Q&A Hero

Q: The originally passed as a program to boost reading achievement for children in the elementary grades has been expanded to include support for high school "striving" readers.

Q: Describe 2-3 ways in which teachers can and should develop collaborative relationships with parents?

Q: Proposed legislation such as funds literacy reforms in high schools by placing trained adolescent reading specialists and coaches in every school or district.

Q: Why do striving readers deserve effective teachers who have the knowledge and practices to deal with their needs?

Q: American were ranked ninth in overall reading/literacy on the Progress in International Reading Literacy Study (PIRLS) as compared with 34 other countries across the globe.

Q: Who are striving readers?

Q: There is a growing awareness of the connection between and shared by countless numbers of immigrant youth in schools

Q: What does it mean to be a striving reader?

Q: While most students acquire English language proficiency at varying levels, many of them have problems with adjustment and identity that may go unaddressed in school.

Q: Why is it detrimental for striving readers to be taught by secondary teachers who lack understanding of current theories of content literacy and practices?

Q: The estimates over 5 million school-aged children and youth in this category, two times the number of just one decade ago.

Q: Which of the six principles that promote engaged reading and learningshould be applied to this chapter on striving readers?

Q: The goal of this chapter has been to dispel and deconstruct of adolescents while stressing the need for middle and secondary school teachers to embrace youth in all their dimensions as a valued resource in content area learning and literacy.

Q: Concept mapping is a hybrid term that combines hypertext, the nonsequential linking of e-based textual information, and multimedia, such as photos, video, art, graphics, animation, and audio, to create an interactive computer-mediated experience for participants.

Q: Those responsible for providing adolescent and content literacy instruction need to know more about the funds of knowledge and discourse competencies youth bring with them to middle and secondary school classrooms.

Q: There are little distinctions between word processing and desktop publishing software since word processors are now including more and more desktop publishing features.

Q: Adolescents are the least active participants in the mediasphere.

Q: A WebQuest is a form of electronic communication that promotes collaboration and interaction among students by providing a cyber-environment for recording responses and engaging in critical dialog over relevant issues from the content classroom.

Q: Immigration issues for people of color have been fairly and appropriately compared to those of previous waves of immigrants of European descent.

Q: Zines are electronic publications created by individuals and classes as alternatives to commercial magazines.

Q: These Spanish speakers comprise over seventy percent of the ELL population, while the number of Vietnamese students is nearly five percent.

Q: Blogging is the process of writing and publishing to a blog.

Q: Nearly 2% of 13-year-olds were considered to be struggling readers.

Q: Teachers with limited time, resources, and working to meet content standards have found Internet-based practices much more difficult to integrate into the existing curriculum.

Q: Over 80% of middle school students are below the proficient level in comprehension.

Q: Reading and writing are essential for electronic navigation, information sharing, and information retrieval on the Internet.

Q: About two-thirds of all teens are growing up in households with both parents, and most have demonstrated reading and math levels at the basic level or higher.

Q: One of the most promising features of computer technology for promoting authentic communication is word processing.

Q: Schools across the nation have an adequate number of teachers who are qualified or trained to teach new immigrant children.

Q: A pre-typographic world is a world where traditional print literacy is no longer enough.

Q: Youth culture has always been one of the major focuses of scholarship by the psychological, sociological and anthropological communities.

Q: Using technology for drill, practice, and entertainment was found to depress achievement.

Q: Adolescents behave like the adult society that raises them.

Q: Today, nearly 100% of all U.S. public schools have Internet access.

Q: What does it means to be a competent and literate learner in both academic and out-of school contexts?

Q: Concerns about quality software are especially critical for teachers promoting the integration of literacy processes into content area classrooms. What methods can be used to access the value of computer technology?

Q: How do teachers connect adolescent culture and personal interest to the content?

Q: Why has the use of personal digital assistants (PDAs) and handhelds become meaningful to literacy and learning?

Q: What is the role of instruction and text in promoting, sustaining, and engaging the learning within the adolescent community?

Q: Why are virtual field trips useful and how are they conducted?

Q: How can educators accommodate the unique literacy needs of English Language Learners?

Q: What should classroom teachers be concerned about when encouraging students to use web logs and blogs?

Q: What implications do student's culture and ethnic differences have for classroom practice?

Q: What are web logs or blogs and how are they being used in the disciplinary classroom?

