

A) fantasies
B) fables
C) historical fiction
D) science fiction

Question 15

Ten-year-old Richard wrote a story about a little boy and his dog. The story seemed realistic until the dog began to sing and dance. Consequently, the story could best be classified as a(n):

A) expository text
B) decodable text
C) fantasy
D) autobiography

Question 16

A new teacher was introducing text structures. Veteran teachers correctly advised her that a teacher's most significant goal should be to help students:

A) identify cue words that signal text structures
B) apply text structures to complete graphic organizers
C) use text structure to spark classroom discussions
D) apply what they are learning about text structures when they are reading and writing

Question 17

Research shows that when teachers provide instruction on text factors, students are better able to:

A) complete miscue analyses
B) understand new vocabulary
C) comprehend texts
D) improve their oral reading fluency

Question 18

Authors of content area textbooks use nonfiction text features such as headings and glossaries primarily to:

A) add visuals to their work
B) facilitate their readers' comprehension
C) meet the Common Core State Standards
D) assist students who are visual learners

Question 19

Nonfiction books are organized by:

A) glossaries
B) margin notes
C) narrative text structures
D) expository text structures

Question 20

A teacher would like to help her students write mysteries. Of the following, the best time to teach students to write mysteries would be:

A) after the students have written related expository texts
B) after the students have learned to peer edit
C) when the students are able to use a word processing program independently
D) when the students are reading mystery novels

Question 21

Fourth grade teacher Jim Media has set a goal to increase his students' awareness and use of text factors. How could this teacher assess his students' knowledge of text factors?

Question 22

Sixth grade teacher Steve McCall reminds his students to consider text factors as they read. What should students think about when they consider text factors?

Question 23

Of the following, the best way for teachers to assess students' knowledge of text factors is to:

A) conference with students and observe their use of text factors
B) ask parents if students mention text factors when completing homework
C) provide additional time for sustained silent reading
D) ask students to keep journals

Question 24

Although he gave minilessons on using text factors, a teacher found that his students were still not internalizing and applying this information. Of the following, the best way to help students internalize the information would be for the teacher to:

A) require students to read nonfiction books
B) place the students in literature circles
C) provide more time for sustained silent reading
D) demonstrate with a think-aloud

Question 25

The underlying meaning of a story is referred to as its:

A) conflict
B) plot
C) appearance
D) theme

Question 26

While enjoying a book of poetry, a teacher reminded her students that:

A) poems have unique text factors
B) text factors do not apply to poetry
C) poems are usually based on facts
D) rhyme is essential to poetry

Question 27

Writers use expository text structures primarily because these structures:

A) help readers comprehend the material
B) help readers apply decoding strategies
C) build students' vocabulary
D) add graphics to the text

Question 28

Poems assume many forms. Name and describe three forms of poetry that students often read and write.