Content Area Reading Literacy and Learning Across the Curriculum 13th Edition Vacca Test Bank

Type:

Test Bank

Content Area Reading Literacy Resource: and Learning Across the Curriculum Edition:

13th Edition

Author(s):

Richard Vacca Jo Anne Vacca Maryann Mraz

Instructor's Resource Manual and Test Bank Jean Payne Vintinner Content Area Reading: Literacy and Learning Across the Curriculum Thirteenth Edition Richard T. Vacca Emeritus, Kent State University

Maryann Mraz University of North Carolina at Charlotte

Jo Anne L. Vacca Emerita, Kent State University

ISBN-10: 0-13-576090-9 ISBN-13: 978-0-13-576090-1

TABLE OF CONTENTS

Preface

iv

Chapter 1: Literacy Matters

1

Chapter 2: Learning with New Literacies

5

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

9

Chapter 4: Assessing Students and Texts

12

Chapter 5: Planning Instruction for Content Literacy

16

Chapter 6: Activating Prior Knowledge and Interest

19

Chapter 7: Guiding Reading Comprehension

22

Chapter 8: Developing Vocabulary and Concepts

25

Chapter 9: Writing Across the Curriculum

29

Chapter 10: Studying Text

33

Chapter 11: Learning with Multiple Texts

37

Test Bank

41

Answer Key

85

iii Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Preface This Instructor's Resource Manual and Test Bank for Content Area Reading, Thirteenth Edition, provides a variety of tools that can be selected and adapted based on the instructional goals and teaching styles of individual educators.

The instructor's resource manual includes the following components:

Purpose and Underlying Concepts This section synthesizes the purpose of the chapter and lists the key concepts presented by the textbook authors.

Student Objectives This section lists key ideas that the students should understand from studying the chapter. The objectives may serve as the stimulus for essay writing or class discourse.

Vocabulary and Key Terms This section lists important terms that are included in the chapter. These terms might be used for assessing students ' prior knowledge or assessing their knowledge of terminology after the study of a chapter is complete.

Activities and Discussion Questions This section serves as a resource to assist instructors in actively engaging their students in classroom activities, research, and field experiences.

Before Reading Each chapter suggests ideas that can be used prior to reading of the text. These include using chapter graphic organizers, brainstorming activities, personal reflection activities, hands-on experiences, and suggested topics for discussion.

During Reading Each chapter suggests ideas relevant to major concepts that foster student engagement as the text is read.

After Reading/In the Field Each chapter suggests class projects, small-group work, and individual activities that develop the major concepts of the text. Each chapter also includes activities, projects, and research suggestions for students who are working in a classroom.

Test Bank The test bank provides multiple choice, true/false, and essay questions.

iv Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

Chapter 1: Literacy Matters Chapter-At-A-Glance Chapter Outline

Chapter Objectives

Supporting Supplements

Effective Teaching in Content Areas • What Makes a Teacher Effective • Effective Teachers and the Standards-Driven Classroom • Effective Teachers Differentiate Instruction for a Wide Range of Students

•

Explain the characteristics of effective teachers and effective teaching, the difference between the two, and their impact on students and learning.

• •

Power Point, Chapter 1 Test Bank items

Literacy in the 21st Century World • New Literacies, New Ways of Learning • Adolescent Literacy • Disciplinary Literacy in Perspective • Disciplinary Literacy: A Brief Historical View

•

Explain how literacy has evolved and the classroom implications of 21st-century literacy.

• •

Power Point, Chapter 1 Test Bank items

Reading to Learn in a Discipline • The Role of Prior Knowledge in Reading • Reading as a MeaningMaking Process • Reading as a Strategic Process • Reading Comprehension

•

Describe the factors influencing reading to learn in a discipline.

• •

Power Point, Chapter 1 Test Bank items

Purpose The purpose of this chapter is to explore the critical role that teachers play in helping students to think and learn with text.

Underlying Concepts 1.

Using texts effectively requires a willingness to explore instructional strategies that move beyond assigning and telling.

2.

Teachers need to understand how standards impact planning for content area instruction.

3.

Content area teachers need to assist students in knowing how to think with text in order to respond to, discover, organize, retrieve, and elaborate on information and ideas they encounter in content learning situations.

1 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

4.

Students need explicit instruction and support in gathering information from multiple forms of texts.

5.

Students require skills with new literacies to successfully interact with information and communication technologies.

Student Objectives 1.

Students will understand how to think, learn, and communicate with multiple types of texts.

2.

Students will appreciate ways in which literacy and learning are related.

3.

Students will develop an understanding of disciplinary literacy and what it means to think and learn with text in different content areas.

4.

Students will be able to use skills and strategies to comprehend and learn.

5.

Students will understand the rationale behind standards and their impact on content area classrooms.

6.

Pre-service teachers will understand the characteristics of an effective teacher and consider how to implement these qualities in their own teaching.

Vocabulary and Key Terms Adolescent literacy Comprehension Content and process Content/Disciplinary literacy Differentiated instruction New literacies Prior knowledge Reading Next Reading to learn Standards Standards-based planning Teacher effectiveness Text

Activities and Discussion Questions Before Reading 1.

Have the students write an autobiographical reflection in which they recall middle and high school teachers (no names used) whom they believe were effective and/or ineffective. What strategies did the teachers use that 2 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

engaged or disengaged students? Following the written assignment, divide a chart into two columns: Effective Strategies and Ineffective Strategies. Have the students share their autobiographical reflections by contributing memories under each column. Use the entries as a springboard for discussion.

2.

As an alternative to activity number one, provide the students with a think-sheet entitled: Autobiographical Reflective Activity. The following directions can be used: From your earliest childhood memories of school, up to (and including) your high school recollections, use your brain for this exercise: First, quickly scan this list of content areas in which you have recollections and select three subject areas. Circle those areas.

Art Science Mathematics Music Health Social Studies/History Physical Education Computer Sciences English Literature Foreign Language Business Psychology/Sociology Second, think about those memories from a student perspective: What are your memories? Think about the positive memories and the negative ones. What did your teachers say, do, assign? How did they influence your attitude toward the subject? What did they do that you recall in a positive way? In a negative way?

3.

Have students define the key terms. Use their responses to these questions as a pre-assessment tool to determine students' prior knowledge about the topics to be covered in the chapter.

4.

Have students work in small groups to complete an anticipation guide using the statements listed below. When they have completed their small-group activity, convene the whole class for a discussion of small-group responses.

Statements: ○

Reading instruction in middle and secondary schools is unnecessary.

○

Content area teachers should expect students to read their textbooks.

○

Content area teachers should teach their students how to study.

○

The primary role of the content area teacher is to teach subject matter.

○

It is important to students to learn how to think and evaluate the usefulness of texts.

3 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

During Reading 5.

Provide students with a template or graphic organizer that reflects the characteristics of good readers. For each characteristic, students should record instructional ideas that would either explicitly teach or support students' development of each quality while interacting with content area texts.

5.

While reading the chapter, ask students to consider how learning their content requires students to participate in each of the strands of literacy: reading, writing, talking, and viewing.

After Reading/In the Field 6.

Instruct the students to interview a content area teacher on effective teaching strategies that he or she uses to engage students in learning. Students may share their findings in small-group or whole-class discussions.

7.

