Chapter 2 - Listening
1. In which step of the listening process do listeners receive aural stimuli?
a. hearing
b. receiving
c. attending
d. assigning meaning
2. Which step of the listening process focuses on paying attention?
a. hearing
b. receiving
c. attending
d. assigning meaning
3. About how much of communication time is spent listening?
a. 30%
b. 50%
c. 75%
d. 20%
4. The ability to hear and manipulate sounds in spoken words is known as
a. phonemic awareness
b. phonics
c. phonetics
d. phoneme-grapheme correspondence
5. Which type of listening is used to distinguish sounds and develop sensitivity to
nonverbal communication?
a. Critical listening
b. Aesthetic listening
c. Efferent listening
d. Discriminative listening
6. Which of the following is NOT an example of aesthetic listening?
a. Listening to poets recite poems
b. Viewing puppets shows and plays
c. Listening to debates and political speeches
d. Viewing taped versions of stories
7. Which of the following is true about aesthetic and efferent listening?
a. Students usually use one purpose exclusively.
b. Students usually use a combination of the two purposes.
c. Students read more effectively when reading aesthetically.
d. Students read more effectively when reading for efferent purposes.
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8. What is the best way to improve children’s listening?
a. Teach specific listening strategies.
b. Give unannounced quizzes.
c. Remind students to pay attention periodically during instruction.
d. Ask questions which show whether or not students are paying attention.
9. Predicting and visualizing are examples of what kind of listening strategies?
a. Discriminative
b. Aesthetic
c. Efferent
d. Critical
10. Organizing and questioning are examples of what kind of listening strategies?
a. Discriminative
b. Aesthetic
c. Efferent
d. Critical
11. Which of the following strategies can be used for both aesthetic and efferent
listening?
a. Blending
b. Evaluating
c. Observing facial expressions
d. Summarizing
12. Which strategy is most important for critical listening?
a. determining author’s viewpoint
b. identifying persuasive techniques
c. evaluating
d. drawing conclusions
13. Why is listening referred to as a bridge for reading?
a. Once students have learned a listening strategy, they can apply the knowledge to
reading tasks.
b. Good listening skills are a prerequisite for reading.
c. Listening comprehension must be mastered before introducing reading
comprehension.
d. Listening and reading are both expressive language modes.
14. Why should teachers read aloud to all students on a daily basis?
a. Read alouds offer valuable experiences with books.
b. Reading aloud helps students build vocabulary and background knowledge.
c. Reading aloud helps students develop a love of reading.
d. All of the above.
15. Which of the following statements is true about effective readers when reading aloud?
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a. They are familiar with the book.
b. They read fluently and with expression.
c. They enhance the listening experience by varying their tone and pausing at
appropriate points.
d. All of the above.
16. What is the most important component of an interactive read aloud?
a. Choosing award-winning literature
b. The quality of student involvement during the read aloud
c. Modeling good listening and reading strategies
d. Engaging students in related after-reading activities.
17. In general, which of the following would be the most effective stopping points during
an interactive read aloud?
a. After each page
b. At a point where listeners can make predictions and connections
c. Only when listeners appear to be confused
d. At the end of the story
18. Which of the following is a technique for listening to nonfiction?
a. completing graphic organizers
b. adding sound effects
c. reciting repetitive phrases
d. all of the above
19. When students mumble read, repeat lines after the teacher, and provide gestures for
alliteration and onomatopoeia, they are most likely listening to
a. Stories
b. Nonfiction
c. Poetry
d. Narratives
20. Which of the following statements about rereading books to students is true?
a. Teachers should refrain from reading the same books to students more than once.
b. Teachers should refrain from reading the same books to students more than twice.
c. Older students do not benefit from hearing books reread.
d. Children’s responses to books become more insightful after subsequent readings.
21. When might a book be considered inappropriate for reading aloud?
a. When the words are too difficult for students to read independently.
b. When the vocabulary and concepts are unfamiliar.
c. When the book is written above grade level for the group of students.
d. When the students have heard or read the book before.
22. Which of the following is a benefit of note taking?
a. It helps students to be more active listeners.
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b. It helps students remember what they are listening to.
c. It provides an external storage system.
d. All of the above.
23. Which of the following is not a way to improve students’ efferent listening?
a. Activate background knowledge.
b. Set a clear purpose.
c. Teach critical thinking skills.
d. Complete graphic organizers.
