TEST BANK for Through the Eyes of a Child: An Introduction to Children's Literature 8th Edition by D

IMTB for Through the Eyes of a Child 8e

8.

Why are concept books good for developing the cognitive skill of classifying? a. They reinforce basic concepts while providing concrete practice in ordering and classifying. b. They allow children to connect their own lives to the text. c. They help children summarize material. d. They encourage children to hypothesize about what they will find when they turn the page.

9.

Which of the following types of stories would be least appropriate for development of organizational skills? a. Folktales with strong sequential plots and repetition of sequence and detail. b. Cumulative folktales that repeat the sequence each time a new experience is added to the story. c. Concept books that use different levels of abstractness to introduce children to concepts. d. Nonfiction books that use time lines to teach historical events.

10. According to child development authority Joann Hendrick, which is not a stage of emotional development encompassed by early childhood? a. Trust versus mistrust b. Autonomy versus shame and doubt c. Initiative versus guilt d. Insight and perspective versus self-condemnation 11. The ability to express emotions, express empathy toward others, and develop feelings of selfworth and self-esteem describes a. Language development. b. Social development. c. Personality development. d. Cognitive development.

12. Encouraging a child to read a book because of the possible therapeutic effects that may be gained from the reading experience is called a. Stress therapy. b. Bibliotherapy. c. Literary response therapy. d. Bibliofeedback.

13. Why might developing positive feelings of self-worth be especially valuable for personality development of young children? a. Children may not realize that their actions affect others. b. Children learn to overcome fear. c. Children will be able to assume responsibility for their own successes and failures. d. Children learn to interact with other children through situations in books.

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14. According to David Shaffer, “the process by which children acquire the beliefs, values, and behaviors deemed significant and appropriate for the older members of their society” is called a. Cognition. b. Personification. c. Socialization. d. Humanization.

15. Socialization is said to occur a. When children learn the ways of their groups so that they can function acceptable within them. b. When children begin to read and write. c. When children know the difference between right and wrong. d. All of the above 16. Three processes that are most influential in the socialization of children are a. Reward/punishment, observation of others, identification with models. b. Observation of others, classification of objects, organization of time. c. Hypothesizing, applying, criticizing. d. Preconventional, conventional, postconventional.

17. How can books be expected to aid in the social development of children? a. Books help children deal with various emotions related to friendship. b. Books help children become aware of different views about the world. c. Books help children realize that both girls and boys can succeed I a wide range of roles. d. All of the above 18. Children of this age group want to do jobs well, have a sense of justice, develop racial attitudes, and develop strong associations with gender-typed expectations. a. Early elementary b. Middle elementary c. Upper elementary d. High school 19. Children of this age begin to be influenced by their peer groups, understand other people’s points of view, and develop flexible concepts of right and wrong. a. Kindergarten b. Early elementary c. Middle elementary d. Upper elementary 20. Children of this age enjoy sitting still and listening to stories, may defy parents when they are under pressure, have definite, inflexible ideas of right and wrong, and have difficulty getting along with younger siblings. a. Preschool b. Kindergarten c. Early elementary d. Middle elementary

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21. During the conventional level of moral development or Kohlberg’s stage 3-4, the child is concerned with a. Social expectations of family or groups. b. The rights of others. c. External, concrete consequences. d. All of the above 22. How might the stages of moral development be used in children’s literature? a. To evaluate the moral decisions of characters in biographical literature b. As guidelines for categorizing and evaluating the moral decisions of characters in realistic fiction c. To help students discuss decision-making processes of characters and consider ways they might have responded in similar circumstances d. All of the above 23. Children’s responses to literature are influenced by a. Developmental factors. b. The literature environment. c. Early and continual reading. d. All of the above 24. When Purves and Monson analyze children’s responses to literature, the analytic response a. Points to the uses of language, structure, and point of view. b. Places the work in its historical context. c. Makes inferences about the work. d. Judges the work’s merit.

25. Cynthia Rylant’s Missing May and Avi’s Nothing But the Truth: A Documentory Novel are especially good for motivation because the books encourage responding to a. Understanding of self. b. Problem solving. c. Intellectual curiosity. d. Aesthetic response.

Essay Questions 1.

Compare and contrast the characteristics of books that support language development for young children and for upper elementary students. Provide examples of specific books.

2.

Choose one of the eight cognitive operations and name a book that you might use to help teach that operation to children. Explain what you might do to teach this cognitive operation with your chosen book.

3.

Select a book for readers in the middle grades. What factors within readers, the text, and the context might influence readers’ responses to that specific piece of literature?

4.

You are asked to present to the parents at your school’s Fall Open House night. The principal asks you to talk about the value of literature and to make some suggestions for parents to use literature at home. What will you say?

5.

Name three ways that literature supports children’s development.

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Chapter 2 – The History of Children’s Literature Multiple Choice 1.

The history of children’s literature was most strongly influenced by a. The invention of the printing press b. The social attitudes toward children. c. The mortality rate of children. d. The amount of research that supports the need for improved and varied children’s literature.

2.

The earliest history of children’s literature began with a. The invention of movable type. b. Mother Goose. c. The oral tradition. d. Fairy tales.

3.

How is the literary role of the 16th century storytellers most like the role of the modern American children’s authors? a. Authorities seek to control the stories they tell. b. They can both be jailed if they anger a ruler or the church. c. The both tell stories for people of all ages. d. They both are entertainers.

4.

What was the attitude toward children in feudal Europe that led to the conclusion that stories for children were not necessary? a. A child should be seen and not heard. b. A child was considered a small adult who should enter into adult life as quickly as possible. c. A child’s mind was a blank page on which ideas were to be imprinted. d. Children were expected to spend their lives attempting to prove predestined worthiness to be saved.

5.

The most significant event related to literature in the 1400s was a. The creation of the hornbook. b. Johannes Gutenberg’s discovery of movable type. c. William Caxton’s establishment of England’s first printing press. d. The Puritan influence.

6.

What characterized horn books? a. They were printed sheets of text mounted on wood and covered with translucent animal horn. b. They were used to teach reading and numbers. c. They included the alphabet, numerals, and the Lord’s Prayer. d. All of the above.

7.

Chapbooks were a. Crudely printed, inexpensive books sold by peddlers or “chapmen.” b. Expensive books containing hand-drawn illustrations. c. Books containing stories of high literary quality. d. Instructional books that usually included the alphabet, numerals, and the Lord’s Prayer.

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8.

Puritan influence of literature emphasized a. Enjoyment. b. Moral development of children. c. Intellectual development of children. d. None of the above

9.

The enlightened belief for the late 1600s that children should go through a period of childhood rather than be treated as little adults was credited to a. John Bunyan. b. Jean Jacques Rousseau. c. John Locke. d. Daniel Defoe.

10. What was Charles Perrault’s contribution to children’s literature? a. He was the first to publish a book of children’s poetry. b. He was one of the first writers to recognize that fairy tales belong to the world of children. c. He was the first to publish an adventure book for children. d. He was the first illustrator of children’s books.

11. The original Mother Goose of 1698 contained a. Verses about manners for children. b. Retold German fairy tales such as Hansel and Gretel and The Frog Prince. c. English nursery rhymes such as Humpty Dumpty and Mary Had a Little Lamb. d. Retold French fairy tales such as Cinderella, Little Red Riding Hood and Sleeping Beauty.

12. The 18th century authors whose adventure stories were adopted by children were a. Daniel Defoe and Jonathan Swift. b. John Locke and Jean Jacques Rousseau. c. The Brothers Grimm. d. Hans Christian Anderson and Oliver Goldsmith.

13. What is the major reason that today’s prized Newbery Award was named for John Newbery? a. He was the first to be successful in publishing and marketing children’s books. b. He published Oliver Goldsmith’s History of Little Goody Two-Shoes. c. He was the first to illustrate children’s books. d. He was the first to write books for children.

14. Change occurred in children’s literature in the mid-1700s, the time when children’s books began in Europe, because a. The middle class was growing and was centered on home and family. b. More people had time, money and the education necessary to read. c. People realized children were children rather than small adults. d. All of the above.

15. What was philosopher Jean Jacques Rousseau’s totally new approach to educating children? a. He envisioned the child’s mind at birth as a blank page on which ideas were to be imprinted. b. He believed children were little adults. c. He maintained that children could and should develop naturally with gentle guidance from wise adults. d. None of the above.

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Test Bank 16. Which 18th century English poet is credited with “writing verses as if a child had written them?” a. John Newbery b. William Blake c. Edward Lear d. Robert Louis Stevenson 17. Where did the Brothers Grimm find their fairy tales? a. The made them up. b. They listened to German storytellers. c. They found them in libraries. d. They read them in chapbooks.

18. The first person to create and publish an original fairy tale, using his own experiences to stimulate his writing was a. Charles Perrault b. Hans Christian Anderson c. Wilhelm Grimm d. William Blake 19. Which of the following is NOT one of the nineteenth-century English artists who had an enormous impact on illustrations for children’s books? a. Edward Lear b. Walter Crane c. Randolph Caldecott d. Kate Greenaway 20. Which of the following did NOT characterize the Victorian Age? a. The rise of a highly competitive industrial technology. b. The growth of rural traditions and movement from large cities. c. An emphasis on strictly controlled behavior. d. A romantic focus on home and family.

21. Horatio Alger wrote books in the mid-1800s about a. Poor children. b. Fantasy. c. Adventure. d. Children as adults.

22. Lewis Carroll’s Alice’s Adventures in Wonderland is considered one of the first children’s books written a. Purely to give pleasure to children. b. Without a trace of a lesson or moral. c. As a fantasy for children. d. All of the above.

23. The novel Little Women told the account of everyday family life in the 1800s, and was written by a. Mark Twain. b. Louisa May Alcott. c. Sir Walter Scott. d. Kate Douglas Wiggins.

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IMTB for Through the Eyes of a Child 8e

24. In the 1980s, what type of literature was most frequently banned? a. Seditious b. Racist c. Anti-American d. All of the above 25. Optimism, religious values, patriotism, stability, respect for older generations, and traditional family models characterize the children’s literature of what age? a. Puritan age b. Victorian age c. 1938-1960 d. 1960 to the present

Essay Questions 1.

Analyze the changing attitudes toward children over the last 400 years. Explain how the different attitudes are reflected in the literature of various time periods by listing specific book titles to support your discussion.

2.

Choose an author of children’s literature who wrote during the 1800s and whose work is still considered classic in children’s literature. Discuss why you believe this book was and is influential.

3.

