Content Area Reading: Literacy and
Learning Across the Curriculum – 13th
UV
Edition
TEST BANK
IA
_A
Richard T. Vacca
PP
Complete Test Bank for Instructors and Students
RO
© Richard T. Vacca
All rights reserved. Reproduction or distribution without permission is prohibited.
VE
D?
©Medexcellence ✅
??
??
, TABLE OF CONTENTS
Preface iv
UV
Chapter 1: Literacy Matters 1
Chapter 2: Learning with New Literacies 5
Chapter 3: Culturally Responsive Teaching in Diverse Classrooms 9
IA
Chapter 4: Assessing Students and Texts 12
Chapter 5: Planning Instruction for Content Literacy 16
Chapter 6: Activating Prior Knowledge and Interest 19
_A
Chapter 7: Guiding Reading Comprehension 22
Chapter 8: Developing Vocabulary and Concepts 25
Chapter 9: Writing Across the Curriculum 29
PP
Chapter 10: Studying Text 33
Chapter 11: Learning with Multiple Texts 37
RO
Test Bank 41
Answer Key 85
VE
D?
??
??
iii
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Literacy Matters
Chapter 1: Literacy Matters
Chapter-At-A-Glance
Chapter Outline Chapter Objectives Supporting Supplements
UV
Effective Teaching in Content Explain the characteristics of Power Point, Chapter 1
Areas effective teachers and Test Bank items
What Makes a Teacher effective teaching, the
Effective difference between the two,
Effective Teachers and the and their impact on students
Standards-Driven and learning.
IA
Classroom
Effective Teachers
Differentiate Instruction
for a Wide Range of
_A
Students
Literacy in the 21st Century Explain how literacy has Power Point, Chapter 1
World evolved and the classroom Test Bank items
New Literacies, New implications of 21st-century
Ways of Learning literacy.
Adolescent Literacy
PP
Disciplinary Literacy in
Perspective
Disciplinary Literacy: A
Brief Historical View
Reading to Learn in a Discipline Describe the factors Power Point, Chapter 1
RO
The Role of Prior influencing reading to learn in Test Bank items
Knowledge in Reading a discipline.
Reading as a Meaning-
Making Process
Reading as a Strategic
Process
VE
Reading Comprehension
Purpose
D?
The purpose of this chapter is to explore the critical role that teachers play in helping students to think and learn with
text.
Underlying Concepts
1. Using texts effectively requires a willingness to explore instructional strategies that move beyond assigning
??
and telling.
2. Teachers need to understand how standards impact planning for content area instruction.
3. Content area teachers need to assist students in knowing how to think with text in order to respond to,
??
discover, organize, retrieve, and elaborate on information and ideas they encounter in content learning
situations.
1
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Literacy Matters
4. Students need explicit instruction and support in gathering information from multiple forms of texts.
5. Students require skills with new literacies to successfully interact with information and communication
technologies.
Student Objectives
UV
1. Students will understand how to think, learn, and communicate with multiple types of texts.
2. Students will appreciate ways in which literacy and learning are related.
3. Students will develop an understanding of disciplinary literacy and what it means to think and learn with
text in different content areas.
IA
4. Students will be able to use skills and strategies to comprehend and learn.
5. Students will understand the rationale behind standards and their impact on content area classrooms.
_A
6. Pre-service teachers will understand the characteristics of an effective teacher and consider how to
implement these qualities in their own teaching.
Vocabulary and Key Terms
PP
Adolescent literacy
Comprehension
Content and process
RO
Content/Disciplinary literacy
Differentiated instruction
New literacies
Prior knowledge
VE
Reading Next
Reading to learn
Standards
D?
Standards-based planning
Teacher effectiveness
Text
??
Activities and Discussion Questions
Before Reading
??
