Improving Adolescent Literacy:

Test Bank for

Improving Adolescent Literacy:

Content Area Strategies at Work Fifth Edition Douglas Fisher, Ph.D.Nancy Frey, Ph.D.Prepared by Paula Greathouse, Ph.D. 1 / 4

Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved iii Improving Adolescent Literacy: Content Area Strategies at Work (Fisher & Frey, 2019)

This book provides middle and secondary school teachers the tools they need to support their students’ comprehension and success in literacy and in content area learning. Each chapter spotlights instructional approaches within content area teaching. Research-based rationales for each strategy highlighted in this text provides an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. Each chapter test includes multiple choice and short answer items. Tests for chapters 2 through 10 include an additional section that asks students to make content connections to chapter topics. These products will demonstrate what students have learned and the degree to which they have achieved expected learning objectives. An answer key and sample application product for each test are provided.Table of Contents Test Bank .............................................................................................................................................................. 1 Chapter 1 - Ensuring All Students Read, Write, Think, and Learn ....................................................................... 1 Chapter 2 - Setting the Stage: Building and Activating Background Knowledge ................................................. 4 Chapter 3 - Word for Word: Vocabulary Development Across the Curriculum .................................................... 7 Chapter 4 - Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading................................................................................................................................................................... 10 Chapter 5 - Why Ask? Questioning Strategies that Prompt Thinking ................................................................. 12 Chapter 6 - Speaking volumes: Using Collaborative Conversations to Build Student’s Content Knowledge ... 15 Chapter 7 - Picture This: Graphic Organizers in the Classroom ........................................................................ 18 Chapter 8 - Getting It Down: Making and Taking Notes Across the Curriculum.............................................. 20 Chapter 9 - Powerful Pens: Writing to Learn Content ........................................................................................ 22 Chapter 10 - Taking Stock: Formative and Summative Assessments ................................................................. 25 Answer Key ........................................................................................................................................................ 29 Chapter 1 - Ensuring All Students Read, Write, Think, and Learn ..................................................................... 29 Chapter 2 - Setting the Stage: Building and Activating Background Knowledge ............................................... 30 Chapter 3 - Word for Word: Vocabulary Development Across the Curriculum .................................................. 32 Chapter 4 - Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading................................................................................................................................................................... 34 Chapter 5 - Why Ask? Questioning Strategies that Prompt Thinking ................................................................. 38 Chapter 6 - Speaking volumes: Using Collaborative Conversations to Build Student’s Content Knowledge .... 40 Chapter 7 - Picture This: Graphic Organizers in the Classroom ........................................................................ 42 Chapter 8 - Getting It Down: Making and Taking Notes Across the Curriculum.............................................. 44 Chapter 9 - Powerful Pens: Writing to Learn Content ........................................................................................ 46 Chapter 10 - Taking Stock: Formative and Summative Assessments ................................................................. 48

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Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved 1 Test Bank

Chapter 1 - Ensuring All Students Read, Write, Think, and Learn

Multiple Choice

• If students are to reach high levels of achievement and understanding, both in terms of

literacy and content knowledge, what must they daily in addition to reading and writing?

• speak and listen
• listen and view
• speak and view
• speak, listen and view

• Which content area teachers are responsible for addressing literacy?
• English and Reading
• Math and Science
• History and Electives
• all content area teachers

• What type of literacies must students build as they master the knowledge base of content

area subjects?

• generic literacies
• digital literacies
• discipline-specific literacies
• media literacies

• What must students be equipped with in order to drive their own learning, rather than

revert to the passive stance that hinders progress?

• learning intentions
• success criteria
• learning intentions and success criteria
• none of the above

• What type of literacy includes generic approaches to reading, writing, speaking, listening,

and viewing?

• content area literacy
• disciplinary literacy
• media literacy
• digital literacy

• What type of literacy includes content specific approaches to reading, writing, speaking,

listening, and viewing?

• content area literacy
• disciplinary literacy
• media literacy 3 / 4

Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved 2

• digital literacy

• Reading comprehension is developed through
• activities designed to foster deepening understanding of a text
• intentional instruction
• conditions that promote understanding
• activities designed to foster deepening understanding of a text, intentional instruction,

and conditions that promote understanding

• Metacognitive awareness can be modeled through instruction using what type of

questions?

• before and during
• during and after
• before, during and after
• before and after

• Intentional instruction involves
• focused instruction, guided instruction, collaborative learning, independent learning
• guided instruction, collaborative learning, independent learning
• focused instruction, collaborative learning, independent learning
• focused instruction, guided instruction, independent learning

• What kind of intentional instruction includes the teacher modeling and thinking aloud

while reading a passage aloud?

• focused
• guided
• collaborative
• independent

• What type of intentional instruction includes students reading and discussing a text

together in small groups, with reading comprehension questions available to them?

• focused
• guided
• collaborative
• independent

• What kind of intentional instruction incudes students reading a segmented passage

independently and the teacher hosting short discussions periodically to assist them in monitoring their understanding

• focused
• guided
• collaborative
• independent
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