Describe the role censorship has played in the evolution of children’s literature. Explain your own stance toward censorship and use support from the text and your own life to support your own stance.

4.

What impact do you think digital books will have on reading? Draw from the arguments presented in the text and include your own ideas and opinions based on your own readings and experiences.

5.

Choose a current book written for adolescent readers. Thoroughly evaluate the book using the guidelines in the text.

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Chapter 3 – Evaluating and Selecting Literature for Children Multiple Choice 1.

Why is it important for a literature program to provide a balance of selections, including classics and contemporary stories, fantasy, prose, poetry, biographies, and nonfiction? a. Children do not know what they will like until encouraged to read different types of literature. b. A balanced literature program will develop children’s literary heritage. c. If children are exposed to a wide variety of literature, they will develop recognition and appreciation of good literature. d. All of the above.

2.

What is probably the most important reason that people responsible for choosing books for children read works of literary criticism? a. They do not have to read the books themselves. b. They can be guided by experts to identify quality literature they might not otherwise have known about. c. They can be persuaded not to acquire certain books that might be controversial. d. None of the above.

3.

Which of the following guidelines is not important for literary criticism? a. An interpretation of the text. b. A condemnation of the book on censorship charges. c. A personal judgment about the quality of the text. d. A comparison and contrast with other books.

4.

If you read a descriptive review of a book in the Bulletin of the Center for Children’s Books you would expect to read a. Characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. Description of the book and a mention of literary elements. c. A discussion, comparison, and evaluation of the book’s influence on society. d. All of the above.

5.

If you read an analytical review in The Horn Book, you would expect to read a. Characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. Factual information about the story and illustrations of the book. c. A discussion, comparison, and evaluation of literary elements in the book. d. All of the above.

Multicultural literature teaches a. Children of the majority culture to respect values and contributions of minority groups. b. Children of the majority culture to respect and value contributions of people in other parts of the world. c. Children to broaden their understandings of history, geography, and natural history. d. All of the above.

6.

7.

To develop the order of events in a biography, an author would probably organize the narrative in which of the following ways? a. Chronological order b. Flashbacks c. Problem and solution d. Cause and effect

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8.

Which of the following is not a contribution of the plot to the development of a story? a. It provides a background and creates a mood. b. It relates the events in order. c. It introduces the action of the story. d. It creates an element of suspense.

9.

What is the usual source of plots in literature? a. Characterization b. Point of view c. Conflict d. Setting

10. Literary conflicts in which the main character’s actions, desires, or values differ from those of others around him or her represent conflicts of a. Person against nature. b. Person against self. c. Person against society. d. Person against person.

11. Why is person against self conflict a popular device in children’s literature? a. Children do not tend to understand themselves. b. All children must face extreme personal challenges. c. All children must overcome fears and personal problems while growing up. d. All of the above.

12. Authors may develop the full nature of a character by a. Describing the character’s physical appearance. b. Showing the character in action and revealing the perceptions of others. c. Revealing the characters’ thoughts and conversations. d. Using all of the above techniques.

13. Which of the following is not a purpose for setting? a. To create a mood. b. To provide historical background. c. To create a theme. d. To symbolize the story conflict.

14. In which genre would accuracy in setting probably be most important? a. Fantasy b. Mystery c. Biography d. Adventure 15. Which of the following is the definition of theme? a. The story’s location in time and place. b. The sequence of events in the story. c. The underlying idea that ties the plot, characters, and setting together. d. The resolution of the conflict.

16. What is a good way to identify the theme in a story? a. Ask how the main character has changed in the course of a story and what s/he has learned. b. Analyze the title of the story. c. Explore the nature of the central conflict and its outcome. d. All of the above.

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17. The most effective way to evaluate the style of a story is to a. Analyze the author’s use of descriptive words and figurative language. b. Read the story or a portion of the story aloud. c. Compare the story with other books of a similar content. d. Assess the relationship between the conflict and the resolution.

18. The literary element style involves a. Word choice b. Figurative language c. Sentence structure d. All of the above 19. Contemporary realistic fiction written for children in the middle elementary grades is usually told through which point of view? a. First person b. Second person c. Third person d. Objective person 20. Which of the following is most likely true about consistency in point of view? a. Consistency encourages readers to believe in the characters and plot development of the story. b. Consistency in point of view is not as important as consistency in characterization. c. Readers are not confused by changes in point of view within a story. d. Consistency in point of view is not as important as consistency in theme.

21. The most powerful determinants of children’s reading are a. Accessibility, readability, and interest. b. Theme, plot, and style. c. Inference, point of view, and conflict. d. Theme and analysis.

22. Creative drama interpretations based on story texts help children a. Expand their imaginations and stimulate their feelings. b. Enhance their language. c. Clarify their concepts. d. All of the above 23. One of the most effective ways to improve comprehension and to help students understand characterization is a. Examining story illustrations to determine mood. b. Reading books from several different genres to compare moods. c. Modeling. d. Writing descriptions of the setting.

24. Authors use setting to a. Create appropriate moods. b. Develop antagonists, and to develop historical and geographical backgrounds. c. Suggest symbolic interpretations. d. All of the above.

25. Why are themes difficult to identify? a. They are short phrases hidden in the story. b. They are often implied rather than directly stated. c. They are not always in stories. d. All of the above.

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IMTB for Through the Eyes of a Child 8e

Essay Questions 1.

Choose one piece of children’s literature (assigned as a part of class) and write an in-depth analysis of the plot and conflict of that book.

2.

Choose any piece of multicultural literature and evaluate it based on evaluation criteria for multicultural literature.

3.

You are an elementary teacher (you pick the grade level), and you are planning for your literature program. What will your objectives be and how will you go about establishing the program and selecting literature?

4.

Write a book review for any children’s book. Think about including description, analysis, and a sociological reflection.

5.

Propose a common theme found in multiple pieces of children’s literature. Then, list several books that you would use to help children develop and understand this theme. Defend your choices with evidence from the chapter’s content.

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Chapter 4 – Artists and Their Illustrations Multiple Choice 1.

The role of illustrations in children’s literature is to a. Inspire the imagination b. Complement the text c. Invite the reader d. All of the above

2.

How are illustrations in picture books different from illustrations in most older children’s literature? a. They add interest to the story. b. They join the text in telling the story. c. They invite the reader to read the story. d. They excite the reader’s imagination.

3.

Artists use line to suggest a. Direction. b. Motion and energy. c. Mood. d. All of the above.

4.

In the relationship between line and natural phenomena, vertical lines suggest a. Danger b. Lack of movement c. Calm d. All of the above

5.

Which type of line usually suggests loss of balance? a. Jagged b. Horizontal c. Diagonal d. Curved

6.

In the relationship between color and natural phenomena, which of the following colors have warm or hot connotations? a. White, ivory b. Black, gray c. Blues, greens d. Reds, yellows

7.

A book page design with text placed opposite bordered illustrations on adjacent pages is considered a. The most formal arrangement b. Abstract c. Informal d. None of the above

8.

The level of formality of page design is most important to evaluate in light of its harmony with the a. Text. b. Artistic medium. c. Genre of literature. d. Visual elements.

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IMTB for Through the Eyes of a Child 8e

9.

A very informal design with text combined with two or more arrangements and text printed in different forms, colors, and sizes might be appropriate for which of the following types of literature? a. Fairy tales b. Fables c. Nonsense poems d. Science fiction

10. The most informal type of page design would be a. Text placed above or below an illustration. b. No text or words c. Text shaped with irregular boundaries to fit around the illustration. d. Text combined with two or more arrangements.

11. Artistic media refers to a. The genre of literature an artist is illustrating. b. The type of paper an artist’s illustration is printed on. c. The materials and techniques an artist uses to illustrate a book. d. The news of the artistic world.

12. Of the various media available to the artist, which of the following is among the oldest? a. Woodcuts b. Cardboard cuts c. Collage d. Linoleum cuts 13. The earliest books for children were illustrated with which of the following? a. Watercolors and pastels b. Collage c. Oils d. Black and white woodcuts 14. A technique in which bits of objects are pasted to a surface is called a a. Mural b. Woodcut c. Collage d. Frieze 15. A representational style of art in picture books can be described as a. Symbolic b. Literal and realistic c. Abstract and subjective d. All of the above 16. Illustrators who draw pictures that focus on the play of light over objects in the natural environment similar to those of the French artist Monet are drawing in a style called a. Cubism b. Impressionism c. Realism d. Abstract expressionism 17. An art style that uses visual elements to express an artist’s deepest inner feelings is called a. Impressionism b. Abstract c. Expressionism d. Cubism

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18. An art style that takes ordinary objects as its subject but emphasizes certain characteristics of a subject by changing or distorting the usual image, or that focuses on pure form is a. Impressionism b. Abstract c. Expressionism d. Cubism 19. Aesthetic scanning consists of a. Analyzing a picture book by looking at line, color, and medium. b. Deciding upon an illustrator for a certain author’s story. c. Previewing a book by looking at the pictures first. d. Locating and identifying the aesthetic properties of an artwork while looking at it.

20. Which book would be used for introductory research on artistic style or to stimulate students to conduct further research into the lives and works of specific artists? a. Carle’s The Mixed-Up Chameleon b. Anthony Browne’s Willy’s Pictures c. Jude Welton’s Impressionism d. Lois Ehlert’s Leaf Man 21. Aesthetic scanning encourages viewers to a. Locate and identify properties in artwork b. Critically evaluate the artist’s works c. Copy visual elements in their own art works d. Illustrate stories in which there are no illustrations.

22. Exposing children to art through picture books helps a. Develop their appreciation for and understanding of art, artists, and texts. b. Foster understanding of specific cultures and the artists whose works represent them. c. Encourage lifelong reading. d. All of the above.

23. Nancy Luenn, Robyn Montana Turner, and Carmen Lomas Garza are contemporary artists from which culture? a. Latino b. Jewish c. Asian d. African American 24. Donna Reid recommends four steps when approaching a work of art: a. Respond, react, review, relay. b. Respond, reflect, research, revisit. c. Admire, refine, reflect, reprint d. None of the above 25. In art response theory, there is an implied beholder who is involved in a particular viewing experience where a. Picture books are examined in order to determine the match between story and illustration. b. The color of illustrations evokes emotion. c. The viewer brings his or her past experiences and knowledge to the interpretation. d. Illustrations are removed from the book to determine their effectiveness.

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Essay Questions 1.

Choose one of the visual elements: line, color, shape, texture, or design. Describe how a specific artist uses that element to create effective illustrations in children’s literature. Refer to specific books in your answer.

