Deck 3: Fostering Oral Language

Question 1

Which of the following is not a purpose for listening, as mentioned in this chapter?

A) Listening for rhyming patterns
B) Empathetic listening
C) Critical listening
D) Listening for learning

Answer 1

A

Question 2

Holding panel discussions or debates in class, asking students to make oral presentations, or encouraging impromptu speeches are all formal oral language activities designed to do which of the following?

A) Force students to prepare for presentations
B) Learn how to organize information and fluently express their ideas in an academic setting
C) Gain confidence with friends in school
D) Help students become better writers

Answer 2

B

Question 3

CONPAR, or controlled participation, is a variation on which of the following?

A) Conversation
B) Speech
C) Panel discussion
D) Role play

Answer 3

C

Question 4

Schools are increasingly creating opportunities for students to have group discussions. Which of the following will NOT promote these discussions?

A) Asking provocative questions
B) Considering different opinions and letting all participants have a voice
C) Asking multi-leveled questions
D) Having a mini-lesson on skill building

Question 5

Drama offers students in grades 4 through 8 many benefits EXCEPT which of the following?

A) Language enjoyment
B) Decoding practice
C) Enriched comprehension
D) Accessibility for English learners

Question 6

What are some ways in which students can be invited to share their personal responses to literature?

A) Literature circles
B) Paideia seminar
C) "grand conversations"
D) All of the above

Question 7

Which of the following is NOT an appropriate objective of an oral language program for the middle grades?

A) To memorize poetry
B) To speak fluently and easily
C) To use language as a way to communicate ideas
D) To perceive language as a way of learning

Question 8

Which of the following are helpful guidelines to share with students when initiating formal classroom discussions?

A) Support your opinion with facts
B) Stay on the topic
C) Listen carefully and ask for clarification if necessary
D) All of the above

Question 9

Which of the following is the correct sequence in which to teach students about preparing an oral report?

A) Choose a topic, organize the information, make the presentation, gather the information
B) Gather the information, organize the information, choose a topic, make the presentation
C) Choose a topic, gather the information, organize the information, make the presentation
D) None of the above

Question 10

Which of the following is a universal oral language concern that may need to be addressed in the middle-grade classroom?

A) Dominating a discussion
B) Lack of participation
C) Limited voice projection
D) All of the above

Question 11

__________ are vehicles through which students can learn to deliver information clearly and concisely.

Question 12

An oral-information gathering tool that can be integrated effectively with almost any area of the curriculum is __________.

Question 13

A way of sharing information and ideas before a group of people is known as __________.

Question 14

A spontaneous short talk prepared without extensive planning is known as an __________.

Question 15

__________ is a dramatic oral language activity in which students explore the relationships of human living for the purpose of acquiring interpersonal communication skills.

Question 16

A preplanned activity in which students can vicariously play out an important concept or idea is called a __________.

Question 17

When teachers facilitate text discussions, they can model various methods for having rich conversations about the text. For the next few questions, define which technique works best for the modeling by matching the definition with the technique:
-Students mark their text by selecting key sections to summarize or respond to and then bring those markings to a group for discussion.

A) marking
B) turning it back to students
C) turning it back to text
D) revoicing
E) annotating

Question 18

When teachers facilitate text discussions, they can model various methods for having rich conversations about the text. For the next few questions, define which technique works best for the modeling by matching the definition with the technique:
-The teacher directs students' attention to the text in order to review discussion points or for clarification.

A) marking
B) turning it back to students
C) turning it back to text
D) revoicing
E) annotating

Question 19

When teachers facilitate text discussions, they can model various methods for having rich conversations about the text. For the next few questions, define which technique works best for the modeling by matching the definition with the technique:
-The teacher interprets what the student is attempting to say or beginning to say and then checks with the student to make sure the teacher's interpretation matches what the student intended.

A) marking
B) turning it back to students
C) turning it back to text
D) revoicing
E) annotating

Question 20

When teachers facilitate text discussions, they can model various methods for having rich conversations about the text. For the next few questions, define which technique works best for the modeling by matching the definition with the technique:
-The teacher and/or students point out sections to stress and clarify with the group.

A) marking
B) turning it back to students
C) turning it back to text
D) revoicing
E) annotating