Q&A Hero

Q: Describe some strategies that assist students in becoming more reflective and evaluative with their learning.

Q: Describe some strategies that assist students with becoming more metacognitively aware.

Q: What are some formats that students can use to take notes from class discussions or lectures?

Q: Because most students cannot write in their textbooks, teachers need a variety of alternative formats they can recommend to their students. List some of these notetaking formats.

Q: Describe some ways in which you can teach students to summarize what they read.

Q: List the four basic processes that students must master in your content area before they embark upon more sophisticated and demanding academic tasks.

Q: Describe the characteristics of direct or informed strategy instruction.

Q: Explain the three different kinds of strategic knowledge.

Q: Explain the principle of transfer appropriateness in relationship to students' academic tasks.

Q: When students find reading pleasurable and interesting, their positive attitudes toward reading rapidly become generalized to most other subjects, which leads to a deeper love of reading as a primary source of information and enjoyment.

Q: Generalizing for new understandings means working with what adolescents bring to the classroom, including their interest and knowledge of popular music.

Q: Magazines, as a medium of identity construction for many youth, are also a very viable alternative text form under-exploited by most content area teachers.

Q: "Fanfiction" is a media/literacy phenomenon in which a text of any genre is created about a cartoon or video game character.

Q: Alternative, commonsense texts, such as newspapers and magazine, are not being utilized nearly as often as they could be or to the best extent possible.

Q: Those students who read secondary documents on a fairly frequent basis, as often as at least once per week, have higher achievement scores than their peers who see these sources rarely.

Q: Art Spiegelman's Mauswas awarded a Pulitzer Prize and the term "graphic novel," which had been in use among devotees as far back as the 1960s, came into vogue.

Q: It has been asserted that providing content in a variety of forms of representation overwhelms students and impacts negatively on their ability to think and communicate using different symbol systems.

Q: What is the principle benefit of using a variety of sources in the disciplinary classroom?

Q: How can teachers form cooperative groups that motivate students and function effectively?

Q: How can teachers make the use of multiple resources less daunting? How can teachers find the time to work multiple sources into their daily plans when they barely have enough time to cover the chapters?

Q: What processes do teachers need to consider when integrating appropriate sources?

Q: Why are alternative texts useful in motivating students in the disciplinary classroom?

Q: What is the most pervasive popular medium in youth's literary lives today? Why is this important to reading and learning?

Q: Give 2-3 examples of teachers routinely integrating real-life reading materials into their content instruction to help students see connections between disciplinary content inside the classroom and realworld issues and events outside the classroom boundaries.

Q: Why is it important for teacher to use multiple sources in the disciplinary classroom?

Q: Why are textbooks alone insufficient in increasing youth understanding of information and ideas in the disciplinary classroom?

Q: Why have graphic novel become an important print source for increasing understanding and developing reading skills?

Q: Checklists, primary trait evaluations, and ______________ are expedient ways in which teachers and students can provide concrete feedback to the writing of others.

Q: The "Good, Bad, and Ugly" activity helps students learn how to ______________ and respond to writing in a comprehensive manner.

Q: PORPE is a learning strategy that teaches students the processes involved in writing effective ______________________ answers.

Q: RAFT and SPAWN activities encourage students to write about important topics using diverse _____________ or alternative ______________.

Q: To encourage students not to procrastinate in their writing of research reports or papers, you could ask them to provide you _________________ where they describe what they have done thus far and list their concerns or questions.

Q: One way to encourage students to consider alternative viewpoints about an important issue is to use the discussion strategy called the ________________________.

Q: Writing assignments that ask students to consider alternative viewpoints or positions or to participate in the thinking processes of "believing and doubting" are also called ______________________

Q: The three types of journals include the reader-response journal, the double-entry journal, and the _____________________________.

Q: Quick writes have also been labeled as admit/exit slips or _______________.

Q: Exploratory writing activities such as journals or quick writes are _____________ because they are informal and rarely undergo all the processes involved in writing.