2.

List the criteria you would use to evaluate the illustrations in children’s literature. Choose one book and discuss how that book meets the evaluation criteria.

3.

Name and describe three different kinds of media used by book artists to create illustrations.

Provide examples of books and/or illustrators for each kind of media.

4.

Describe how page design influences the formality of a text. Discuss the different levels of formality that are possible within illustrated children’s books. Refer to specific examples in your response.

5.

Choose a picture book with award winning illustrations. Demonstrate an aesthetic scanning (as modeled on page 141 in the text) for that book.

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Chapter 5 – Picture Books Multiple Choice 1.

Which of the following distinguishes picture books from other types of books? a. A picture book has pictures and other books do not. b. In picture books, the text is always more important than the pictures. c. In picture books, the illustrations are as important as the text or even more important than the text. d. Picture books are written and illustrated for preschoolers.

2.

Which of the following is probably the least important criteria for evaluating picture books? a. Accuracy of illustrations b. The relationship between words and pictures c. The size of the type d. The importance of the theme

3.

According to Cianciolo, which of the following is not a major factor in how a child responds to a picture book? a. The background of the artist b. The age and stage of development of the child c. The child’s emotional state of readiness d. The extent of the preparation provided by an adult

4.

According to Cianciolo’s analysis of children’s choices of picture books, children prefer illustrations that a. Depict the here-and-now fantasy, and/or humor b. Are colorful and detailed c. Are drawn in a realistic or cartoon style d. All of the above

5.

Mother Goose serves as an excellent introduction to verse for very young children because of its a. Rhyme, pleasing sounds, and rhythm b. Imagery and introspection c. Subtle lessons for children d. All of the above

6.

The Mother Goose rhyme “Peter Piper Picked a Peck of Pickled Peppers” has a repetition of sound called a. Rhythm b. Alliteration c. Exaggeration d. Onomatopoeia

7.

Which of the following is probably the strongest reason that there have been so many collections of Mother Goose rhymes? a. They have strong, enduring appeal for children. b. They are not expensive to reproduce. c. They are familiar to adults. d. They are among the earliest literature for children.

8.

Toy books can include a. Board books b. Pop-up books c. Cloth and plastic books d. All of the above

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9.

Why are toy books a valuable addition to children’s literature? a. They foster self-esteem of children. b. They stimulate the language, cognitive, personal, and social development of preschool children. c. They help all children appreciate the values of other cultures. d. They can be shared with very young children.

10. Board books a. Tell stories that are meaningful in the lives of children. b. Help children understand their expanding experiences and environments. c. Can be used as a way to introduce concepts such as clothing and seasons to children. d. All of the above 11. In alphabet books designed specifically to teach young children the letters and their sounds, which of the following is particularly important? a. Numerous objects beginning with the same letter should be presented in wordless picture books. b. The pictures must be bright and appealing. c. Pictured objects should not have more than one commonly used name. d. The page should be rich with detail.

12. When analyzing counting books for preschoolers, which of the following is least important? a. The format of the book encourages manipulation of concrete objects. b. The objects and numbers are clearly separated and identifiable. c. The books are designed to develop the concepts of addition and subtraction. d. Photographs of common objects illustrate the number of concepts.

13. Concept books are excellent sources of materials for stimulating children’s a. Moral development. b. Personality development. c. Social development. d. Cognitive development.

14. Which of the following is not a major value of wordless picture books? a. Children of different backgrounds and reading levels can enjoy the same story. b. Oral and written language skills are reinforced as children provide the missing text. c. Concepts are introduced and reinforced. d. Creative thinking and visual literacy are stimulated.

15. Which of the following is an important criteria when selecting high quality wordless books? a. The depth of detail should be appropriate for the age level of the children. b. There should be a sequentially organized plot that provides a framework for children who are just developing organizational skills. c. The subject should appeal to children. d. All of the above 16. Which is the most important characteristic of an easy-to-read book? a. Short chapters b. Sequential plot c. Controlled vocabulary d. Harmonious illustrations

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17. What is the major value of easy-to-read books? a. They appeal to special interests of children. b. They allow children to reinforce reading skills independently. c. They stimulate cognitive, social, and personal development. d. They introduce and reinforce important concepts.

18. Which of the following is not a crucial element in outstanding picture storybooks? a. Originality and imagination b. Plot and characterization c. Literal meaning and moral d. Humor and style 19. Which of the following is most important in developing characters for picture storybooks? a. The main characters should be children. b. The characters must experience situations and emotions that are immediately familiar and credible to children. c. The characters must experience situations and emotions that children can learn from. d. None of the above.

20. In picture storybooks, setting is used to a. Establish the location of a story in time and place. b. Provide an antagonist. c. Emphasize symbolic meaning. d. All of the above 21. Author of picture storybook, Mem Fox, focus on what aspect of style when writing? a. Character development b. Rhythm c. Exaggeration d. Humor 22. Theodor Geisel, better known as Dr. Seuss, was one of the most popular authors of books for children. On which source of humor did he rely on? a. Word play and nonsense b. Exaggeration c. Superiority d. Surprise and the unexpected 23. Which of the following activities for children is not recommended in the text when sharing Mother Goose with children? a. Orally filling missing words or rhyming elements b. Dramatizing favorite nursery rhymes c. Make a book devoted to one rhyme. d. Individually memorizing specific nursery rhymes to read or recite to the class.

24. What is probably the greatest value of reading to children? a. Helping beginning readers develop an appreciation for books and literature. b. Improving reading skills. c. Exposing children to other cultures and experiences. d. Improving listening skills.

25. Which of the following is not a way to motivate writing with picture storybooks? a. Writing letters to friends, relatives and authors. b. Creating different endings to mysterious storybooks. c. Drawing new illustrations to replace some of the pictures. d. Rewrite a story using a different point of view.

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Essay Questions 1.

Choose a picture storybook (you may use the list at the end of the chapter to help you) and evaluate the picture book based on criteria described in the text. Use specific details and examples from the book to support your evaluation.

2.

Compare and contrast the characteristics of alphabet books for younger children and those written for older children. Give specific examples of books.

3.

Choose a picture storybooks described in this chapter and analyze the book based on the elements listed in the text.

4.

How do authors and illustrators use humor in picture storybooks? Refer to actual books to strengthen your response.

5.

What is the purpose of reading aloud to children? Will you adhere to this practice? Take a stance and provide evidence from the chapter and the course content.

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Chapter 6 – Traditional Literature Multiple Choice 1.

In general, why were traditional literature stories told? a. To speculate about the beginning of things b. To relate stories about people who performed brave deeds c. To relate stories of mythical heroes d. All of the above

2.

Which of the following was a popular theme in the traditional literature of common people? a. Princely valor b. Overcoming social inequality to obtain a better way of life c. Great deeds of the nobility d. None of the above

3.

Which of the following is not a characteristic of traditional literature? a. Handed down from generation to generation b. Both universal and ancient c. No identifiable author d. Reflects only the peasant classes

4.

Why are cumulative tales, that sequentially repeat actions, characters, or speeches until a climax is reached, appealing to young children? a. The main characters have intelligence and reasoning ability. b. Because children know the repeating part of the story, they can join in as each new happening occurs. c. They are often about personified objects or animals. d. They are often humorous.

5.

The type of folktale that explains why an animal has certain characteristics or why people have certain customs is a a. Magic and wonder tale b. Beast tale c. Pourquoi tale d. Realistic tale

6.

Similarities among tales from different countries emphasize that a. Tales from different countries can be very different. b. Humans throughout the world have had similar needs and problems. c. Differences exist across cultures. d. Geographical setting is important to the tale’s story line.

7.

Which of the following is not a value of traditional literature for children? a. Understanding and identifying with universal human struggles b. Understanding the world c. Pure pleasure d. Identifying with realistic and contemporary heroes

8.

Folklore from around the world should a. Reflect the original culture’s beliefs b. Reflect current American beliefs c. Reflect current beliefs of the culture d. None of the above

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9.

Favat maintains that the characteristics of folktales correspond with the characteristics that a. Are symbolic and easily identified. b. Are evident in poetry. c. Jean Piaget ascribed to children. d. None of the above

10. What is the most likely reason that so many folktales, even folktales of different origins, have the same types of themes and recurring actions? a. Folktales reflect universal themes and morals. b. Storytellers were not as inventive as they could have been. c. Children wanted to hear the same stories over and over again. d. Symbolism remains constant across cultures.

11. Folktale characters are least likely to have which of the following characteristics? a. They are less completely developed than those in other types of literature. b. They usually do not change during the course of the story. c. They have both good and bad qualities. d. They are essentially symbolic.

12. Which of the following is a common theme in folktales? a. Good overcome evil b. Intelligence wins out over physical strength c. Kindness, diligence, and hard work bring rewards d. All of the above 13. A motif in literature is a. A border or frame around the illustrations b. The main idea of a story c. A recurring element used in the development of a story d. The climax of a story 14. The most common motifs in literature include which of the following? a. Person against person, person against society, person against nature b. Supernatural beings, extraordinary animals, magical objects, powers, and transformations c. Problem, rising action, climax, denouement d. None of the above 15. The majority of French folktales portrays a. Human foolishness and humble pleasant cottages b. An enchanted or mystical forest. c. Enchantment and the splendor of the royal court. d. The consequences of foolish boosting.

16. Which of the following characterizes Norwegian folktales? a. A strong sense of wonder b. Northern climate and culture c. A good sense of humor d. All of the above 17. In which of the following types of folktales are respect for elders and the dragon as a symbol of imperial authority common elements? a. German b. African c. Chinese d. Russian

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18. In which of the following types of folktales are dragons, tigers, and cranes recurring elements? a. Jewish b. British c. French d. Japanese 19. Folktales considered truly indigenous to the United States are a. Native American folktales b. African American folktales c. Tall tales d. All of the above 20. The original purpose of myths was probably to a. Entertain royalty b. Describe and explain the heroic deeds of Greek rulers c. Provide explanations for happenings in nature d. Frighten the lower classes into submission 21. Which of the following is not one of the four functions of myths according to Joseph Campbell? a. To allow people to experience the awe of the universe. b. To support and validate a certain social order. c. To teach people how to live. d. To see how literature can affect society.

