Chapter 6 Questions

1. What role does color play in visual language?

Color evokes meaning. It draws attention, calms us, communication happens, relaxes us,
and stirs up excitement. Students need to learn about these basic concepts to
understand how color influences them and know how to use it in their visual
representations.
2. Which kinds of symbols can K–8 students recognize?
The kinds of symbols that they can recognize are animals, corporate logos, emergency
symbols, entertainment logos, monuments, peace symbols, political symbols, and sports
logos.

3. How do teachers teach students to interpret political cartoons?

Teachers teach students what caricatures, symbols, and analogies are. Caricatures is a
portrait that exaggerates or distorts a person’s appearance to make him or her easier to
identify. Symbols is an object that represents something else. Analogies is a comparison
between two things to highlight a point of similarity. They study the cartoon, analyze
the cartoonist’s tools, identify the topic, consider the intended audience, examine the
viewpoint, and construct the message.
4. What do students gain from art appreciation activities?
Students are able to deepen their understanding of visual language when they examine
works of art, they sharpen their powers of observation and learn to interpret visual
images. The involvement in art activities is associated with higher reading achievement
and cognitive development.
5. How should students examine art masterpieces and illustrations in books?
They look at the image and identify objects, notice colors, lines, and shapes. They then
analyze the image and determine which element of visual language, symbols or humor
that help contribute to the meaning.
6. Name five types of books with visual language.
Pilgrims going to church, The Boating Party, Mona Lisa, Dance Class, and The Smoke
Signal.
7. What are story boards, and how are they used?
Story boards describes the procedures. They are cards on which the pages of a picture
book have been attached so students can really study the illustrations. They allow the
students to see visual language, story structure, and word-study activities.

8. What is process drama?

It is an imaginative and spontaneous dramatic activity that helps students explore stories
they’re reading, social studies topics, and current events from a variety of viewpoints.

The main idea of this chapter was about the visuals that student see and come in contact
with. They elaborated on the arts aspect of literature and the benefits that it brings to the
students. They spoke of the colors and symbols that students find and how it helps develop
their understanding for the literature they are trying to interpr
Chapter 9: Investigating Nonfiction
1. What are six ways that Mrs. LaRue taught her kindergartners about nonfiction in the
vignette at the beginning of the chapter?

They started off with doing an interactive writing, they then posted the sentences on a
chart, they then reread it daily picking out familiar words on the chart, then they went
onto a K-W-L chart, they then looked at a drawing of a fish and talk about the
different parts that it has, they then end it with drawing their own picture of a fish.
2. How does nonfiction differ from fiction?

Nonfiction holds unique text features such as margin notes and indexes. The
nonfiction genre is broad. It includes bus schedules, directions, maps, newspapers,
magazines, signs and food labels. The nonfiction books are informational books that
provide factual information about a variety of topics.
3. List six types of nonfiction books.

Nonfiction books: Team Moon: How 400,000 People Landed Apollo 11 on the Moon,
Off to War: Voices of Soldiers’ Children, Dave the Potter: Artist, Poet, Slave; Down,
Down, Down: A Journey to the Bottom of the Sea, Lincoln Shot: A President’s Life
Remembered, The Way We Work: Getting to know the Amazing Human Body.
4. How are nonfiction books organized?

Ideas are developed logically using sequence, cause and effect, or another expository
pattern, and the author’s purpose is clear. Reader-friendly nonfiction features make
the book easier to comprehend.

5. How does the research process differ from the traditional way students write reports?

They identify a topic, design research questions, gather information, organize the
information, analyze the results, create a project, and share the project.

6. If third grade students studying amphibians decided to share what they’d learned
through a multigenre project, what pieces might they include in their project?

Students create multigenre projects to explore a topic through several genres. Student
would present a topic using several types of information written from varied
viewpoints. The project becomes much more complex. They might include photos,
cluster charts, feature articles, and a journal of their finding.

7. How do informational books fit into the patterns of practice?

They fall under thematic units where students read many nonfiction books during
thematic units. They conduct research to find answers to questions and write reports
to share what they’ve learned.
8. Which two strategies do students need to be able to use when they read and write
informational texts?
They use paraphrasing and summarizing. When students paraphrase they restate the
message of a text they’ve read, in their own words. They read a graph or other brief
text several times, identifying the main idea. They then write their paraphrase. When
they summarize, they reduce a text to its key points; they identify the big ideas,
consolidate them and craft a summary shorter than the original text.

Summary of chapter:
This chapter was all about nonfiction and how it works and the ideas that you can use in
your classroom. It suggested strategies to use when working with nonfiction as well as
what depths you can go into with projects that students can do with nonfiction books.
They spoke of projects and the different takes that you can take with them as far as
multigenre projects and research projects that have a deeper depth to them.