Instruct the students to interview a content area teacher on how he or she motivates students to read text material. Students may share their findings in small groups.

8.

Divide the class into groups according to the content area that each student is preparing to teach.

9.

Have students bring to class a different sample of text used in their content area. Ask the students to brainstorm questions they might ask their own students in order to encourage those students to respond to the material from both an efferent and an aesthetic stance.

10. Require students to find the standards for the content area and grade level they most want to teach. Put them in small groups to compare and contrast them.

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Chapter 2: Learning with New Literacies

Chapter 2: Learning with New Literacies Chapter-At-A-Glance Chapter Outline New Literacies and Multiliteracies: An Overview •

From the Creative to the Critical

•

Nonlinear Characteristics of New Literacies

•

In-School and Out-ofSchool Literacies

•

New Literacies and Content Standards

Engage and Empower Learning: Getting Started •

Literacy and Learning in Multimodal Environments

•

Developing a Framework for New Literacies

•

Engaging Teachers and Students in Evaluating Technology Use

Strategies for Writing to Learn •

Blogs, Websites, and Wikis

•

Online Discussions

Approaches to \ Multimodal Learning •

Blended and Hybrid Learning

•

Internet Inquiries

•

Adapting Learning Strategies with Technology

Chapter Objectives •

•

•

•

Supporting Supplements

Explain new literacies and multiliteracies and the changing expectations of literacy in and out of the classroom.

•

PowerPoint, Chapter 2

•

Test Bank items

Explain new literacies and multiliteracies and the changing expectations of literacy in and out of the classroom.

•

PowerPoint, Chapter 2

•

Test Bank items

Describe the strategies for writing to learn in content area classes, including how they incorporate multiliteracies.

•

PowerPoint, Chapter 2

•

Test Bank items

Describe several multimodal learning practices and explain how learning strategies have been impacted by the use of technology in classrooms.

•

PowerPoint, Chapter 2

•

Test Bank items

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Chapter 2: Learning with New Literacies

Purpose The purpose of this chapter is to explore how new literacies can be integrated across content area subjects.

Underlying Concepts 1.

New literacies offer students a variety of interesting and relevant experiences with texts that can be used to enhance content area learning.

2.

Emerging information and communication technologies (ICT) require the application of strategic knowledge, skills, and insights, as well as the ability to use reading and writing to learn.

3.

Blogs, vlogs, wikis, websites, and online threaded discussions are interactive tools that can enhance communication about content area topics and foster socially mediated learning.

4.

Internet inquiries can create an instructional framework for engaging students in consistently scheduled inquiry and collaborative learning.

Student Objectives 1.

Students will articulate a rationale for using new literacies in content area classrooms.

2.

Students will understand the meaning of the term new literacies and how those literacies affect content learning.

3.

Students will understand that learning how to adapt to continuously changing technologies is more critical than knowing any particular ICT.

4.

Pre-service teachers will be able to apply various types of instructional strategies that help students learn using the Internet.

5.

Students will understand the value of blended learning environments.

Vocabulary and Key Terms Blended Learning Blogs and Vlogs Critical media literacy Digital literacies Information and communication technologies (ICT) Internet inquires Multiliteracies Multimodal texts Netiquette New literacies 6 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 2: Learning with New Literacies

Shared document spaces Threaded discussion WebQuests Wikis and websites

Activities and Discussion Questions Before Reading 1.

Have the students brainstorm ways they have observed teachers using new literacies. Have the students classify their observations as effective or ineffective. Discuss the factors that contribute to the use of new literacies being effective or ineffective.

2.

Allow students time to discuss their experiences with new literacies. Are the experiences that they recall positive or negative? How could negative experiences have been altered to provide a positive learning experience?

3.

The authors suggest that, "New literacies have transformed the way we read, write, think, communicate, and make meaning." Discuss this statement and its implications for education.

During Reading 4.

Ask students to select three sites pertaining to their content area of interest and evaluate each site's usefulness for enhancing the content area curriculum.

5.

As students read the beginning of the chapter, have them generate a list of reasons for using new literacies to enhance content area learning.

6.

Based on what they are learning in the chapter about strategies for online learning, have the students brainstorm ways in which the effectiveness of these electronic resources could be enhanced.

7.

Challenge students to design an Internet inquiry based on a content area topic of study.

After Reading/In the Field 8.

Ask each student to select a topic of interest within his or her content area and locate websites related to that topic. Require each student to compile an annotated bibliography of those websites to be shared with classmates who are preparing to teach the same content area.

9.

Require students to design an Internet Inquiry project for their content area of interest that adheres to the considerations listed in the textbook.

10.

Have students design a WebQuest for a topic related to their content area of interest. Each WebQuest component (introduction, task, process, resources, learning advice, and conclusion) should be included in the design.

11.

Challenge students to explore the electronic book venues suggested in the chapter. Each student should compile a list of annotated sources from these venues that are relevant to his or her content area of interest.

Resources may be shared with classmates.

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Chapter 2: Learning with New Literacies

12.

Pair students and have them select a topic of interest to search on the web. Ask each student begin with the same website and subsequently locate information independently, documenting each step and link selected.

Following the web search, pairs should compare and contrast how they went about the search. Use this activity to discuss how to implement web inquiry with middle or high school students.

13.

Using a smart panel or projection system, demonstrate how to conduct a web search on a topic of interest by using a variation of the think aloud strategy. Talk as you conduct the search, modeling your reasoning for selecting particular links.

14.

Have pre-service teachers interview middle school or high school students about their use of electronic texts.

Use the information obtained from the interviews to discuss with other pre-service colleagues the types of skills and strategies students need to possess in order to use electronic resources effectively.

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Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms Chapter-At-A-Glance Chapter Outline

Chapter Objectives

Supporting Supplements

Culturally Relevant Pedagogy • Teaching for Cultural Understanding • Integrating Multicultural Literature Across the Curriculum • Multicultural Books: A Closer Look Ways of Knowing in a Culturally Responsive Classroom • Funds of Knowledge • Drawing on Students' Funds of Knowledge Across Content Areas • Characteristics of Culturally Responsive Instruction

•

Define culturally relevant pedagogy and explain how these principles should shape instruction.

• •

PowerPoint, Chapter 3 Test Bank items

•

Explain funds of knowledge and how teachers' incorporation of students' funds of knowledge can impact content area learning.

• •

PowerPoint, Chapter 3 Test Bank items

Linguistic Differences in Today's School • Dialect Use in the Classroom • English Language Learning • Books for English Learners Sheltered Instruction for English Learners • The SIOP model • Adapting Instruction in Content Classrooms

•

Explain the impact of linguistic diversity on content area instruction.

• •

PowerPoint, Chapter 3 Test Bank items

•

Describe the ways in which instruction can be adapted to meet the needs of English Learners.

• •

PowerPoint, Chapter 3 Test Bank items

Purpose The purpose of this chapter is to help teachers successfully respond to linguistic and cultural differences in their classrooms and to promote academic achievement for all learners

Underlying Concepts 1.

Culture is a complex and multifaceted concept that encompasses values, beliefs, and patterns of behavior as well as family structure, language and non-verbal communication, expectations, gender roles, and biases.

2.

English learners need content literacy instruction that is strategic and culturally responsive.

3.

Sheltered instruction for English learners can provide a useful framework for supporting the needs of these students.

4.