1. Have the students write an autobiographical reflection in which they recall middle and high school teachers (no
names used) whom they believe were effective and/or ineffective. What strategies did the teachers use that
2
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
Learning Across the Curriculum – 13th
UV
Edition
TEST BANK
IA
_A
Richard T. Vacca
PP
Complete Test Bank for Instructors and Students
RO
© Richard T. Vacca
All rights reserved. Reproduction or distribution without permission is prohibited.
VE
D?
©Medexcellence ✅
??
??
, TABLE OF CONTENTS
Preface iv
UV
Chapter 1: Literacy Matters 1
Chapter 2: Learning with New Literacies 5
Chapter 3: Culturally Responsive Teaching in Diverse Classrooms 9
IA
Chapter 4: Assessing Students and Texts 12
Chapter 5: Planning Instruction for Content Literacy 16
Chapter 6: Activating Prior Knowledge and Interest 19
_A
Chapter 7: Guiding Reading Comprehension 22
Chapter 8: Developing Vocabulary and Concepts 25
Chapter 9: Writing Across the Curriculum 29
PP
Chapter 10: Studying Text 33
Chapter 11: Learning with Multiple Texts 37
RO
Test Bank 41
Answer Key 85
VE
D?
??
??
iii
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Literacy Matters
Chapter 1: Literacy Matters
Chapter-At-A-Glance
Chapter Outline Chapter Objectives Supporting Supplements
UV
Effective Teaching in Content Explain the characteristics of Power Point, Chapter 1
Areas effective teachers and Test Bank items
What Makes a Teacher effective teaching, the
Effective difference between the two,
Effective Teachers and the and their impact on students
Standards-Driven and learning.
IA
Classroom
Effective Teachers
Differentiate Instruction
for a Wide Range of
_A
Students
Literacy in the 21st Century Explain how literacy has Power Point, Chapter 1
World evolved and the classroom Test Bank items
New Literacies, New implications of 21st-century
Ways of Learning literacy.
Adolescent Literacy
PP
Disciplinary Literacy in
Perspective
Disciplinary Literacy: A
Brief Historical View
Reading to Learn in a Discipline Describe the factors Power Point, Chapter 1
RO
The Role of Prior influencing reading to learn in Test Bank items
Knowledge in Reading a discipline.
Reading as a Meaning-
Making Process
Reading as a Strategic
Process
VE
Reading Comprehension
Purpose
D?
The purpose of this chapter is to explore the critical role that teachers play in helping students to think and learn with
text.
Underlying Concepts
1. Using texts effectively requires a willingness to explore instructional strategies that move beyond assigning
??
and telling.
2. Teachers need to understand how standards impact planning for content area instruction.
3. Content area teachers need to assist students in knowing how to think with text in order to respond to,
??
discover, organize, retrieve, and elaborate on information and ideas they encounter in content learning
situations.
1
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Literacy Matters
4. Students need explicit instruction and support in gathering information from multiple forms of texts.
5. Students require skills with new literacies to successfully interact with information and communication
technologies.
Student Objectives
UV
1. Students will understand how to think, learn, and communicate with multiple types of texts.
2. Students will appreciate ways in which literacy and learning are related.
3. Students will develop an understanding of disciplinary literacy and what it means to think and learn with
text in different content areas.
IA
4. Students will be able to use skills and strategies to comprehend and learn.
5. Students will understand the rationale behind standards and their impact on content area classrooms.
_A
6. Pre-service teachers will understand the characteristics of an effective teacher and consider how to
implement these qualities in their own teaching.
Vocabulary and Key Terms
PP
Adolescent literacy
Comprehension
Content and process
RO
Content/Disciplinary literacy
Differentiated instruction
New literacies
Prior knowledge
VE
Reading Next
Reading to learn
Standards
D?
Standards-based planning
Teacher effectiveness
Text
??
Activities and Discussion Questions
Before Reading
??
1. Have the students write an autobiographical reflection in which they recall middle and high school teachers (no
names used) whom they believe were effective and/or ineffective. What strategies did the teachers use that
2
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