22. Which of the following distinguishes legends from myths? a. Legends are primarily about gods and supernatural beings. b. Legends deal primarily with nature. c. Legends are based on historical events. d. All of the above 23. Which of the following characteristics makes folktales appropriate for storytelling? a. Strong beginnings b. Easily identifiable characters c. Familiar climaxes and satisfactory endings d. All of the above 24. What are the major benefit of traditional literature? a. Becoming aware of cultural diffusion b. Learning about different countries c. Understanding how various types of traditional stories are related d. All of the above 25. According to Alan Dundes, how many version of the Cinderella story have been found throughout the world? a. About 50 b. More than 500 c. More than 1,000 d. About 5,000

Essay Questions 1.

Identify and define the four types of traditional literature. Use specific titles as examples of each type of literature to develop your definition.

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2.

Name at least four common motifs in folktales from different cultures. Select one of these and identify three specific stories with different origins. Compare and contrast how this motif is characterized in each story.

3.

Differentiate between a myth and a legend. Provide an example of each from children’s literature.

Discuss why you would categorize each one as either a myth or a legend.

4.

Explore the notion of analyzing folklore versions with children. Why and when would you use this in a classroom? Make sure you provide ample support for your response.

5.

A group of parents contact you about the use of tall tales in your fifth grade classroom. They feel you should not use tall tales because they are misrepresentative of historical events and seem frivolous. What will you say to the parents about your use of tall tales?

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Chapter 7 – Modern Fantasy Multiple Choice 1.

When writing modern fantasy, authors a. Alter one or more characteristics of known reality. b. Write about the contemporary world as they know it. c. Usually place their characters in the future. d. Develop themes that are very different from other types of literature.

2.

Persuading readers to suspend disbelief is most successful in modern fantasy when a. The characters are fully drawn. b. The plot is tightly sequential and fast-paced. c. There is an internal consistency in the story. d. The setting reflects the known world.

3.

What is a requirement of settings in modern fantasy? a. The writer creates a world in which unusual circumstances are believable. b. The writer combines reality and fantasy as characters or stories go back and forth between two worlds. c. They must be developed so completely that readers will believe anything is possible. d. All of the above.

4.

Which of the following is not usually a theme of modern fantasy? a. Universal struggles and the battle between good and evil b. Personal and social responsibility, love, and friendship c. Faith and perseverance in the face of obstacles d. The value of facts and information

5.

What is a major difference between myths and modern fantasy? a. Myths are only about Greek and Roman gods. b. People at one time believed that myths had a basis in fact. c. Myths deal only with supernatural events. d. Myths are more believable than modern fantasy.

6.

The first author of literary fairy tales for children is usually considered to be a. The Brothers Grimm b. Mary Godwin Shelley c. Hans Christian Andersen d. J.R.R. Tolkien

7.

According to Bruno Bettelheim, why do many folktales have religious themes? a. Religious themes are universal. b. Many folktales originated in periods when religion was an important part of life. c. Religious themes are very popular. d. All of the above.

8.

C. S. Lewis created The Chronicles of Narnia based on a. His interest in theology. b. His knowledge about medieval allegory. c. His knowledge about Norse mythology. d. All of the above

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9.

Which of the following authors is best known for religious allegories? a. J.R.R. Tolkien b. Jane Yolen c. C.S. Lewis d. Beatrix Potter

10. Most modern fantasies about mythical quests and conflicts emphasize a. Adventure. b. The need for a realistic portrayal of modern life. c. The importance of gaining self-knowledge. d. The power of love.

11. The writings of which author have been said to “form a continuation of the mythic tradition into modern literature”? a. E.B. White b. Margery Williams c. J.R.R. Tolkien d. A.A. Milne 12. Many of the fantasies written by Lloyd Alexander have foundations in a. Welsh legends b. German legends c. Arthurian legends d. Norse legends 13. What is the most likely reason that E.B. White’s Charlotte’s Web is so appealing and is considered a classic American children’s book? a. It is well written. b. It has animal characters who are distinct individuals. c. It deals convincingly with the universal themes of the importance of friendship and loyalty. d. It is written from the point of view of its articulate animal characters.

14. What is the most likely reason that toys are chosen as subjects of modern fantasy? a. Children already believe they are real or almost real. b. Both children and adults think they are cute. c. They can be easily characterized as innocent. d. Toys inherently have a personality.

15. Mary Poppins, Roald Dahl’s James, and Mr. Popper are all characters in which type of modern fantasy? a. Little people b. Articulate animals c. Preposterous characters d. Strange and curious worlds 16. What is the most likely reason that modern fantasies about little people are popular among children? a. They are usually magical. b. Because they are small, children identify with them. c. They are not threatening to children. d. They are like characters in traditional literature.

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17. What distinguishes time warp stories from other types of modern fantasy? a. The problems are solved by the characters, not by supernatural powers. b. They encourage children to think what might have happened in the past and what might happen in the future in places they know. c. They focus on human development rather than the forces of good and evil. d. All of the above 18. What do science fiction writers most often rely on to create their plots? a. Hypothesized scientific advancements and imagined technology b. Probable future events c. Creative problem solving d. Scientific quests and conflicts 19. Science fiction written for young children tends to a. Humanize animals in alien worlds b. Hypothesize about the future of humanity c. Rely on a developed sense of time, place, and space d. Emphasize the adventure associated with traveling to distant galaxies 20. In all of her books, Madeleine L’Engle emphasizes a. Stories specifically for young audiences. b. Adult concepts that are simplified for children. c. A meaningful search for truth. d. The mystery and beauty of the cosmos and a natural balance in the universe.

21. Which of the following would best introduce and help children understand the more complex elements found in modern fantasy? a. Science concept books b. Analysis of figurative language c. Fantasy picture books d. Studying science textbooks 22. Children can respond to the illustrations in modern fantasy books by encouraging them to a. Dramatize the texts and the illustrations. b. Create new stories to accompany the pictures. c. Conduct research to decide on the authenticity of the settings. d. Observe, compare, and discuss the illustrations.

23. How do successful authors of modern fantasy use plot structure to develop the story? a. They map the journey of the story by identifying and describing specific stages in the character’s journey. b. The identify topics, books, and activities related to a theme. c. They identify figurative language used consistently in modern fantasy. d. They clearly identify the various settings in modern fantasy.

24. How might science fiction be appropriately used in a science class? a. As springboards for discussion b. As reinforcement of scientific facts c. To sharpen children’s research skills by verifying scientific information d. All of the above 25. How might science fiction most appropriately be used in a social studies class? a. To stimulate debate that is unhindered by children’s stereotypes b. To reinforce historical facts c. To provide ideas for social studies projects d. To sharpen children’s research skills by verifying social studies information

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Essay Questions 1.

Define modern fantasy. Compare and contrast the similarities and differences between modern fantasy and traditional literature. Use specific examples of stories from both genres in your response.

2.

Choose an author of modern fantasy and describe how s/he encourages readers to suspend disbelief.

3.

How would you select and evaluate modern fantasy for use in your (fill in the grade level) classroom? Defend your criteria with evidence from the text.

4.

Name at least three common topics for modern fantasy and discuss the reasons for their popularity. Give examples of specific books for each topic.

5.

Create a lesson plan or unit outline for using modern fantasy in either social studies or science.

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Chapter 8 – Poetry Multiple Choice 1.

Various definitions of poetry highlight a. The importance of an original combination of words. b. Distinctive sounds. c. Emotional impact. d. All of the above

2.

Researchers who investigated children’s preferences in poetry concluded that a. Children enjoy poems about familiar experiences. b. Children enjoy complex imagery in poetry. c. Children prefer poems that include subtly implied emotion. d. All of the above.

3.

When selecting poetry to share with children, which of the following is not a criterion? a. Poems should emphasize the sound of language and encourage play with words. b. Poems should have exciting meters and rhythms. c. Poems should be written down to a child’s level of understanding and readability. d. Poems should tell simple stories and introduce stirring scenes of action.

4.

Rhythm in children’s poetry words particularly well when it a. Changes frequently b. Reinforces the content of the poem c. Emphasizes specific words d. Is very repetitive

5.

The repetition of initial sounds in a line of poetry is called a. Assonance b. Alliteration c. Onomatopoeia d. Hyperbole

6.

The repetition of vowel sounds by a poet to create interesting and unusual sound patterns is called a. Assonance b. Alliteration c. Onomatopoeia d. Hyperbole

7.

Which of the following refers to words that imitate the actions or sounds with which they are associated? a. Assonance b. Alliteration c. Onomatopoeia d. Hyperbole

8.

Which of the following primary elements in poetry encourage children to see, hear, feel, taste, smell, and touch the worlds created by poets? a. Repetition b. Imagery c. Rhyme d. Shape

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9.

Which of the following are implied comparisons between two things that have something in common but are essentially different? a. Idioms b. Hyperboles c. Similes d. Metaphors

10. Word division, line division, punctuation, and capitalization make up the poetic element called a. Rhythm b. Imagery c. Shape d. Repetition 11. One of the first poets to write limericks was a. Robert Browning b. Robert Louis Stevenson c. Edward Lear d. Christina Rossetti 12. Five line poems in which the first, second, and last lines rhyme are called a. Haiku b. Cinquains c. Ballads d. Limericks 13. In which of the following types of poetry does the shape of the poem most emphasize the meaning of the poem? a. Free verse b. Concrete poetry c. Lyric poetry d. Ballads 14. Which of the following describes the structure of haiku? a. A three-line poem in which the first and third lines have five syllables and the second line has seven b. A five-line poem in which the first, second, and last lines rhyme c. A poem with little or no rhyme and with rhythm similar to everyday speech. d. None of the above 15. Humorous poetry is closely related to a. Irony b. Lyrical rhymes c. Nonsense poetry d. Free verse 16. The famous poem “Jabberwocky” was written by a. Jack Prelutsky b. Lewis Carroll c. John Ciardi d. William Blake 17. Shel Silverstein wrote the popular poem a. The Baby Uggs Are Hatching b. Ickle Me, Pickle Me, Tickle Me Too c. The Land of Ho-Ho-Hum d. Bickering

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18. Jack Prelutsky writes poems that emphasize a. Humorous situations b. Nature c. Moods and emotions d. Ghostly happenings 19. Which of the following poets is particularly well-known for writing poetry that offers a special way of looking at and listening to nature? a. Valerie Worth b. John Ciardi c. Jack Prelutsky d. Byrd Baylor 20. Robert Frost, Byrd Baylor, and Paul Fleischman are well known for writing poetry that emphasizes a. Nature b. Moods and feelings c. Humor d. Situations 21. University students often say that their aversion to poetry stems from a. A lack of poetry books at home. b. A poor selection of poetry at public and school libraries. c. Not being exposed to poetry in the elementary school. d. The way it was presented in their elementary, middle school, and high school classrooms.