Q: Assignments such as research reports are ______________ because they adhere to the writing process and involve students in planning, drafting, revising and editing.

Q: Writing tasks can help students to ____________ their comprehension and identify what they do not understand or where they are lost.

Q: When we struggle to put our ideas down on paper, we are involved in the processes of planning, _______________, revising, ______________, and postwriting or sharing.

Q: Checklists, rubrics, and primary trait evaluation forms can facilitate teachers' responses to students' writing. ____

Q: Teachers should avoid asking high school students to respond to the writing of their peers. _____

Q: The TIE principle can be used to help striving readers write clear and concise sentences. ____

Q: Students make many mistakes on essay and short answer exam questions because they answered a question that was not asked.

Q: Creative writing assignments have no place in the academic setting of a content area classroom.

Q: I-Charts are an effective strategy for helping students synthesize multiple and overlapping sources about a topic. ___

Q: Research papers should focus on the goals of knowledge telling. ____

Q: Framed assignments are particularly effective for students who struggle with reading and writing. ____

Q: Data-provided writing activities ask students to examine issues from multiple or alternative perspectives.

Q: Learning logs, journals, and quick writes are examples of thesis-based writing activities.

Q: Content area writing activities can be used to "warm up" students for classroom discussion.

Q: In many ways the writing process is similar to the reading process.

Q: All writing tasks should be evaluated.

Q: How can students be trained to provide feedback to their peers on their writing?

Q: Describe some ways in which you can provide students' feedback on their writing without spending countless hours doing so.

Q: Describe some ways in which you can improve your students' essay or short answer writing on state mandated writing tests.

Q: Describe two ways in which you can design creative writing assignments for the content areas.

Q: Describe some ways in which teachers can insure that their students' research papers are not riddled with errors, plagiarism, or procrastinated writing sessions the night before the deadline.

Q: Name some possible thesis-based writing activities for the content areas.

Q: List some possible exploratory writing activities for the content areas.

Q: Defend the use of writing in your content area by listing the possible advantages that writing would bring both teachers and students.

Q: What information should you include in your writing assignments?

Q: The keyword strategy is different from imagery in that students must think of _________ phrases or sentences that are related to the targeted word.

Q: Concept cards are similar to the format of flash cards and are based upon the time-honored _____________ Model.

Q: Teachers can introduce students to interesting word origins by sharing ________________ stories with them and by pointing out words that have been derived from famous individual's __________________.

Q: Teachers can help students correctly decipher dictionary entries by explaining the format and ________________ of an entry and by teaching them the abbreviations and _________ used in an entry.

Q: Previewing in context is a strategy that involves teachers in _________________ and demonstrating to students how word meanings can sometimes by inferred from the context.

Q: The words table and setare examples of ____________ meaning words.

Q: Teachers should make sure that they frontload their vocabulary instruction by providing students sufficient __________ language activities before they ask them to write sentences using the new words.

Q: Students need to have ____________exposures to a word over a sustained period of time.

Q: Vocabulary development involves both the _____________ and the how.

Q: When students are involved in elaborative thinking about a word, they should be able to recognize examples and __________of a word and to generate novel _______________ for the targeted word.

Q: Multiple choice and matching questions are useful ways to evaluate students' understanding of new words.

Q: Words maps and semantic feature analysis are two strategies that students can use to improve their vocabulary knowledge and to build connections between words.

Q: One of the disadvantages of semantic feature analysis is that it requires considerable teacher preparation time.

Q: The knowledge rating activity encourages students to evaluate their understanding about a set of words.

Q: Photographed vocabulary and demonstrations are two activities that teachers can use to provide students with first hand encounters with words.

Q: Prefixes are useful for students to learn because they are consistent in their definitions.

Q: Students profit from activities asking them to look up lists of words in the dictionary.

Q: Possible Sentences is a teacher-driven activity for enhancing students' contextual analysis.