Instructional routines need to provide ample opportunities for meaningful discussions and collaborative engagement.

9 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

Student Objectives 1.

Students will gain an appreciation for the variety of challenges that content area texts pose to culturally and linguistically diverse learners.

2.

Students will understand some of the cultural and linguistic differences that learners from racial and ethnic backgrounds bring to classroom learning.

3.

Pre-service teachers will learn the importance of when and under what circumstances to use explicit instruction in the use of American English with culturally diverse learners.

4.

Pre-service teachers will demonstrate an understanding of how to be responsive to linguistic and cultural differences of the students in their classrooms.

5.

Students will understand the framework of sheltered instruction for English learners.

Vocabulary and Key Terms Bilingual programs Cognates Comprehensible input Culturally responsive/relevant pedagogy Dialect use EL programs Funds of knowledge Idiomatic expression Language proficiency Multicultural Repeated reading strategy Sheltered instruction SIOP Model

Activities and Discussion Questions Before Reading 1.

Use the following quote from the chapter to discuss instructional approaches to culturally and linguistically diverse learners: "Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning."

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Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

2.

Ask pre-service teachers to recall their own field experiences in which culturally or linguistically diverse learners were part of a classroom. How did these students participate in the class? How did the teacher respond?

Were modifications made for them? If so, describe the nature of those modifications.

3.

Lead a discussion about the following statement from the chapter: "Language and culture are inextricably connected." What are the implications of this statement for classroom practice?

During Reading 4.

Use the following quote from the chapter to discuss the significance of cultural background: "It is crucially important to be aware that students from diverse cultural backgrounds bring different ways of knowing, different styles of questioning, and different patterns of interaction to school."

After Reading/In the Field 5.

Ask students to interview a teacher about the strategies he or she uses to meet the needs of students with cultural or linguistic differences within the classroom. Students should share their findings with their classmates.

6.

Have pre-service teachers demonstrate a variety of activities that can help their students to formulate nonlinguistic representations, such as graphic representations, pictures, mental images, physical and technological models, and kinesthetic activities. Explain how activities such as these can be helpful to culturally or linguistically diverse learners.

7.

Challenge pre-service teachers to observe a bilingual or ESL program. Their observations and reflections of the program should be recorded in a journal and shared with classmates through small-group or whole-group discussions.

8.

Have students develop a rubric that will allow them to self-assess their own progress in developing an environment for culturally responsive instruction in their own classroom.

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Chapter 4: Assessing Students and Texts

Chapter 4: Assessing Students and Texts Chapter-At-A-Glance Chapter Outline Approaches to Assessment •

High-Stakes Testing

•

Standardized Testing: What Teachers Need to Know

•

Authentic Assessment: The Teacher's Role

Portfolio Assessment in a Digital Age •

Adapting Portfolios to Content Area Classes

•

Checklists and Check-Ins

•

A Framework for Strategy Implementation, Data Collection, and Instructional Decision Making

•

Rubrics and SelfAssessments

Assessing Text Complexity •

Content Area Reading Inventories

•

Reading Rates

•

Readability

Chapter Objectives

Supporting Supplements

Compare high-stakes and authentic assessments, including the essential characteristics of each.

•

PowerPoint, Chapter 4

•

Test Bank items

•

Describe how portfolios can be used to assess student learning in content areas.

•

Test Bank items

•

Define text complexity and compare the ways in which it can be measured.

•

Test Bank items

•

.

Purpose The purpose of this chapter is to develop the understanding that instructional assessment is a continuous process of gathering relevant information from multiple sources for instructional purposes.

Underlying Concepts 1.

Unlike formal, high-stakes testing, authentic assessment allows teachers to make qualitative decisions about students' strengths and needs in reading and learning content area subjects.

2.

Standardized reading tests reveal how a student compares to other students or to a pre-established criterion on a single performance. Authentic assessment practices provide ongoing information about student performance in meaningful instructional settings.

3.

While the use of high-stakes testing has proliferated in recent years, issues and concerns about the use of such testing have been raised.

4.

Portfolio assessment is based on the purposeful collection of student performance samples and provides teachers and students with information on achievement, effort, and progress over time.

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Chapter 4: Assessing Students and Texts

5.

Assessing the difficulty of text material and how students interact with text are important components of the assessment process.

Student Objectives 1.

Students will appreciate assessment as an aid to setting instructional goals.

2.

Students will understand how formal, high-stakes assessment differs from informal, authentic assessment.

3.

Students will understand the rationale behind the use of high-stakes testing as well as the issues and concerns surrounding this practice.

4.

Students will understand the ways in which policymakers have played an increasingly active role in setting standards and assessing student performance.

5.

Students will be able to articulate the advantages of ongoing assessment that occurs in the natural context of the classroom.

6.

Students will understand the processes that content area teachers can use to implement portfolio assessment.

7.

Students will understand the role of student self-assessment and techniques for facilitating self-assessment.

8.

Students will be able to design different forms of assessment rubrics.

9.

Students will be able to assess the difficulty of textbooks using a variety of techniques.

Vocabulary and Key Terms Accountability Authentic assessment Checklists Content Area Reading Inventory (CARI) Grade-equivalent scores High-stakes testing Lexile levels Norms Observation Percentile score Portfolios Raw score Readability

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Chapter 4: Assessing Students and Texts

Reliability Rubrics and self-assessments Standardized Stanine score Text Complexity Triangulation Validity

Activities and Discussion Questions Before Reading 1.

Have students brainstorm ways in which they have been assessed by teachers or situations in which they have been asked to assess themselves. List responses. Elicit discussion on students' positive and negative responses to these practices.

2.

Working in small groups, have students discuss their understanding of authentic versus high-stakes assessment.

Have each group design a visual aid/presentation to share with the class that represents their understanding of the two forms of assessment. Discuss the similarities and differences among the groups' interpretations.

3.

Ask students to brainstorm artifacts that might be included in a portfolio. Discuss the meaning of authentic assessment based on students' responses.

During Reading 4.

Obtain copies of standardized test results and have students examine the information in small groups. Use the tests as a reference for the following terms: norms, percentile scores, stanine scores, and grade-equivalent scores.

5.

Let students role-play a parent–teacher conference in which the teacher explains the results of a student's performance on a standardized reading test.

6.

Challenge students to obtain information from popular media sources (i.e., newspapers, television newscasts, and magazines) on legislation and policy incentives related to literacy education; then have students discuss their findings, connecting the findings to corresponding sections of the chapter.

7.

After examining the examples of the types of materials that might be included in a portfolio, have students work in small groups to design a list of artifacts they would include in a portfolio based on a content area of their choice. Encourage adaptations of the examples provided in the textbook.

8.

Using the readability graph in the textbook, have students assess the readability level of a content area textbook of their choice. How close was the readability level to the grade level for which the content area textbook was intended?

9.

Have students work in teams to simulate a textbook review committee and ask them to evaluate three content area textbooks. After completing the evaluation, have each team present the book with the highest rating to the class and explain why the book should be purchased. Ask them to include the factors they considered when making their selections.

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Chapter 4: Assessing Students and Texts

10. As they read the chapter, have students keep a vocabulary journal with new terms and concepts that they encounter, such as stanine scores and norms. Along with the terms, have students record information such as what each word is related to, where it was found, its definition, and an example of its use.