22. What is one of the ways you can enhance children’s enjoyment of the situations found in poetry? a. Reading poetry aloud b. Creative dramatization c. Memorizing poems to read aloud to the class d. Sharing shape poems 23. Which of the following types of arrangements in choral speaking would be most appropriate for young children? a. Refrain arrangement b. Voice arrangement c. Cumulative arrangement d. Dialogue arrangement 24. What are natural sources of topics for self-expression through writing poetry? a. Many activities already occurring in classrooms, libraries, or extracurricular organizations b. Copying poetry from famous poets c. Anthologies d. Television shows and video/computer games 25. Poetry, like any art, requires a. Time and space. b. A variety of color. c. Practice. d. Silence.

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Essay Questions 1.

Why teach poetry? Name and discuss at least three values or reasons for sharing poetry with children. Include specific poems to support your response.

2.

How would you teach poetry to children in a certain grade? You pick the grade level and share at least three instructional activities you would use to help your students learn about and appreciate poetry.

3.

Select a children’s poet and describe the kinds of poems s/he writes. Explain what makes this poet’s work so popular with children and provide a rationale for selecting this poet.

4.

Write your own children’s poem using one of the forms discussed in the chapter. Identify the form and tell why you selected the form and content you did.

5.

Convince a teaching colleague that using poetry in elementary classrooms is a good thing to do.

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Chapter 9 – Contemporary Realistic Fiction Multiple Choice 1.

The term contemporary realistic fiction infers that everything in the story a. Happened in our contemporary world. b. Could happen in our contemporary world. c. Is told from the viewpoint of a real person. d. Is true.

2.

In contemporary realistic animal fiction, animals a. Could have human emotions. b. Could talk. c. Must be realistic by the standard of what we know and expect. d. None of the above.

3.

Which of the following is the greatest value of contemporary realistic fiction for children? a. It allows children to identify with and learn from characters who have similar interests and problems. b. It broadens children’s horizons. c. It allows children to experience new adventures. d. It provides children with pleasure and escape.

4.

In which of the following time periods was realistic fiction characterized by traditional family roles, strict roles for males and females, and strong religious commitment? a. The 1400s b. The 1700s c. The late 19th century d. The late 20th century

5.

In which of the following time periods was realistic fiction characterized by wise grandparents, respected parents, happy and secure families, and white, middle-class family values? a. The 1950s b. The 1960s c. The 1970s d. The 1980s

6.

Overcoming fear, meeting responsibility and problems related to adoption, divorce, disabilities, and minority social status are common themes of which time period? a. The early 20th century b. The 1940s and 50s c. The late 1970s d. The late 19th century

7.

Young people in much of contemporary realistic fiction reflect a. Resilience, resourcefulness, and hope. b. Love, friendship, and hope. c. Gangs, fear, and hope. d. Abuse, strength, and hope.

8.

Which of the following is not a characteristic of the problem novel? a. The characterizations are the most important part of the story. b. The narrative is frequently in first person and the confessional tone is self-centered. c. Unconventional adults help the children overcome problems. d. The vocabulary is limited.

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9.

Which two issues does sexism in realistic fiction involve? a. Job opportunities for females and abortion. b. Exclusion of males and stereotyped roles for males c. Exclusion of females and stereotyped roles for females. d. Equal pay for females and daycare.

10. Why is it most important that picture books are not sexist? a. Children decide early in life what roles are appropriate for males and females. b. Art can display sexism even when the text does not. c. There are many picture books that young children read on their own. d. Picture books are the major factor in a child’s attitude about appropriate roles for males and females.

11. One of the most widely censored authors of children’s literature is a. Lois Lowry b. Judy Blume c. Virginia Hamilton d. Cynthia Rylant 12. In Walk Two Moons, Sharon Creech’s main character, Sal, is on a quest to find out a. Where her sibling is living. b. Where her best friend went. c. Why her mother left. d. An old family mystery.

13. Beverly Cleary’s Dear Mr. Henshaw has a sixth-grade hero who writes letters and diery entries to accept his parents’ a. Divorce. b. Death. c. Moving. d. Insecurities.

14. Good-Bye and Keep Cold, and Joey Pigza Loses Control focus primarily on the subject of a. Peer relationships b. Single-parent families c. Inner-city survival d. Disabilities 15. Unlike literature of the past, current realistic fiction often suggests that which of the following is the most important influence in a child’s discovery of self? a. A person outside of the family b. A strong parent c. Understanding siblings d. People who are considered heroes in the society 16. Authors frequently use a first person or limited omniscient point of view in survival stories because they want a. To encourage readers to believe in the protagonists. b. To reinforce a plot that stresses person-against-person conflicts. c. To define the setting in considerable detail. d. To develop a theme about the need for animal protection.

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17. Problem solving strategies and contrasts between life in the wilderness and life in the city are used to effectively create characterization and conflict in which of the following books? a. Lois Duncan’s Don’t Look Behind You b. Gillian Cross’s On the Edge c. Gary Paulsen’s Hatchet d. Katherine Paterson’s Park’s Quests 18. Which of the following is the greatest value of writing meaningful and realistic stories about the physically different or disabled? a. It provides physically disabled people with role models. b. Readers can empathize with people who are courageously overcoming their problems. c. Readers can see how the problems relating to physically disabled people can be resolved. d. It teaches readers about the consequences of prejudice caused by ignorance.

19. When evaluating realistic stories dealing with physical disabilities, which of the following is not appropriate? a. A condition should be accurately portrayed. b. A happy ending is essential for children to have positive attitudes about physical disabilities. c. The story should include honest advice. d. The story should include realistic interactions with individuals who are not disabled.

20. Of the criteria provided in the text for evaluating realistic animal stories, which of the following is not correct? a. The writing should encourage the reader to respond to the needs of animals. b. The animal stories should be based on true stories. c. The author should portray animals objectively without giving them human thoughts of motives. d. The behavior of the animals is in keeping with the actual, known animal behavior.

21. Authors Marguerite Henry and Walter Farley are well known for their stories about a. Dogs b. Horses c. Cats d. Wildlife 22. Which of the following is not a common value of mysteries for children? a. They provide escape and entertainment. b. They allow children to understand the problems of other people. c. They allow children to become involved in the solutions. d. They suggest that children, if they are observant, creative, and imaginative, can solve mysteries.

23. Which of the following is least true about the value of sports stories for children? a. They deal with the ideals of fair play. b. They portray the process of overcoming conflicts between fathers and sons. c. They emphasize the therapeutic value of sports. d. They focus on girls who enjoy participating in sports.

24. Why is role playing of value as a follow-up to reading realistic fiction? a. Role playing enhances children’s understanding of various ways to handle common problems. b. Adults can learn a great deal about children as they listen to the children’s responses during role playing. c. Role playing helps children develop an understanding of the world around them. d. All of the above.

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25. Which type of questioning technique requires children to hypothesize about details, main ideas, and cause-and-effect relationships? a. Literal questions b. Evaluative questions c. Inferential questions d. Appreciative questions

Essay Questions 1.

Compare and contrast the role of plot, characterization, and setting in contemporary realistic fiction and in another genre of your choosing. Use specific examples in your discussion.

2.

Identify at least three issues that might currently result in censorship of children’s literature. Then identify two specific books that might be censored under each issue. Discuss why each book might be controversial.

3.

Describe a problem novel. Explain how a problem novel would differ from a Newbery Award winning contemporary realistic novel.

4.

Choose a book of contemporary realistic fiction. Describe the questioning strategies you might use to lead a discussion about the book.

5.

Respond to this statement – contemporary realistic fiction is a mirror of American society.

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Chapter 10 – Historical Fiction Multiple Choice 1.

Which of the following is not a major value of historical fiction for children? a. Children can gain an understanding of their heritage. b. Children can begin to visualize the sweep of history. c. Children can develop empathy for other viewpoints. d. Children can be introduced to contemporary role models.

2.

An emphasis should be placed on human relations when selecting notable historical fiction so that children will realize that a. In all times, people have depended upon one another. b. When human relations deteriorate, tragedy usually results. c. Their present and future are linked to the actions of people in the past. d. All of the above.

3.

Which of the following is not a criterion for evaluating historical fiction for children? a. The characters’ actions express realistic values and beliefs of the time period. b. The setting is authentic in every detail. c. The characters’ experiences reflect what is known about the time period. d. The plot is full of adventure and is fast-paced.

4.

Credible plots in historical fiction most often emerge from a. Person-against-self conflicts. b. Authentically developed time periods. c. Elements of fantasy. d. Technological advancements and scientific discoveries.

5.

Which of the following is the most important concern in developing characters in historical fiction? a. Characters must reflect contemporary actions and values. b. Characters’ actions, beliefs, and values must be realistic for the time period. c. Characters must have modern-day significance. d. Main characters must be famous people.

6.

What is probably the worst problem with making a famous person rather than a fictional person the pivotal character in a fictional story? a. The story may not meet reader’s expectations of the famous person. b. With a little research, readers can discover that the story is not true. c. The story may describe the famous person inaccurately. d. The story may defame the famous person.

7.

Which of the following literary elements is most essential in providing historical fiction with authenticity? a. Theme b. Plot c. Characterization d. Setting

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8.

What is a major problem authors of historical fiction encounter when describing settings for very young children? a. Young children cannot read many descriptive words. b. Young children do not understand figurative language. c. Young children generally have little prior knowledge of historical periods. d. Young children are not usually interested in the past.

9.

Which of the following is one of the most common themes in historical fiction? a. Loyalty and honor are essential b. Battles between good and evil are constant c. Goodness is rewarded d. Religious allegory is essential in books.

10. Which of the following statements is not correct when evaluating theme in historical fiction? a. The theme should reflect basic human needs. b. The theme should be found only in that historical time period. c. The theme should be worthwhile for children living in the twentieth century. d. The theme should be relevant for people living in the historical time period.

11. Which of the following best describes an allusion in historical fiction? a. An implied reference to another event. b. A gross exaggeration of the facts. c. A misleading image of the facts. d. A fictional event to be read for religious interpretation.

12. In which of the following periods of historical fiction is the theme “hate, not people, is the greatest enemy” most common? a. Ancient times through the middle ages b. The American Revolution c. The Western Frontier d. The early twentieth century 13. Person-against-society is the most common conflict in historical fiction written about a. Pioneer America. b. Salem witch hunts. c. Medieval Europe. d. Vikings.