24. At what point can students begin to understand the concept of taking notes?
a. kindergarten and first grades
b. second and third grades
c. fourth and fifth grades
d. middle school
25. When is a good time to have students begin taking notes on their own?
a. kindergarten and first grades
b. second and third grades
c. fourth and fifth grades
d. middle school
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Chapter 2 - Listening
1. Define the 3 steps of the listening process. Why is the second step often confusing
for children and teachers? How might this confusion be eliminated?
2. Explain the 4 basic purposes for listening. Select one text and grade level, and
provide an example of how the text might support each of the listening purposes.
3. Why is it essential for students to listen efferently? Describe 3 techniques for
improving efferent listening. Provide a concrete example for each technique.
4. Why do students need to learn to take notes? Explain the importance of note taking,
and how teachers can introduce the concept to elementary school students.
5. Students need to learn to listen critically. Why is this an important skill? List and
define 3 propaganda devices students may be exposed to on TV and in magazines.
For each device, provide an example from the media.
6. Identify the steps of the interactive read aloud. Select a text and determine the
following: How would you introduce the book? What are 3 techniques you would
use to involve students during the reading? What kinds of discussions and response
activities would you involve students in after reading the book?
7. When might a book be considered too difficult to read aloud? Provide solutions for
making information from difficult books more accessible for students.
8. What is media literacy? Discuss how children can be encouraged to view media
presentations critically rather than take them at face value.
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Instructor’s Manual
Answer Key – Multiple Choice
Chapter 1
1. B
2. A
3. C
4. D
5. B
6. A
7. B
8. D
9. C
10. D
11. D
12. B
13. A
14. A
15. B
16. D
17. A
18. C
19. A
20. D
21. A
22. B
23. B
24. C
25. A
Chapter 2
1. B
2. C
3. B
4. A
5. D
6. C
7. B
8. A
9. B
10. C
11. D
12. C
13. A
14. D
15. D
16. B
17. B
18. A
19. C
20. D
21. B
22. D
23. C
24. A
25. B
Chapter 3
1. D
2. B
3. C
4. A
5. D
6. C
7. A
8. A
9. A
10. B
11. A
12. B
13. A
14. B
15. D
16. D
17. D
18. B
19. D
20. A
21. D
22. A
23. A
24. B
25. A
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8. Contributions approach - literature introduced for lessons related to holidays, special
occasions; no cultural values or beliefs are discussed. Additive approach - multicultural
literature used to add culturally diverse information to an existing curriculum, but in
general the information is not woven throughout the curriculum. Transformation
approach - historical and contemporary events are studied from the viewpoint of
culturally diverse groups; helps students see interconnectedness of various cultures.
Social action approach - in thematic units, students study social issues and take action to
solve problems; students apply learning to their own communities. Student answers will
vary based on approach and text selected.
Chapter 2 – Listening
1. Steps: Receiving, attending. assigning meaning. Attending - paying attention focusing on the important part of the message, but teachers and students typically focus
on physical behaviors. Teach students how to set purposes for listening, use strategies
that help students focus on important information (i.e., graphic organizers, prediction
guides, anticipation guides)
2. Discriminative, Aesthetic, Efferent, Critical. Answer will vary based on text selection.
3. Why: most common type of listening in school; students need to remember big ideas
and understand relationships among those ideas. Techniques: activate background
knowledge, use manipulatives, create graphic organizers, have students take notes.
Examples: Will vary by student.
4. Why: helps students to listen more actively. How: demonstrate; stop during
presentations to recall big ideas; use/model list format, outlines, and diagrams.
5. Why: to judge advertising claims. Devices: glittering generality, name calling,
bandwagon, testimonial, card stacking, rewards.
6. Choose a book, preview the book, introduce the book, read the book interactively;
involve students in after-reading activities. Answer will vary based on text selection.
7. Problem: lack background knowledge, lack vocabulary. Solution: build background
knowledge prior to reading; teach vocabulary ahead of time; teach listening process and
strategies for listening comprehension.
8. What: ability to interpret media messages; questioning what is seen on TV, internet,
in magazines. Helps children become “savvy media consumers.” How: asking critical
questions (considering perspective, values, media techniques, intended audience, who
benefits, what has been omitted)
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