After Reading/In the Field 11. 13. Request that students role-play state legislators discussing the merits of and concerns about high-stakes testing. Students should be divided into two groups: one group should present the arguments for instituting or maintaining a high-stakes testing program; the second group should present reasons for opposing or modifying high-stakes testing. After each group has had time to prepare their positions, those positions can be presented in a debate or discussion format.

12. Have students work collaboratively to draft a letter to their state or federal representatives explaining how current policies on high-stakes testing have influenced their classroom instruction. Require that they suggest alternatives to current high-stakes testing practices.

13. Require each student to conduct an interview with a classroom teacher on how the current educational policy decisions and/or high-stakes testing requirements have impacted his or her teaching practices. Share the interview results in class and discuss the results in the context of assessment practices and policy information presented in the chapter.

14. Have students draft a letter to families that explains the use of portfolios as an assessment tool. The purpose of portfolio use, contents, and utility should all be addressed in the letter.

15. Research standards and testing policies, including the evolution of those policies and practices, for a particular state. Present findings to the class.

16. Using a content area book of his or her choice, have each pre-service teacher design a rubric that can be used to evaluate student performance of the assignment.

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Chapter 5: Planning Instruction for Content Literacy

Chapter 5: Planning Instruction for Content Literacy Chapter-At-A-Glance Chapter Outline Explicit Strategy Instruction •

Strategy Awareness and Explanation

•

Strategy Demonstration and Modeling

•

Guided Practice

•

Strategy Application

•

•

Planning Lessons •

Lesson Plan Formats

•

B-D-A Instructional Framework

•

Some More Examples of BD-A-Centered Lessons

Planning Units of Study •

Components of a WellDesigned Unit

•

An Inquiry/Research Emphasis in Units of Study

•

A Multiple-Text Emphasis in Units of Study

Planning Collaborative Interactions •

Cooperative Learning

•

Small-Group Processes

•

Planning Discussions

•

Creating an Environment for Discussion

•

•

Chapter Objectives

Supporting Supplements

Outline the process for teaching and supporting students as they master new strategies.

•

PowerPoint, Chapter 5

•

Test Bank items

Explain the B–D–A framework and include typical activities for each stage of this type of lesson.

•

PowerPoint, Chapter 5

•

Test Bank items

Describe the different components of a welldesigned unit.

•

PowerPoint, Chapter 5

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Test Bank items

Describe the different strategies for cooperative learning.

•

PowerPoint, Chapter 5

•

Test Bank items

Purpose The purpose of this chapter is to develop an understanding of how to bring students and texts together through instructional plans and practices that create a supportive context for active student engagement, inquiry-based learning, and collaboration.

Underlying Concepts 1.

Instructional frameworks for planning text lessons involve a combination of before reading, during reading, and after reading activities.

2.

Units of study can be planned with an inquiry emphasis or using multiple texts that include textbooks, magazines, newspapers, and electronic texts.

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Chapter 5: Planning Instruction for Content Literacy

3.

Collaborative interactions and cooperative learning are scientifically supported strategies for enhancing comprehension.

Student Objectives 1.

Pre-service teachers will learn how to plan and design instruction so that students will become actively engaged in literacy-related activities.

2.

Students will demonstrate an understanding of how to design an instructional framework for a B-D-A lesson structure.

3.

Students will understand how to conduct a unit of study that coordinates instructional activities with an inquiry/research emphasis.

4.

Pre-service teachers will understand the steps and stages involved in inquiry projects.

5.

Pre-service teachers will understand how to plan and facilitate collaborative interaction among their students.

Vocabulary and Key Terms B-D-A instructional framework Collaborative interactions Cooperative learning Group investigation Guided discussion Inquiry/research emphasis Jigsaw groups Learning circles Positive interdependence Student Teams Achievement Divisions Units of study

Activities and Discussion Questions Before Reading 1.

Have students recall collaborative learning activities in which they have participated. What aspects of these activities do they recall positively? What aspects were not useful to them? How might these experiences influence their own approach to engaging their students in collaborative interactions?

2.

Have students recall thematic units of study from their own school experience. What are their recollections of what they were asked to do as part of these studies? How did they respond? What did they learn?

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Chapter 5: Planning Instruction for Content Literacy

During Reading 3.

As students examine the sample text lessons in the chapter, ask them to develop adaptations of these lessons for their own classrooms or for different content areas.

4.

Using the guidelines in the chapter, organize students in small groups to prepare an inquiry project on a topic relevant to their content area. As they present the project proposals to the class, discuss any challenges they encountered in compiling the project proposal. Brainstorm ideas for solving the problems.

5.

Have students note the contexts in which they have observed or participated in inquiry-based units. Ask them to recall the types of texts used to facilitate development of these units. Discuss their recollections and reflections in class.

After Reading/In the Field 1.

Require each student to visit a classroom to observe the context for learning in that classroom. Students' field notes should include details about the classroom discourse. Reflective learning logs can be used to record observations. Follow-up discussion can be scheduled when the observations are complete.

2.

Invite a team of teachers who teach an integrated curriculum or thematic units to participate in a panel discussion (or engage in synchronous or asynchronous electronic interactions) in which they share the planning and implementation process of these units with the class. Have students prepare questions that they wish to ask these teachers about the use of thematic units.

3.

Working in small groups, ask students to select one of the lesson examples in the chapter and develop alternative before reading, after reading, and during reading activities for that lesson.

4.

Have students brainstorm a broad topic of interest that they would like to investigate (e.g., chocolate, vintage automobiles, a historical event). Hold class in the library and allow students a short amount of time to locate as much information as they can find on their topic. Gather students in an area of the library to share their resources and strategies for locating these resources. Ask them how they would use this experience to prepare their own students to conduct research on a given topic. Also consider allowing students to search online and compile those resources.

5.

Ask each student to bring a content area text relate to their field of study to class. Each student should examine several chapters of the book and select something of interest from those chapters that could be used to motivate students to read the chapter and extend their understanding of the subject in focus. Have students work in small groups to brainstorm how they would engage their own students in collaborative interactions that would extend their knowledge of the chosen topic.

6.

Pair each student with a partner from a different content area. Together, have them design an interdisciplinary lesson on a topic of their choice that integrates material from both of their content areas.

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Chapter 6: Activating Prior Knowledge and Interest

Chapter 6: Activating Prior Knowledge and Interest Chapter-At-A-Glance Chapter Outline Self-Efficacy and Motivation

Chapter Objectives •

•

Curiosity and Interest •

Creating Story Impressions

•

Establishing Problematic Perspectives

•

Guided Imagery

•

Making Predictions •

Anticipation Guides

•

Adapting Anticipation Guides in Content Areas

•

Imagine, Elaborate, Predict, and Confirm (IEPC) •

Question Generation •

Active Comprehension

•

ReQuest

Supporting Supplements

Explain how self-efficacy affects literacy development and what teachers can do to support self-efficacy and engagement in learning within a discipline.

•

PowerPoint, Chapter 6

•

Test Bank items

Describe the value of activating curiosity and interest in content and explain how each of the strategies mentioned builds this type of engagement.

•

PowerPoint, Chapter 6

•

Test Bank items

Explain how predicting and questioning can support comprehension during content area reading.

•

PowerPoint, Chapter 6

•

Test Bank items

Explain how predicting and questioning can support comprehension during content area reading.

