Test Bank Essentials of Children's Literature, 9th Edition Kathy G. Short A+

1. The content of children's books

A. may include both joyous and difficult experiences of childhood.

B. should be set in the present so as to be relevant to the child of today.

C. should not be controversial.

D. is imaginary.

1. 2. "Published for the general public primarily for entertainment and information" defines the

A. textbook.

B. trade book.

C. basal reader.

D. bibliography.

1. 3. Content in a book for children should NOT be treated in a style that is

A. humorous.

B. suspenseful.

C. nostalgic.

D. hopeful for the future.

1. 4. The definition of story includes (Mark ALL that apply)

A. a list of facts.

B. a mode of knowing about the world.

C. a way to make sense of our experiences.

D. a frame for our views of the world.

E. all of the above.

1. 5. The value of literature in the personal lives of children is that

A. books can be used to teach reading skills.

B. books can be used to teach social studies content.

C. books are primarily a means for adults to teach morals and values.

D. books provide a means for children to explore who they are and what they value.

1. 6. The value of literature in the learning of children is that

A. books can support students in learning about text structures.

B. books provide a means for children to engage in the process of reading.

C. books can provide teaching materials for social studies and science.

D. books can support a visual literacy curriculum.

E. a, c and d.

F. all of the above.

1. 7. Research studies on the value of literature for children have shown that in teaching children to read, two procedures are especially important. They are

A. thorough grounding in phonics and sight word vocabulary prior to reading.

B. careful homogeneous grouping of children by ability and small group reading of the same text.

C. reading excellent books aloud to children and silent independent reading by children daily.

D. daily review of reading skills until mastery and frequent evaluation of reading skills.

E. choosing reading material for students that matches their reading skill level and providing related reading skill improvement activities as follow-up.

1. 8. The reasons that reading and literature are at risk in our society include (Mark ALL that apply)

A. increased use of video games, the internet, and other digital media.

B. focus on reading for school purposes rather than personal purposes.

C. increased community and family programs that promote literacy.

D. overemphasis on reading textbooks and instructional materials.

Matching.

No items for this chapter.

Fill-in-the-blank.

1. 1. _______________________________ is good quality trade books for children from birth to adolescence, covering topics of relevance and interest to children of those ages, through prose and poetry, fiction and nonfiction.

1. 2. An important aspect of excellent children’s literature that has to do with originality, importance of ideas, imaginative use of language, and beauty of literary and artistic style is the ________________________ of literature.

1. 3. Among the valuable personal values of literature for children are (name three) __________________________________, ________________________________, and __________________________________.

1. 4. Becoming a Nation of Readers (1985), the landmark report on reading in the United States, concluded by saying that the single most important activity for building the knowledge required for eventual success in reading is ________________________________________.

Short Answer.

1. 1. Define children’s literature, including the two major aspects discussed in Chapter 1 of your textbook.

1. 2. Name three ways children benefit personally from reading good literature.

1. 3. Name and explain four ways in which literature might benefit children as learners.

1. 4. List three home or school conditions that research has shown to promote a love of reading.

1. 5. What is the meaning of the term literature across the curriculum?

Essay.

1. 1. "Anything written for children is children's literature." Take a stand in support of or in opposition to this statement and defend your own view of how to define what is a children’s book.

1. 2. Discuss the ways in which story is used in our daily lives. Describe the ways you use story as a “mode of knowing” in your life.

1. 3. The claim is often made that literature is transformative and can change how we think about ourselves and others. Discuss the ways in which literature can be transformative for a child.

1. 4. "Reading aloud to children has a positive effect on their learning to read." Present an argument for the validity of this statement using research findings presented in Table 1.1.

1. 5. Discuss the reasons why using literature across the curriculum is a sound practice.

1. 6. Reflect on the books you read as an adult and analyze these books related to the values of literature discussed in this chapter. What roles or values do these books play in your life as an adult?

1. 7. Discuss the reasons why many adults are choosing not to engage in personal reading and relate these factors to your own experiences as a student and a reader.

Invitations for Further Investigation.

1. 1. Document the stories that you tell across a single day and note the different ways in which you tell those stories. Share your data with a small group and create a list of roles that stories play in your lives.
2. 2. Create a time line of stories that you remember from your childhood at home and at school. What kinds of stories were significant (oral, written, film, etc.)? What specific stories do you remember interacting with over and over? Were there memorable people with whom you interacted around these stories? Why were those stories important to you as a child? Write or draw one of your literacy memories to share with class members.
3. 3. Reflect on your reading life as an adult. What types of books or materials do you currently read as an adult? If you do not read for pleasure, trace why reading does not play a role in your life and when you stopped reading for pleasure.
4. 4. Read one of the landmark studies and reflect on the significance of this study for the role of literature for children. Another option is to divide into small groups with each group reading and discussing one landmark study. Then form a new group with one person representing each study to examine insights across studies. Brainstorm implications for your work as a parent, librarian, or educator.

Content of questions for Chapter 1 is referred to on the following pages of Essentials of Children’s Literature, Ninth Edition: