Deck 10: Reading Literature

Question 1

Which of the following questions is designed to elicit an aesthetic response?

A) ?How does this story compare with the last story we read??
B) ?What new information did you find in the story??
C) ?Who is the author of the story??
D) ?Have you ever known anyone like the main character in the story??

Answer 1

?Have you ever known anyone like the main character in the story??

Question 2

Which of the following should be read efferently?

A) a long and rambling poem
B) a young adult novel
C) a set of directions
D) a well-known drama

Answer 2

a set of directions

Question 3

After students have read a piece of literature, the teacher should first

A) have students orally reread the piece for better comprehension.
B) have students write a brief summary of the piece.
C) foster an aesthetic response about the piece, often in group discussions.
D) explain the literary techniques and structures used in the selection.

Answer 3

foster an aesthetic response about the piece, often in group discussions.

Question 4

According to reader response theory, when reading a poem or story, the reader

A) summarizes what the author has said.
B) is carried away by feelings evoked by the text.
C) seeks the author?s message.
D) constructs meaning on the basis of what he or she knows about the author.

Question 5

A major characteristic of most reader response questions is that

A) they involve knowledge of the author?s viewpoint.
B) there is no right or wrong answer.
C) they are answered by locating and identifying details in the piece.
D) they require careful analysis and logical reasoning.

Question 6

The main aim of literature discussion groups is to

A) allow students to learn how to speak before a group and lead a discussion.
B) encourage independence in reading, work habits, and discussion.
C) foster deeper appreciation and understanding for literature.
D) involve all students equally while bring up reading levels for struggling students.

Question 7

In their observations of literature discussion groups, Clark and Berne found that

A) students were using the full range of comprehension strategies, but they were not using them correctly or effectively.
B) students were using a limited range of comprehension strategies and were not using them well.
C) students had virtually no understanding or use for comprehension strategies.
D) students were choosing a few comprehension strategies and using them to full advantage, with little need for additional strategies.

Question 8

A key feature of both Junior Great Books and Questioning the Author is that

A) they creatively and effectively use technology.
B) they use ?open mind? visualization directions.
C) their discussion moves are spelled out.
D) they provide students with role sheets.

Question 9

Which of the following is performed by having all participants read orally?

A) story theater
B) prompting strategy use
C) readers? theater
D) theme analysis

Question 10

When students are asked what kinds of literature they like, __________ usually rank poorly. The key to including these in a literature program is to __________.

A) plays; analyze the structure of a famous example
B) nonfiction books; select those that help students solve problems
C) fiction books; get children wondering what will happen in the story
D) biographies; choose the right subject

Question 11

Voluntary reading can produce a significant increase in reading achievement if students read a minimum of __________ on their own.

A) 30 minutes a day
B) 10 minutes a day
C) two hours a week
D) one book a week

Question 12

Which of the following methods is most likely to foster increased voluntary reading by allowing children to talk about what they?ve read?

A) response journal
B) story theater
C) reader's theater
D) buddy buzz

Question 13

What is aesthetic reading? What is efferent reading?

Question 14

Give some examples of activities involved in aesthetic reading. Then give examples for efferent reading. How might activities overlap?

Question 15

What are some ways in which an aesthetic response might be elicited?

Question 16

How and why are literature discussion groups created? Name some tactics and strategies used in organizing and conducting literature discussion groups.

Question 17

What are ʺdiscussion movesʺ and how are they used?

Question 18

List as many types of discussion moves as you can. Then give an example of wording that students might use for each type of discussion move.

Question 19

Name five categories of literature typically used in childrenʹs reading programs. Briefly define each type and give several examples.

Question 20

What are the main advantages of reading aloud, not only for young children but beyond primary grades? List some suggestions for effectively incorporating reading aloud into a literacy program.

Question 21

What are the steps for implementing a voluntary (self-selected) reading program?

Question 22

List a number of activity ideas that will help motivate children to read voluntarily.