•

PowerPoint, Chapter 6

•

Test Bank items

19 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 6: Activating Prior Knowledge and Interest

Purpose The purpose of this chapter is to provide teachers with meaningful learning activities that will activate students' background knowledge, pique their interest, and raise their expectations about content area reading so that they will read with purpose and anticipation.

Underlying Concepts 1.

Arousing curiosity and interest in students is a crucial component of engaging students with content texts.

2.

It is important to help students learn content through activities that allow them to anticipate and predict what they will learn.

3.

Before-reading activities that engage students in asking questions are an effective way to help students develop purposes and motivation for reading text.

4.

Developing a high level of self-efficacy motivates students to apply the skills and strategies that they have acquired to literacy learning situations.

Student Objectives 1.

Students will understand why before-reading strategies that activate prior knowledge and raise interest in the subject prepare readers to approach a text in a critical frame of mind.

2.

Students will understand the type of experiences that constitute meaningful learning activities.

3.

Students will gain an appreciation for using strategies that motivate students to read text by arousing curiosity.

4.

Students will be able to demonstrate the use of prediction strategies that help to facilitate reading comprehension.

Vocabulary and Key Terms Active comprehension Anticipation guides Guided imagery Imagine, Elaborate, Predict, and Confirm (IEPC) Metacognitive awareness Motivation Prediction strategies Problematic Perspectives ReQuest Self-efficacy Story impressions 20 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 6: Activating Prior Knowledge and Interest

Activities and Discussion Questions Before Reading 1.

Group students to brainstorm reading strategies that they can use when they read to learn new information. Use their comments to discuss ways to engage readers in content area reading.

2.

Ask students to think about topics that they enjoy reading. In an autobiographical format, have students write a reflection on what motivates them to read about these topics. Allow them to share their responses with a classmate. Then, invite students to share responses with the group.

3.

Pair students to discuss the times and places that they read. Do they read in the library? In the kitchen? In the bedroom? Discuss environmental conditions that they feel are important with respect to their own reading habits. To extend the initial discussion, ask students to consider the environmental conditions that affect one's frame of mind before reading. Have them brainstorm classroom environmental conditions that contribute to setting the stage for reading and what they could do to control these conditions in their future classrooms.

During Reading 4.

Use the following quote from the textbook to discuss how teachers can use topics about which students are curious to engage them in learning: "Schools do not pay enough attention to students' curiosity and imagination.

As a result, students disengage from active participation in the academic life of the classroom because there is little satisfaction to be gained from it."

5.

Require each student to select a chapter from a content area textbook of their choosing. After they preview the chapter, have each student respond to the question: What background knowledge do I bring to the topic(s) covered in this chapter?

After Reading/In the Field 6.

Have the students bring content textbooks to class. Working in small groups, have them examine the illustrations and photographs in the texts. Discuss how the pictures might be used to arouse curiosity about the topic.

7.

Have the students bring a children's picture book to class. Using the Story Impression example in the text, challenge the students to design a Story Impression for the book. Students can then trade Story Impressions with a partner, complete them, and then read the story to compare and contrast information.

8.

Using a content area textbook of their choice, have students apply the IEPC strategy to a selection of the text.

Students can share their application of this strategy in small groups or with the whole class.

9.

Discuss the following statement from the text and its implications for teachers and students: "Self-efficacy and motivation are interrelated concepts."

10. Using content area textbooks of their choosing, have each student design an Anticipation Guide to accompany a chapter. Students may share their guides in small groups.

11. Model for students the ReQuest strategy using a human-interest story from the newspaper. Working in small groups, have students practice the strategy using a work children's literature.

12. Consider the following quote from the chapter: ". . . a great deal of uncertainty pervades reading for many students." Have students discuss what they, as teachers, can do to reduce that uncertainly by applying strategies that activate prior knowledge and raise students' interest in a topic.

21 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 7: Guiding Reading Comprehension

Chapter 7: Guiding Reading Comprehension Chapter-At-A-Glance Chapter Outline Modeling Comprehension Strategies •

Using Think-Alouds to Model Comprehension Strategies

•

Using Reciprocal Teaching to Model Comprehension Strategies

•

Using Question-Answer Relationships (QARs) to Model Comprehension Strategies

•

Questioning the Author (QtA)

Instructional Strategies •

The KWL Strategy

•

Discussion Webs

•

Guided Reading Procedure (GRP)

•

Intra-Act

•

Directed Reading-Thinking Activity (DR-TA)

•

•

•

Reading Guides •

Comprehension Levels

•

Three-Level Comprehension Guides

Chapter Objectives

Supporting Supplements

Describe the ways in which teachers can model comprehension strategies and explain how each supports students' comprehension.

•

PowerPoint, Chapter 7

•

Test Bank items

Explain how each of the strategies guide comprehension as students interact with text, from before reading support to postreading reflection.

•

PowerPoint, Chapter 7

•

Test Bank items

Describe how each of the reading guides scaffolds students' understanding during reading.

•

PowerPoint, Chapter 7

•

Test Bank items

Purpose The purpose of this chapter is to explore how teachers can engage students in reading by providing guidance and using instructional strategies that promote reader–text interactions.

Underlying Concepts 1.

Teachers are in a position to orchestrate a full range of instructional activities that promote meaningful reader– text interactions.

2.

Strategies such as KWL, GRP, discussion webs, and intra-act allow students to engage in a dialogue about what they are learning and become active readers and writers.

3.

Teachers can support students as they read by providing meaningful scaffolding through strategy instruction and reading guides.

22 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 7: Guiding Reading Comprehension

Student Objectives 1.

Students will gain an appreciation of the importance of reader–text interaction as a medium for literacy and learning.

2.

Pre-service teachers will be able to demonstrate how to plan discussions so that students actively respond to texts.

3.

Pre-service teachers will learn a variety of strategies for engaging students in cooperative learning and discourse with text.

4.

Students will develop an understanding of why and how instructional strategies can guide reader–text interactions.

5.

Students will be able to implement the following instructional strategies to foster reading engagement: KWL, intra-act, GRP, and discussion webs, as well as think-alouds, QARs, QtA, and reading guides.

Vocabulary and Key Terms Applied Comprehension Directed reading-thinking activity (DR-TA) Discussion web Guided Reading Procedure (GRP) Interpretive Comprehension Intra-Act KWL/KWHL Literal Comprehension Modeling QAR QtA Reciprocal teaching Scaffolding Semantic map Think-aloud Three-level comprehension guide

23 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 7: Guiding Reading Comprehension

Activities and Discussion Questions Before Reading 1.

Lead a discussion in which students recall ways in which teachers have encouraged dialogue in the classrooms that they have observed. Discuss the purpose of these types of conversations.

2.

Ask the students to share experiences with texts that they have found difficult to read. How did they approach the task of reading these texts?

During Reading 3.

Have the students respond to the following quote from the textbook: "Teachers guide students' reading by (1) modeling how to read, think, and learn with texts; and (2) scaffolding instruction in the use of comprehension strategies that allow students to learn with text in meaningful ways." Use students' comments to discuss the importance of active class participation.

4.

Demonstrate the KWL strategy using a human-interest story from a local newspaper.

After Reading/In the Field 5.

Challenge the pre-service teachers to prepare a lesson in which they implement the intra-act strategy. Require them to teach the lesson to a middle or high school class. Discuss their observations of the strategy implementation with the class.