14. Which of the following is not a theme developed in historical fiction about the Salem witch hunts? a. Prejudiced persecution is a destructive social phenomenon. b. People seek freedom from persecution. c. Moral obligations motivate people to defend others. d. Persecution is sometimes necessary for the good of the whole.

15. Which of the following is not a theme of children’s books set during the time of the American Revolution? a. Persecution is a destructive social phenomenon. b. Everyday people are heroes. c. Freedom is worth fight for. d. Strong beliefs require strong commitments.

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16. What is the strongest reason that stories about early pioneers are particularly popular with children? a. In these stories young characters often show extraordinary courage and prove they can be equal to adults. b. In these stories, frontier settings are vividly described. c. Many of these stories depict strong family bonds. d. These stories are often based on person-against-nature conflicts.

17. In which of the following periods of historical fiction is the theme of love of the land and freedom that land ownership implies most common? a. World War II b. The Salem witch hunts c. The American Revolution d. Early expansion of the United States and Canada 18. What is the most sensitive issue faced by authors who write about slavery? a. They do not know how to accurately describe the experience of slavery. b. To accurately describe the experience, they may use terms that are considered offensive today. c. There is little documentation about the experience of slavery. d. They have trouble authentically recreating the speech patterns of the era.

19. Which of the following themes would best characterize historical fiction of the early twentieth century? a. People have strong dreams of owning land. b. War creates tragedy. c. Monetary wealth does not create a rich life. d. Moral obligations must be met.

20. Which of the following is not a topic of children’s novels set during World War II? a. The Holocaust b. The internment of Japanese Americans c. The love of land d. The role of personal conscience 21. Considering the common theses found in historical fiction, which of the following is least true about contemporary interpretations of historical time periods? a. The Salem witch hunts are perceived as wrong. b. Americans are proud of the American Revolution. c. The Western Frontier fulfilled the dreams of many people. d. Americans take great pride in the outcome of the Civil War. 22. In which of the following periods of historical fiction are the themes most alike? a. The American Revolution and the Civil War b. Early expansion of the United States and Canada and the Western Frontier c. The Civil War and the World War II d. The Salem witch hunts and the early twentieth century 23. In which of the following periods of historical fiction was freedom from persecution not a major theme? a. The American Revolution b. World War II c. The Western Frontier d. The Salem witch hunts

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24. Why might historical fiction be preferable to history textbooks in teaching history? a. Historical fiction helps children realize that history is about people rather than a series of events. b. Historical fiction is often more factual than textbooks. c. Historical fiction covers more time periods than most textbooks. d. Historical fiction provides a more accurate portrayal of time periods than textbooks can.

25. How can you help bring history to life for children? a. Guide children toward individual reading selections b. Read historical fiction aloud to students c. Encourage dramatic presentations of short scenes from favorite books d. All of the above

Essay Questions 1.

How will you evaluate historical fiction? Identify the criteria for evaluation and use a specific book as an example.

2.

Choose an example of historical fiction that you believe would make an excellent movie.

Describe specific characteristics about the setting, plot, characters, and theme that would lend themselves to film interpretation. Describe characteristics of the novel that would greatly challenge the film makers.

3.

Name at least three themes from different time periods. Compare and contrast one book from each time period and explain how each develops the theme.

4.

Explain how you would use historical fiction in an elementary classroom. Identify a grade level, name several appropriate books and themes, and come up with several instructional activities to use with the books to develop the theme.

5.

Describe the values of historical fiction. Why would teachers use these books with children?

Why should children read them on their own?

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Chapter 11 – Biographies Multiple Choice 1.

What has been the major influence on the authors of biographies for children over the years? a. Social attitudes toward children b. Religious convictions c. Political persuasions d. Knowledge of stages of children’s cognitive development

2.

Biographies written for children in the 17th and 18th centuries usually emphasized which of the following? a. Developmental character b. Political values c. Religious values d. Social values

3.

In the late 1800s the goal for children’s biographies changed from a. A political to a religious one b. A religious to a developmental one c. A social to a religious one d. A religious to a political one

4.

What is the main reason that few biographies of the early 1900s dealt with women, African Americans, Native Americans or members of other ethnic and racial minorities? a. The contributions of women and non-whites were not highly regarded. b. Traditional social patterns kept women and non-whites out of positions of power. c. Americans did not consider women and non-whites to be appropriate subjects for biographies. d. All of the above.

5.

What is the most likely reason that biographers writing for young readers have often focused on the boyhood years of their characters? a. They wanted to show the roots of the character’s greatness. b. They wanted to increase the ability of the children to empathize with political heroes. c. They wanted to show how the American Dream can come true. d. They wanted to simplify the characters so that children could understand them.

6.

What is the most serious result of glorifying biographical subjects, avoiding any of their weaknesses, mistakes, and flaws? a. It discourages children from trying to be great because they cannot possible be as great as the biographical subjects. b. It gives children a distorted, rather than a realistic model of the contributions people have made and can make. c. It gives children a false view of history. d. It diminishes the value and importance of the contributions of people children know who have flaws.

7.

The greatest change in the attitudes toward the biographical content of children’s books occurred in the a. 1920s b. 1930s c. 1950s d. 1970s

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8.

Books such as Wangari’s Trees of Peace, Planting the Trees of Kenya, What to do About Alice are examples of a. Stereotyping in biographies. b. Picture book biographies. c. Hero worship in biographies. d. Biographies that include animals.

9.

What is the most important literary element in biography? a. Plot b. Characterization c. Setting d. Style

10. Which is probably the most appropriate and practical way that authors of biographies for children begin their research on their subjects? a. They visit original sites. b. They study original materials such as autobiographies, diaries, journals, and letters. c. They interview their subjects or people who knew their subjects. d. They read other books about the time in which the subject lived.

11. Which of the following is the most important question an author should ask before deciding to write about a particular person? a. Has the person made a significant impact on the world for good or ill that children should be aware of? b. Will children have a better understanding of the complexities of human nature after they read this biography? c. Will children discover that history is made up of real people when they read this biography? d. Will children appreciate the contributions of their ancestors or their heritage through the life of the person in this biography?

12. A well-known author of historical biographies for young children is a. Leonard Wibberley b. Jean Craighead George c. Jean Fritz d. Milton Meltzer 13. According to Joanna Rudge Long, how should illustrated biographies be evaluated? a. The style and visual references should be appropriate for the intended audience. b. The pictorial motifs should suit the text. c. The author and illustrator should provide sources. d. All of the above.

14. Of the following subjects for biography, which has traditionally been the most common in children’s biography? a. Explorers of earth and outer space b. Political leaders and social activists c. Artists, scientists, and sport figures d. People who have persevered 15. The subject of Russell Freedman’s biography about a religious leader who lived more than 2,500 years ago and whose teachings have influenced millions of followers featured a. Crimthann b. Saladin c. Confucius d. Muhammad

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16. Of the many biographies written about Abraham Lincoln, which author wrote the text that is likely the best known? a. Cheryl Harness b. Carl Sandburg c. Suzy Schmidt d. Amy Cohn 17. What is the main value of biographies about civil rights leaders? a. They encourage readers to examine historical, political, and social perspectives of the movement. b. They provide opportunities to compare the authors’ techniques and the content they include. c. They support students’ questions about existing boundaries. d. They teach children how to evaluate illustrations.

18. Persevering may require the survival of body and soul is a theme in a. Artist biographies. b. Sports biographies. c. Political biographies. d. Holocaust biographies.

19. Who is the subject of a biography featuring a controversial painter and sculptor who broke down barriers in the male-dominated art world including how she ran away from a past controlled by her father? a. Persepolis b. Anne Frank c. Ange Zhang d. Louise Bourgeois 20. A reader response activity that works well with biographies is to a. Have students develop hypothetical question and answer interviews b. Create a lesson plan for writing biographies c. Dramatize a biography of their choosing d. Make a timeline 21. Children interact with a character on a human level when they a. Read in order to role-play a character’s actions. b. Read in order to express a character’s feelings. c. State dialogue that a character might express. d. All of the above 22. If children are reading biographies such as Russell Freedman’s Franklin Delano Roosevelt and Eleanor Roosevelt: A Life of Discovery and making time lines of the characters, to understand the sequence of events in a person’s life, they are developing a. Journal responses of the biographical characters. b. Imaginary conversations between people of two time periods c. Comprehension. d. None of the above 23. Reading biographies to prepare for debate develops students’ a. Analytical skills. b. Ability to write biographies. c. Awareness of conflict in history. d. Cognitive skills and oral language abilities.

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24. Biographies, such as Jane Yolen’s The Perfect Wizard: Hans Christian Andersen can motivate students to a. Learn about a lot of authors. b. Want to read and discuss the books written by the biographical subjects. c. Find more books written by Jane Yolen. d. None of the above 25. All but which of the following are criteria for evaluating and selecting biographies? a. Illustrators should never contradict the text. b. The biography should have a balanced view of the personage as well as distinguish between supposition and fact. c. Biographies for young adults should include complete footnotes or source notes. d. The writing style is not important; a listing of events is fine.

Essay Questions 1.

Trace the changing role of biographies from the 1700s to the present. Refer to specific authors or biographies in your answer.

2.

Compare and contrast the development of effective characterization in realistic contemporary fiction and in biographical writing. Use specific books or authors in your response.

3.

If you were going to write a biography for children, who would you select as your subject? Why? Recall the ideas presented in this chapter and provide support for your response.

4.

Identify at least three common subjects in biographical writing. Explain why each of these appeal to children and give an example of at least one book in each category.

5.

Prepare a letter or newsletter for the parents of your elementary grade students (you can specify a grade if you’d like) that explains why students will be reading biographies in your classroom.

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Chapter 12 – Informational Books Multiple Choice 1.

Which of the following is a value associated with reading informational books? Children will a. Experience the excitement of new discoveries. b. Be introduced to the scientific method. c. Be encouraged to stretch their minds, expand this curiosity, and develop observational powers. d. All of the above

2.

Which of the following is probably the most important criterion in evaluating informational books? a. The facts are accurate. b. There are no stereotypes. c. Illustrations clarify the text. d. The style stimulates interest.

3.

Which of the following is more important when evaluating informational books than when evaluating fiction? a. The author’s style b. The characterizations c. The setting d. The author’s qualifications

4.

An author of an information book who discusses both the benefits of and the detrimental consequences of forest fires is concerned with a. Distinguishing between facts and theories b. Providing differing views on controversial subjects c. Demonstrating that he or she has the qualifications to write the book d. Providing up-to-date information

5.