Q: To what extent will knowledge about adolescent differences enable educators to draw conclusions about a particular individual student or groups of students' literary needs?

Q: How is the World Wide Web being exploited as a communication medium by teachers?

Q: Is there any demonstrated relationship between adolescent competency and their identity needs? Explain.

Q: How can Internet communication be exploited as a medium for providing authentic learning?

Q: How can educators avoid problems of bias and discrimination against adolescence from diverse cultures and backgrounds and use literacy to develop the identity of students of color?

Q: How do teacher prepare students for a post-typographic world?

Q: Why is language important to adolescent identity?

Q: Why is it important to provide opportunities for creative uses of ICT tools in the disciplinary classroom?

Q: Name at least three organizations or studies concerned with measuring literacy across grades and around the world in order to better inform educators mentioned in the Chapter 1. Describe what they measure.

Q: What are the guidelines teachers should take into consideration when using information and communication technologies in the classroom?

Q: What are several types of print literacy used by adolescents today besides traditional literacy novels and newspapers?

Q: What counts as literacy?

Q: How do adolescents shape their own world or are shaped by the world?

Q: Students can be taught to think critically about primary sources if they learn how to focus on questions pertaining to _________, intent, ___________, and objectivity.

Q: Who are the individuals and groups that make up the youth culture in the U.S.?

Q: The ______________ and the self-reflection activity are two activities that encourage students to _____________ the strategies they have employed.

Q: How would you describe today's adolescents?

Q: Students can be taught how to ask thought-provoking questions by sharing with them high-utility ___________________.

Q: What are some popular stereotypes or myths held by adults about adolescents?

Q: One way to encourage students to use a notetaking strategy that you have taught them is to allow them to use their __________ during an unannounced __________.

Q: Even though probability does not appear as a major topic until seventh grade in the Common Core State Standards,it is vital that elementary teachers begin early introducing the concept of fairness and chance.

Q: Students who are gifted thrive most when given more work than the other students in the class.

Q: ___________________________________ is defined as how likely something is to happen.

Q: Describe four specific ways you might address the needs of a student with low motivation.

Q: Provide two examples of questions that would help guide class discussions about data interpretation. Explain how each question could help develop students' ability to analyze data.

Q: Some gender-specific issues that continue to be present in the classroom include which of the following? a) Teacher interactions that convey gender bias b) Male students being afraid of looking "too smart" in front of females c) Biological differences that result in lower female success in mathematics classes d) Female teachers with math anxiety positively influencing female math achievement

Q: Name two situations that could require data to be displayed. Choose the most appropriate data display format for each and explain the reasoning for your choice.

Q: Effective instruction for teaching math to English language learners (ELLs) should a) Include family connections to create supportive partnerships for student learning. b) Discourage the use of native languages during instruction. c) Avoid references to the students' native language and culture. d) Primarily focus on independent work, to build student ownership of learning.

Q: Box plots are most suited for displaying a) The mean of a data set. b) The mean and mode of a data set. c) The median of a data set. d) The median and range of a data set.

Q: To make teaching more culturally relevant, teachers should a) Simplify the mathematics into isolated sets of skills. b) Ignore students' background knowledge, as it's frequently irrelevant to the math. c) Incorporate students' identities. d) Assign leadership positions only to those students they believe to be the most capable.

Q: When it comes to variability, students should a) Always just examine outliers and extremes. b) Consider how variance can change over the course of time, given a certain context. c) Not focus on how far the extreme values are from the center. d) Not be confused by being told about the kinds of variability that occur in nature.

Q: The fact that "math is a universal language" means that there are few cultural differences between the methods for doing math.

Q: Unfortunately, there isn"t a way to provide a hands-on example of mean for students.

Q: Describe two strategies that could be used with students who have moderate and severe disabilities and an appropriate example of how each could be used with a student.

Q: Which is NOT a true statement about the measures of central tendency? a) The median is easier for students to compute and not affected by extreme values like the mean is. b) The context of a situation determines which measure would be most appropriate. c) When one hears the word "average," he or she can assume that the mean is being referred to. d) The mode is the value in a data set that occurs most frequently.

Q: Describe two strategies that could be used with students who display difficulties in math, such as those with mild disabilities or who fall into RTI tier 2, and an appropriate example of how each could be used with a student.