6.

Ask the students to schedule an observation of a teacher in a content area classroom, observing the questioning strategies that the teacher uses. Share observations in class and discuss effective ways to implement questions to engage students in active learning.

7.

Model the construction of a discussion web using editorials from the newspaper. Distribute additional editorials and have the students work in small groups to construct discussion webs based on the editorials.

8.

Model the guided reading procedure using a children's picture book. Have the students bring a work of children's literature to class and work in small groups to demonstrate the procedure.

24 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

Chapter 8: Developing Vocabulary and Concepts Chapter-At-A-Glance Chapter Outline Experiences, Concepts, and Words •

What Are Concepts?

•

Concept Relationships: An Example

Using Graphic Organizers to Make Connections Among Key Concepts •

A Graphic Organizer Walk-Through

•

Showing Students How to Make Their Own Connections

Activating What Students Know About Words •

Word Exploration

•

Brainstorming

•

List-Group-Label

•

Word Sorts

•

Knowledge Ratings

Defining Words in the Context of Their Use •

Vocabulary SelfCollection Strategy

•

Concept of Definition (CD) Word Maps

Reinforcing and Extending Vocabulary Knowledge and Concepts •

Semantic Feature Analysis (SFA)

•

Categorization Activities

•

Concept Circles

•

Vocabulary Triangles

•

Magic Squares

Vocabulary-Building Strategies •

Using Context to Approximate Meaning

•

Context-Related Activities

•

•

•

•

•

•

Chapter Objectives

Supporting Supplements

Explain what teachers should consider when choosing terms for study.

•

PowerPoint, Chapter 8

•

Test Bank items

Explain the importance of connecting new vocabulary to schema and describe strategies that support these connections.

•

PowerPoint, Chapter 8

•

Test Bank items

Explain the importance of connecting new vocabulary to schema and describe strategies that support these connections

•

PowerPoint, Chapter 8

•

Test Bank items

Describe the strategies asking students to explore words in relationship to their context and to each other.

•

PowerPoint, Chapter 8

•

Test Bank items

Describe the strategies asking students to explore words in relationship to their context and to each other.

•

PowerPoint, Chapter 8

•

Test Bank items

Describe the strategies students can use independently to build their vocabulary knowledge. .

•

PowerPoint, Chapter 8

•

Test Bank items

25 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

•

Word Structure

•

Using the Dictionary as a Strategic Resource

Purpose The purpose of this chapter is to foster an understanding that teaching words effectively means giving students multiple opportunities to learn how words are conceptually related to one another in the material that they are studying.

Underlying Concepts 1.

By teaching and reinforcing concept words in relation to other content-related words, teachers can help students build conceptual knowledge of content area terms.

2.

Teachers who activate what students know about words based on students' experiences enhance students' ability to read and understand content subject matter.

3.

Using graphic organizers is an effective way to help students make connections between words and concepts and among words.

4.

Teachers who reinforce and extend concepts with word-related activities assist students' understanding of content area concepts.

Student Objectives 1.

Students will understand why content-related language should be taught within the context of content development.

2.

Students will gain an understanding of the relationships among experiences, concepts, and words.

3.

Pre-service teachers will demonstrate a variety of ways in which teachers can activate what students know about words.

4.

Pre-service teachers will demonstrate their ability to design vocabulary extension activities that help students refine their conceptual knowledge of special and technical vocabulary.

Vocabulary and Key Terms Brainstorming Categorization Closed word sort Concept of Definition (CD) Word Map Concept circles Graphic organizer Knowledge ratings 26 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

List-Group-Label Logographic clues Magic Squares Modified cloze Morpheme Open word sorts OPIN Semantic feature analysis (SFA) Syntactic and semantic clues Tier III Technical vocabulary Typographic clues Vocabulary self-collection strategy (VSS) Vocabulary triangles Word exploration

Activities and Discussion Questions Before Reading 1.

Ask students to create a three-column table with examples of each of the three tiers of vocabulary. Allow time for students to present their charts to the class or share them in small groups.

2.

Let students brainstorm recollections about how they were taught vocabulary. List the strategies and have students rank them as helpful or unhelpful. Use the list to discuss effective teaching strategies and how they engage students in learning.

3.

Read the following scenario to the students: You are a middle/high school teacher, and you have students who struggle with reading new words. Skim the chapter to locate specific strategies for working with words that might help your students.

4.

Write the word "vacation" in the center of the board. Have students brainstorm their experiences with vacations and record their responses around the word. Use this activity to discuss how prior experiences influence the connection one makes to vocabulary.

27 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

During Reading 5.

Using steps 1–4 under A Graphic Organizer Walk-Through in the chapter, partner the students to design a graphic organizer based on a chapter from a content area text of their choice. The students can design a postersized graphic organizer to present to the whole class. Require them to explain how the concepts are related.

6.

Ask students to bring magazines and/or newspapers to class. Distribute 12 index cards to each student. Have each student cut 12 large-print words from the magazines and newspapers and glue each word to an index card (or write each of the words on a card). In groups of three or four, have the students examine all of the words in the group and arrange them conceptually. Students can also display the conceptual arrangement in a chart to share.

After Reading/In the Field 7.

After reading about graphic organizers, have the students construct an organizer based on a chapter from a content area text of their choice.

8.

Challenge the pre-service teachers to select a vocabulary strategy from the chapter and implement it in a classroom of middle or high school students. Following the application of the activity, have the pre-service teachers write their observations on the effectiveness of their lesson. Discuss their experiences and reactions in class.

9.

Ask students to construct a word sort based on terms from a chapter or unit in a content textbook. Partner students to implement the word sort.

10. After reading about the semantic feature analysis (SFA) strategy, have students design one based on a content area unit of study.

11. Bring human-interest stories from the newspaper to class. Put students into teams to choose human-interest stories from the collection and design four concept circles based on their selections.

12. Using content area texts, have students examine the ways in which authors explain new concepts. Suggest that they look for definitions, examples, synonyms, and context clues.

13. After they have read about modified cloze passages in the text, challenge students to design one based on an informational article from a magazine. Students can trade cloze passages, complete them, and discuss the process.

14. After they have read about magic squares, divide students into small groups to design one based on current events. Groups can then trade magic squares and complete them.

28 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 9: Writing Across the Curriculum

Chapter 9: Writing Across the Curriculum Chapter-At-A-Glance Chapter Outline Write to Read, Read to Write •

Reading and Writing as Composing Processes

•

Reading and Writing as Exploration, Motivation, and Clarification

Writing to Learn (WTL) •

Microthemes

•

Point of View Guides (POVGs)

•

Unsent Letters

•

Biopoems

•

Text Response Task Cards

•

Admit Slips and Exit Slips

Chapter Objectives •

•

•

Academic Journals •

Response Journals

•

Double-Entry Journals (DEJs)

•

Learning Logs •

Writing in Disciplines •

RAFT Writing

•

Research-Based Writing

•

Guiding the Writing Process

Supporting Supplements

Explain the purpose of writing to learn and how each of the WTL strategies support students content knowledge.

•

PowerPoint, Chapter 9

•

Test Bank items

Explain the purpose of writing to learn and how each of the WTL strategies support students content knowledge.