Anthropomorphism means a. Writing fictitious dialogue for biographical characters. b. Describing the life cycle of an animal. c. Giving human emotions and attributes to animals. d. Using stereotypes to describe females.

6.

An informational book that would not encourage analytical thinking and evaluation would a. Provide differing views on controversial subjects b. Encourage children to withhold judgments until all facts are explored c. Present facts and theories without differentiating between them d. Encourage children to experiment and to compare

7.

Which of the following is not a common organizational technique in informational books? a. Simple to complex b. Familiar to unfamiliar c. Early to later development d. Flashbacks

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8.

Which of the following would be the best way for an author to ensure that an informational book is not too difficult to understand? a. Omit all technical terms b. Write short sentences c. Use only words with a few syllables d. Define terms within the context of the book

9.

How can authors develop credibility in writing about the ancient world? a. By citing the latest information gained from their own research or that of others b. By describing details so that the readers can visualize the ancient world c. By including drawings or photographs of archaeological sites d. All of the above

10. Which of the following informational books chronicles Philadelphia’s epidemic that killed 4,0005,000 people and caused the evacuation of about 20,000 citizens? a. Murphy’s An American Plague: The ture and Terrifying Story of the Yellow Fever Epidemic of 1793. b. Murphy’s Blizzard! c. Kerby’s Owney: The Mail-Pouch Pooch. d. None of the above 11. Jim Murphy’s The Great Fire distinguishes between a. Facts and rumors b. The volunteer and professional fireman c. Documents and personal accounts d. All of the above 12. Alice Provensen’s The Buck Stops Here: The Presidents of the United States is an example of what type of informational book? a. The human body b. Crafts c. The ancient world d. The modern world 13. A strong sense of history can be developed in books about the modern world through all but which of the following? a. Detailed illustrations b. Photographs c. Figurative language d. Interviews with people from the time period 14. What is the purpose for writing informational books about nature for children? a. To help children to understand the balance of ecosystems b. To encourage children to observe nature c. To help children to explore the life cycles of animals d. All of the above 15. Writers of books about animals, must consider all but which of the following when writing books for children? a. They must not give their animals human emotions or qualities. b. They must use accurate photographs. c. They must consider the background knowledge of their intended audience. d. They must present their facts clearly.

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16. Books about the human body a. Are especially interesting to readers who are curious about their own bodies and how they function. b. Illustrate the importance of labeled diagrams when studying anatomy. c. Range from overviews to detailed discussions of one aspect of the body. d. All of the above 17. All but which of the following is an informational book about plants? a. Fisher’s The Story Goes on b. Micucci’s The Life and Times of the Apple c. Millard’s A Street Through Time: A 12,000 Year Walk Through History d. Locker’s Sky Tree: Seeing Science Through Art 18. All but which of the following topics is part of the geology and geography category of informational books? a. Natural disasters b. Weather c. Exploration d. Dinosaurs 19. Books that appeal to children’s curiosity about home appliances and machines include: a. Macaulay’s The Way Things Work b. Bang’s My Light c. Janeczko’s Top Secret: A Handbook of Codes, Ciphers, and Secret Writings d. All of these books are about how things work 20. Informational books about space and space travel should reflect a. Historical information. b. Current knowledge. c. Future possibilities. d. Opinions and ideas of people.

21. “Informational books are defined as those written and illustrated to present, organize, and interpret documentable factual material for children,” is the definition of informational books presented by a. Russell Freedman b. The Robert F. Silbert Informational Book Award c. Milton Meltzer d. David Macaulay 22. Which of the following activities would be a benefit of using informational books in a science class? a. Using parts of a book b. Locating sources of information c. Using science vocabulary d. All of the above.

23. Which of the following activities would be a good use of informational books in the science curriculum? a. Informational books are factual. b. Informational books do not include any literary elements to confuse the reader. c. Informational books tend to present information in a simple, consistent format. d. All of the above.

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24. Which of the following would not be a critical reading of scientific materials? a. Interpreting implied ideas b. Weighing the validity of facts c. Suspending disbelief d. Determining the adequacy of a source of information 25. Which of the following questions would most likely encourage a reader to critically evaluate an informational book? a. When was the book written? b. How competent is the author to write about this topic for this purpose? c. What is the book about? d. What sources did the author use to write the book?

Essay Questions 1.

Identify the criteria for evaluating informational books. Choose one book that you believe meets the majority of your criteria and explain your reasons for thinking so.

2.

Respond to this question, “Who should write science information books for children?” Defend your answer with evidence from the chapter.

3.

Name four of the most common categories for informational books for children and provide the titles and authors of at least one book in each category.

4.

Select an informational book and describe one instructional activity that you could use with that book and elementary school children.

5.

Discuss the values of using informational books with children.

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ANSWER KEY Chapter 1 – The Child Responds to Literature Answer Key Multiple Choice 1. d 2. c 3. b 4. c 5. a 6. b 7. d 8. a 9. c 10. d 11. c 12. b 13. c 14. c 15. a 16. a 17. d 18. c 19. c 20. c 21. a 22. d 23. d 24. a 25. a

Essay Question Feedback 1.

Ideas for language development for both young children and upper elementary students are presented in Chart 1.1. Specific examples of books may also be pulled from this chart, but evidence of the student reading the book and connecting the language development characteristics to the literature should be clearly explained.

2.

Students should choose from the following cognitive operations: observing, comparing, classifying, hypothesizing, organizing, applying, and responding described on pages 10-20 in the textbook. The answer should provide a specific title of a book and ways that the teacher would use this book to support the cognitive operation. For example, if observing is chosen, the answer should include observation of vivid colors and illustrations, details in artwork, and even comparison and contrast between details and concepts in the book.

3.

The answer should include an appropriate book for the middle grades (see chart 1.4 on pages 3031 for possible choices). It should also point to factors mentioned on pages 35- 36 as applied to the specific piece of chosen literature.

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4.

A complete response should include the positive benefits that children’s literature has on language development, cognitive development, personality development, social development, and moral development. Specific examples and details of each should be explained. Student should also mention the benefits of response to literature and motivation in their responses.

5.

Students should focus on three specific ways that literature supports a child’s development, pulling ideas from language development, cognitive development, personality development, and moral development. Specific book choices and how they support development should be explored.

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Chapter 2 – The History of Children’s Literature Answer Key Multiple Choice 1. b 2. c 3. d 4. b 5. b 6. d 7. a 8. b 9. c 10. b 11. d 12. a 13. a 14. d 15. c 16. b 17. b 18. b 19. a 20. b 21. a 22. d 23. b 24. c 25. c

Essay Question Feedback 1.

A complete question should be structured using the time periods organized by the author (beginning on page 41) with literature representing each time period. Further explanation of the attitudes and trends of each time period would be necessary.

2.

Using information about literature in the 1800s (pages 47-57), a sound answer would include an influential author from the 1800s and a discussion of how the author’s work reflected the times and influenced those that came after.

3.

Using information on pages 60-61 and Chart 2.4, a complete answer would include a history of censorship on children’s literature as well as a well-defined stance based on the text and the student’s life experiences.

4.

Using the Issue box on page 66, a complete answer would give credit to all viewpoints while showing support for one particular viewpoint. Examples and narrative from the student’s life would be needed showing strong ties to the opinion generated.

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5.

Using criteria described by the author in the chart on page 60, apply the questions to a chosen piece of adolescent literature. A complete answer would show evidence that the student has read the piece of literature. Complete answers to most of the questions would be expected.

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Chapter 3 – Evaluating and Selecting Literature for Children Answer Key Multiple Choice 1. d 2. b 3. b 4. b 5. c 6. d 7. a 8. a 9. c 10. c 11. c 12. d 13. c 14. c 15. c 16. d 17. b 18. d 19. a 20. a 21. a 22. d 23. c 24. d 25. b

Essay Question Feedback 1.

Using the In-Depth Analysis box on page 78 as a model, students should examine their assigned piece of literature for plot and conflict using examples from the story to clearly make their arguments.

2.

A complete answer will include thoughtful and reflective answers to questions posed in the Evaluation Criteria box on page 75 for Literary Criticism: Multicultural Literature. Students should show evidence of applying the concepts discussed on pages 73-75 as they evaluate their chosen book. Examples and details from the book should be used to support their evaluation.

3.

A strong answer will include the five objectives of an excellent literature program listed on page 70. Plans for selecting literature, maintaining strong criteria, and establishing a sound literature program should be described.

4.

A strong answer would use the questions listed in the box labeled Evaluation Criteria on page 71 as applied to a book of the student’s choice. A strong answer will also apply concepts of literary criticism explained on pages 71-73 using direct quotes and examples from the chosen literature.

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5.

A sound argument will identify a common theme with a list of literature that would help children develop and understand this theme. The An In-Depth Analysis box on page 88 is a nice guide to help formulate this response. A complete answer will cite sections of the book as evidence to support their use of these books to teach the chosen theme.

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Chapter 4 – Artists and Their Illustrations Answer Key Multiple Choice 1. d 2. b 3. d 4. b 5. c 6. d 7. a 8. a 9. c 10. b 11. c 12. a 13. d 14. c 15. b 16. b 17. c 18. b 19. d 20. c 21. a 22. d 23. a 24. b 25. c

Essay Question Feedback 1.

An effective response will pair specific illustrations in children’s literature to an analysis of line, color, shape, texture, or design.

2.

A complete response would include the elements listed in the Evaluation Criteria box on page 115.

For example, the response should connect to visual elements (line, color, shape, texture, and media and how these elements extend the development of plot, characterization, setting, and theme.

Mention of the artistic style and its connection to the author’s literary style is important. The degree to which the illustrations develop the characters should be noted; as should the accuracy of historical, cultural, and geographical detail.

3.

Students should provide three different kinds of media (lines and washes, watercolors, acrylics, pastels, oils, woodcuts, and collages). Each kind of media should be paired with illustrators and book titles with matching media.

4.

A complete answer would include the levels of formality discussed on pages 121-123. Specific levels of formality should be paired with examples of children’s literature that matches each level of formality.

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5.

A complete response will describe the illustrations of an award winning book in terms of aesthetics, relying on the elements of line, color, shape, texture, and media. It should resemble the format presented on page 141 in the text.

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Chapter 5 – Picture Books Answer Key Multiple Choice 1. c 2. c 3. a 4. d 5. a 6. b 7. a 8. d 9. b 10. d 11. c 12. c 13. d 14. c 15. d 16. c 17. b 18. c 19. b 20. d 21. b 22. a 23. d 24. a 25. c

Essay Question Feedback 1.