•

PowerPoint, Chapter 9

•

Test Bank items

Describe the different types of academic journals and how they support students' interaction with text/content.

•

PowerPoint, Chapter 9

•

Test Bank items

Describe the more formal process of writing in disciplines and explain how this writing should align with expectations of the subject matter.

•

PowerPoint, Chapter 9

•

Test Bank items

Purpose The purpose of this chapter is to develop an understanding of how writing facilitates learning by helping students to explore, clarify, and reflect upon the ideas and concepts encountered in texts.

29 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 9: Writing Across the Curriculum

Underlying Concepts 1.

Reading and writing are intertwined and share common cognitive and sociocultural characteristics.

2.

Exploratory writing allows students to draft ideas and concepts that may be pursued before or after writing.

3.

Activities for implementing exploratory writing include unsent letters, biopoems, text response task cards, admit slips, and exit slips.

4.

When students engage in RAFT activities, they establish a context for their written expressions.

5.

Journal writing helps students generate ideas, create a record of thoughts in response to what they are reading, and explore connections between content area material and their own lives.

Student Objectives 1.

Students will gain an appreciation of the importance of emphasizing writing to learn in the content areas.

2.

Students will understand why it is important to teach reading and writing together.

3.

Students will develop an understanding of the stages of the writing process, and will be able to apply strategies at each stage of the process that support the development of the writers they teach.

4.

Students will demonstrate their understanding of exploratory writing, journal writing, and RAFT activities to connect reading and writing.

Vocabulary and Key Terms Academic journals Admit slips Biopoems Character journals Discovery Double-entry journals Drafting Exit slips Learning logs Microthemes Point of View Guide (POVG) Product Publishing 30 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 9: Writing Across the Curriculum

Response journals Revising Research-based Writing Role, Audience, Form, Topic (RAFT) Sketchbooks Text Response Task Cards Unsent letters Writing to Learn

Activities and Discussion Questions Before Reading 1.

Lead a discussion in which the students recall writing assignments that they have experienced or have observed as pre-service teachers. List the assignments. Next to each assignment, have the students characterize the type of learning they think the assignment fostered. (Did the assignment foster factual learning? Personal reactions?

Extended learning? Organizational skills?)

2.

Ask the students to respond to the following quote from the textbook: "Sometimes reading and writing are taught in classrooms as if they bear little relationship to each other. The result has often been to sever the powerful bonds for meaning-making that exist between reading and writing." Use their responses to discuss writing assignments that, from their own experiences, enhanced meaning-making.

3.

Draw attention to the following quote from the textbook: "Writing activates learning by helping students to explore, clarify, and think deeply about the ideas and concepts they encounter in reading." Ask students to write a response. Use the students' responses to discuss the different forms of writing they have observed in their classroom experiences.

4.

Have the students discuss their ideas about the meaning of multi-genre writing. Have them brainstorm a list of the different writing genres that could be used in content area classrooms.

During Reading 5.

Ask students to compose unsent letters to parents on the role of writing in a specific content area classroom.

Students may read their letters within small groups or to the whole class.

6.

Challenge students to compose biopoems about people, concepts, or events that are significant to the content area that they plan to teach.

7.

Group students who are preparing to teach the same or a related content area. Together, have them brainstorm questions that could be used as the basis for admit and exit slips with a unit of study in their content area.

After Reading/In the Field 8.

Read a brief children's book aloud to the class. Have the students respond to the book in a response journal format. Entries may be shared in small groups.

31 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 9: Writing Across the Curriculum

9.

Require students to bring a content area textbook to class. Have each student select a unit of study from the textbook they chose. After previewing the unit, ask each student to write a set of journal entry prompts that correspond to important information in the text. Small-group sharing can follow.

10. Suggest that pre-service teachers visit a classroom in which the teacher uses some form of journal writing. Preservice teachers should interview the teacher on the types of information he or she learns about students by reading their journals. Have the pre-service teachers report their findings to the class.

11. Provide the students with controversial quotes from local newspaper editorials. Challenge them to write doubleentry journal reactions to the statements. Entries may be shared among the class.

32 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Studying Text

Chapter 10: Studying Text Chapter-At-A-Glance Chapter Outline The Importance of Text Structure •

External Text Structure

•

Internal Text Structure

•

Signal Words in Text Structure

•

•

Graphic Organizers •

The New Outline of Brevity

•

Using Graphic Organizers to Reflect Text Patterns

•

Using Questions with Graphic Organizers

•

Semantic (Cognitive) Mapping •

Writing Summaries •

Using GRASP to Write a Summary

•

Fixing Mistakes

•

Polishing a Summary

•

Using Digital Storytelling with ELs

Making Notes, Taking Notes •

Text Annotations

•

Note-Taking Procedures

•

•

Study Guides •

Text Pattern Guides

•

Selective Reading Guides

•

Texted Reading Guides

Chapter Objectives

Supporting Supplements

Define the different types of text structure and how knowledge of text structure can influence comprehension.

•

PowerPoint, Chapter 10

•

Test Bank items

Explain how graphic organizers support students' understanding and retention of content knowledge.

•

PowerPoint, Chapter 10

•

Test Bank items

Explain how the ability to summarize can aid students in understanding and remembering material from content area instruction.

•

PowerPoint, Chapter 10

•

Test Bank items

Explain how the ability to summarize can aid students in understanding and remembering material from content area instruction.

•

PowerPoint, Chapter 10

•

Test Bank items

Explain how the ability to summarize can aid students in understanding and remembering material from content area instruction.

•

PowerPoint, Chapter 10

•

Test Bank items

33 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Studying Text

Purpose The purpose of this chapter is to develop an understanding of how recognizing text structure and applying specific study strategies helps students to process and retain the ideas encountered in texts during reading.

Underlying Concepts 1.

Studying involves using strategies that can aid a reader in comprehension of content.

2.

Good readers approach a reading assignment looking for a predominant pattern or organization that will tie together the ideas in the text passage.

3.

Graphic organizers such as comparison and contrast matrices, problem and solution outlines, and series of events chains help learners comprehend and retain textually important information.

4.

To become adept at summarizing, students must be able to discern and analyze text structure.

5.

Making notes can help students to understand and retain what they have read.

Student Objectives 1.

Students will develop an understanding of what it means to study.

2.

Students will be able to distinguish between various types of internal and external text structure.

3.

Students will be able to identify text patterns.

4.

Pre-service teachers will be able to design graphic organizers that will help students to make connections among important concepts.

5.

Students will demonstrate that they know how to summarize information.

6.

Pre-service teachers will understand how to show students how to effectively take notes using different notetaking formats.

Vocabulary and Key Terms Annotations Comparison-and-contrast matrix Cornell notes Critical notes External text structure Graphic organizers Guided Reading and Summarizing Procedure (GRASP) Internal Text Structure Network tree 34 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Studying Text

Problem-and-solution outline Question note Reading log Selective reading guide Semantic (cognitive) map Series-of-event chain Signal Words Summary note T-notes Text pattern guide Thesis notes

Activities and Discussion Questions Before Reading 1.

Hold a discussion in which students share the strategies they use for studying, including where they study and when they study. Use their responses to discuss the purposes and methods of studying.

2.

Ask the students to bring notebooks to class in which they have written notes for a variety of content areas. In small groups, have the students share the ways in which they take notes and explain how they use their notes to study the various content areas.