A thorough response will include analysis and evaluation based on the evaluation criteria in the box on page 159 (accuracy of illustrations; degree to which the illustrations complement the setting, plot, and mood of the story; degree to which the illustrations enhance characterizations; avoidance of stereotypes; amount of appeal to children; contains a worthwhile theme; author’s style and language are appropriate for the interests and age level of intended audience; the book on a whole-how harmonious are the illustrations, the format, and the typography). Specific details and examples from the book to illustrate these points should support the answer.

2.

A thorough answer will include concepts drawn from the text on pages 165-166, using specific books and examples to support the use of alphabet books for younger children and those written for older children.

3.

A good response will include an analysis of originality and imagination, characterization, setting, theme, style, and humor.

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4.

The response should identify the five general sources of humor (word play and nonsense, surprise and the unexpected, exaggeration, the ridiculous and caricatures, and superiority) as demonstrated in a number of picture books mentioned in the text or found in the library or bookstore by the student.

5.

A quality response will include the ideas presented on page 189-191. A personal statement of the student’s intentions to adhere to the practice of reading aloud to children in the classroom with supporting evidence from the chapter and course content should be included.

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Chapter 6 – Traditional Literature Answer Key Multiple Choice 1. d 2. b 3. d 4. b 5. c 6. b 7. d 8. a 9. c 10. a 11. c 12. d 13. c 14. b 15. c 16. d 17. c 18. d 19. d 20. c 21. d 22. c 23. d 24. d 25. c

Essay Question Feedback 1.

A complete answer will identify the four types of traditional literature: folktales, fables, myths, and legends. A thorough explanation of each along with specific titles will be necessary for full credit.

2.

A complete answer will clearly identify four common motifs in folktales identified and discussed on pages 217-219 and on pages 238-245) (i.e. supernatural adversaries and helpers, extraordinary animals, etc.). One should be identified along with three specific stories from different countries of origin. A detailed comparison and contrast of the motif using these three stories will be included.

3.

A quality answer will provide a clear definition of myth and legend from the text. Since genre lines often blur, a clear definition based on the text is preferred (see page 208). The response should clearly identify an example of each with sound evidence categorizing the literature as myth and legend.

4.

A quality response would reflect the student’s views on using different versions of the same folktale with children in the classroom. It would be important to cite both support from the text (beginning on page 249) and support from classroom experience.

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5.

A complete response will develop a sound basis for using tall tales in the classroom. Citing requirements such as curriculum benchmarks and teaching requirements would be beneficial.

Support from the text on the value of tall tales would be necessary. A clear position should be articulated in a professional and thoughtful manner that informs parents and is not defensive.

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Chapter 7 – Modern Fantasy Answer Key Multiple Choice 1. a 2. c 3. d 4. d 5. b 6. c 7. a 8. d 9. c 10. a 11. c 12. a 13. c 14. a 15. c 16. b 17. d 18. a 19. d 20. d 21. c 22. d 23. a 24. d 25. a

Essay Question Feedback 1.

Using the opening few pages of the chapter, a clear answer would define modern fantasy using concepts in the text. A clear discussion of the similarities and differences between modern fantasy and traditional literature should be explored along with specific titles of literature to support the discussion.

2.

Using the detailed information in the text on suspending disbelief (pages 263-266), a thorough response would focus on one author of modern fantasy and it would provide explanations of how that author suspended disbelief through plot, characterization, setting, and point of view.

3.

Using the criteria in the Evaluation Criteria box on page 263, a complete answer would focus on a specific grade level and provide clear points from the text to evaluate modern fantasy at that grade level.

4.

Using the vast resources in the chapter, a quality response would identify three common topics for modern fantasy and discuss reasons that these topics would be popular with children and/or adolescents. Examples of books for each topic need to be suggested.

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5.

Using the lesson plan or unit outlines for Madeleine L’Engle’s A Wrinkle in Time as a model (pages 298-300), a complete answer may include ideas and suggestions for oral discussion; analyzing elements of the book such as characterization, plot, style, theme, and setting; ideas for possible creative dramatization, and ideas for analyzing and studying the artwork. Other creative ideas for lesson plans or unit outlines in addition to these should be encouraged.

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Chapter 8 – Poetry Answer Key Multiple Choice 1. d 2. a 3. c 4. b 5. b 6. a 7. c 8. b 9. d 10. c 11. c 12. d 13. b 14. a 15. c 16. b 17. b 18. a 19. d 20. a 21. d 22. b 23. a 24. a 25. c

Essay Question Feedback 1.

A thorough response will include a well developed argument for the importance of teaching poetry. Support can be found throughout the text, especially on pages 310-311. A good answer will also include specific poems that connect to each reason stated.

2.

Using ideas dispersed throughout the chapter, a good answer will specify a certain grade level and three solid examples of how to teach poetry to that specific age group.

3.

From the chapter, or from the student’s personal reading experience, one poet will be identified and a description of the poet’s work will be given. An explanation of why this poet’s work is popular with children using ideas from the text should be included. A clear rationale that explains why this poet was chosen should be included.

4.

An original poem written by the student must be submitted and the form of the poem must be identified. A sound reason as to why the student chose the form and the content of the poem must be stated.

5.

A sound persuasive argument for the use of poetry in the classroom incorporating ideas from the text should be given. The essay should be convincing and thorough.

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Chapter 9 – Contemporary Realistic Fiction Answer Key Multiple Choice 1. b 2. c 3. a 4. c 5. a 6. c 7. a 8. a 9. c 10. a 11. b 12. c 13. a 14. b 15. a 16. a 17. c 18. b 19. b 20. b 21. b 22. b 23. d 24. d 25. c

Essay Question Feedback 1.

A complete response will include the literary elements of contemporary realistic fiction (see pages 358-362) as compared to another genre of the student’s choosing. Specific examples of literature and elements must be included.

2.

Using ideas gleaned from the text (see Controversial issues – pages 363-367), a complete response will identify at least three of these highly controversial issues that have resulted in censorship in the past. For each issue, two books dealing with these issues need to be identified.

A complete discussion of why each book might be controversial is also needed.

3.

A complete answer will thoroughly describe a problem novel using Egoff’s characteristics of a problem novel (see page 363). An explanation of how problem novels differ from a Newbery Award winning contemporary realistic novel must be discussed.

4.

A complete answer would identify a piece of high-quality contemporary realistic fiction. Next, a description of questioning strategies would be included that could be used to lead a class discussion about the book (see pages 397-402 for questioning strategies and examples).

5.

A quality response will include a personal response to the given prompt that incorporates both personal experience, firsthand knowledge, and information from the text to support the student’s response.

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Chapter 10 – Historical Fiction Answer Key Multiple Choice 1. d 2. d 3. d 4. b 5. b 6. c 7. d 8. c 9. a 10. b 11. a 12. a 13. b 14. d 15. a 16. a 17. d 18. b 19. c 20. c 21. d 22. b 23. c 24. a 25. d

Essay Question Feedback 1.

A thorough response will draw from the Evaluation Criteria on pages 409-413 to write a sound answer to how historical fiction will be evaluated. A specific book must be chosen and the criteria identified should be applied to this specific book using details and examples.

2.

Using the lens of a film maker, one example of historical fiction should be identified for a film. Using the characteristics on pages 409-413 (setting, plot, characters, and theme) discuss how they would lend themselves to film interpretation. Also identify challenges that would result from making this book into a film.

3.

Using the chart on page 417 as a guide and pages 416-438 for more detail, identify three themes from different time periods. Choosing one book from each time period, a thorough answer will compare and contrast the two books and the themes that are developed in both books.

4.

Using the text information beginning on page 438, a quality answer would thoroughly discuss how historical fiction would be used in an elementary classroom. A specific grade level must be identified along with several appropriate books, themes, and instructional activities that are grade-level appropriate. The sample interdisciplinary unit Looking at Pioneer America (beginning on page 440) would provide a model to help the student begin to frame an answer.

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5.

Using information from throughout the chapter, a quality answer will describe the values of historical fiction. A clear explanation of why teachers would use these books must be included. A discussion of why children should read them on their own should support and extend the ideas presented in the response.

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Chapter 11 – Biographies Answer Key Multiple Choice 1. a 2. c 3. d 4. d 5. b 6. b 7. d 8. c 9. b 10. b 11. a 12. c 13. d 14. b 15. c 16. b 17. a 18. d 19. d 20. a 21. d 22. c 23. d 24. b 25. d

Essay Question Feedback 1.

Using information from the text on pages 450-452, a quality response would examine and discuss the changing role of biographies from the 1700s to the present. Specific authors and/or biographies must be cited in the answer.

2.

Using criteria discussed in the text on page 452-459 in combination with the chapter on realistic contemporary fiction, a thorough comparison and contrast between the two genres, using specific books and/or authors would make a quality response.

3.

A thorough response would identify a subject for a new biography written by the student with sound reasons for choosing that particular subject. Support for this decision must include ideas identified in the text in connection with quality biography.

4.

Using information from the text from pages 459-478, three common subjects in biographical writing would be identified along with reasons that each of these subjects appeal to children. The response must also identify at least one book in each category.

5.

A quality response will be in the form of a letter to parents supporting the reasons why biographies would be used in a classroom. The reasons should be culled from information from the text as well as other information that is important to the student.

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Chapter 12 – Informational Books Answer Key Multiple Choice 1. d 2. a 3. d 4. b 5. c 6. c 7. d 8. d 9. d 10. a 11. a 12. d 13. c 14. d 15. b 16. d 17. c 18. d 19. d 20. b 21. b 22. d 23. d 24. c 25. b

Essay Question Feedback 1.

A quality answer will identify the criteria for evaluating informational books found on pages 496501. A book meeting the criteria will be identified along with explanations for the reasons for the book choice using the stated criteria.

2.

Using information from the text box on page 521 and surrounding text pages, a quality answer will clearly answer the stated question with specific reasons and details from the text.

3.

A complete answer will identify four common categories for informational books for children with a list of at least one book in each of the categories.

4.

A complete answer will identify the title and author of an informational book along with a brief summary of the contents of the book. Next, an instructional activity that could be used with elementary aged children will be described in sufficient detail so that it is clear to the reader.

Ideas for activities to use with informational books in the classroom begin on page 525. The answer may contain ideas from the text or ideas that the student brings to the literature.

5. A clear discussion of the values of using informational books with children should be written that pulls from the many ideas in the text. Some ideas are located on pages 494-496; and many ideas are scattered throughout the book for the value of using informational books with children.

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