3.

Have students respond to the following quote from the textbook: "Too often, students is that they are not aware of what it means to study, let alone how to use study strategies." Use students' responses to discuss study habits.

4.

Give students time to recall and share effective study strategies that teachers have taught them. Use the students' responses to discuss how study strategies can be effectively taught to students.

5.

Using a textbook from their content area, have students take a textbook scavenger hunt. Organize students into teams, and then provide them with a list of items to find in their textbooks. Items might include statements and questions such as: What are the chapter headings and subheadings? In what appendix would you find ________? Is there a summary at the end of each chapter? If so, how is it constructed? When they have finished, have them reflect on the internal and external structures found in their textbook. In what ways do these structures support student learning? In what ways do they present challenges for students?

During Reading 6.

Have the students use sample content area textbooks, examining the internal and external organization of the books. In small groups, let the students discuss the aspects of the text organization that aid or impair the reader friendliness of the book.

7.

Using the signal words and the text patterns explained in the chapter, ask students to locate different text patterns in content area textbooks.

35 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Studying Text

8.

Assign a date for students to bring content area books to class. Working in small groups, have the students select graphic organizers from the textbook and design one for a chapter or topic in one of their content area books. The graphic representations can be constructed on posters with markers. Each group can present its work to the class.

After Reading/In the Field 9.

After reading the section on writing summaries, model for students how to write a summary based on this section of the textbook.

10. Divide the class into small groups. Distribute human-interest stories to each group. Require each group to collaboratively write a summary of the story using the GRASP strategy. The summary can be transcribed on a PowerPoint slide and shared with the class.

11. After reading the sections on making notes in the textbook, have the students practice making a summary note, a thesis note, and a critical note from editorials found in the newspaper.

12. Have the pre-service teachers work with a group of content area students to design one of the following graphic organizers: a network tree, a problem and solution outline, a series of events chain, or a comparison and contrast matrix.

36 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Learning with Multiple Texts

Chapter 11: Learning with Multiple Texts Chapter-At-A-Glance Chapter Outline Why Use Trade Books and Multiple Texts?

•

Learning with Trade Books and articles

•

Books for Reluctant Readers

Instructional Strategies for Using Trade Books and Articles •

Creating Classroom Libraries and Text Sets

•

Sustained Silent Reading

•

Teacher Read-Alouds

•

Group Models for Studying Trade Books

Reader Response Strategies •

Writing as a Reader Response

•

Expository Texts as Models for Writing

•

Process Drama as a Heuristic

•

Idea Circles

•

Using Technology to Respond to Literature

Chapter Objectives •

•

•

Supporting Supplements

Explain the importance of incorporating multiple texts, in addition to textbooks, into instruction.

•

PowerPoint, Chapter 11

•

Test Bank items

Describe the different ways trade books can be incorporated into classroom practices.

•

PowerPoint, Chapter 11

•

Test Bank items

Describe the different ways in which students can respond to what they read, including how each supports the comprehension of content knowledge.

•

PowerPoint, Chapter 11

•

Test Bank items

Purpose The purpose of this chapter is to explore ways in which trade books and articles can be used to extend and enrich the curriculum in content area classrooms.

Underlying Concepts 1.

Trade books and articles offer students a variety of interesting and relevant experiences with text and can be used to effectively enhance content area learning.

2.

Trade books, including nonfiction, fiction, and picture books, can serve as schema builders for content area learning.

3.

Trade books and articles can be used to enhance students' interest in content area topics, as well as to foster an emotional commitment to the subject.

4.

Involving students in reading and responding to trade books through writing, drama, and inquiry activities can help them to build a more thorough understanding of topics and concepts.

5.

Trade books and articles can help teachers provide materials for a range of reading and interest levels of students within in their classrooms.

37 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Learning with Multiple Texts

Student Objectives 1.

Students will demonstrate how trade books and articles can be used to enhance the content area curriculum.

2.

Students will gain an understanding of different methods for using trade books and articles and promoting student responses to them.

3.

Students will become familiar with examples of trade books and articles that can be used in specific content areas.

4.

Students will identify desirable qualities in fiction and nonfiction trade books and articles.

5.

Students will understand the importance of sustained-silent reading.

Vocabulary and Key Terms Blogging Classroom libraries Expository/nonfiction text Fiction File sharing Idea circles Illustrated books Improvisational drama Individual inquiry model Pantomime Picture books Process drama Read-aloud Readers Theatre Reflective writing Sustained Silent Reading (SSR) Small-groups/multiple-books model Tableau Text set

38 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Learning with Multiple Texts

Text connections Threaded discussion Trade books Whole group/single-book model Wordless books

Activities and Discussion Questions Before Reading 1.

Group students to brainstorm ways in which they have observed teachers using textbooks and classify their observations as positive or negative. Use the results to discuss those methods or experiences that made textbook use effective from a student's perspective.

2.

Ask students to share their memories of trade books that teachers read aloud and describe what they learned about a particular person, event, or subject through the trade book read-aloud.

3.

Lead a discussion in which students recall an experience when drama was used as a catalyst for understanding a particular topic or subject. What directives were students given? How was the experience prepared and implemented? What benefits did it have for the students?

During Reading 4.

As the students read, have them list the factors that they would consider when compiling a collection of trade books and resources for a classroom library.

5.

Require the students to select a trade book appropriate for their content area of interest. Working in pairs or small groups, ask them to model how they would use the trade book in their own classrooms to develop schema and extend learning.

After Reading/In the Field 6.

Ask each student to select a topic of interest within his or her content area. Then, have each student locate two picture books related to that topic and share the books using a "book talk" format in which they present a brief summary of each book and explain how the books could be used to enhance the study of their chosen topic.

7.

Model for students by reading aloud a selection from a trade book that can be used to enhance content area learning. Give students the chance to practice reading aloud in small-group sessions.

8.

Assign students to small groups and challenge them to use a trade book appropriate to their content area to create a readers theatre script.

9.

Ask each student to select a significant person in a content area of his or her choice. Using a variety of trade books, have students locate biographical or autobiographical information about the person. Compare that information with the information found in a content area textbook. Discuss how this use of trade books can enhance content area learning.

10. Using textbooks from content areas of their choice, have students work in small groups to select a chapter from the text and generate a list of questions that arise from it. Students should subsequently search for several trade books that address the questions and report their findings to the class.

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Chapter 11: Learning with Multiple Texts

11. Provide small groups of students with a variety of nonfiction trade books. Using in the Five A's for evaluating nonfiction trade books on page 311, have each group evaluate the literature. Groups may rotate books and compare evaluations.

12. Request that students interview a librarian or a classroom teacher concerning the ways in which he or she selects trade books for library or classroom use. Book qualities, as well as sources for acquisition, should be included in the conversation and reported to the class.

13. Require each student to obtain one example from the Trade Book Selection Guide for Children and Adolescents (Figure 11.1). Using that resource, ask students to locate materials that could be used to enhance learning in their content area of choice.

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TEST BANK

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Chapter 1: Literacy Matters

Chapter 1: Literacy Matters 1.1 Matching Questions Key terms: Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g.

Adolescent literacy Comprehension Content and process Content/disciplinary literacy Differentiated Instruction Disciplinary literacy New literacies

h. Prior knowledge i. Reading Next j. Reading to learn k. Standards l. Standards-based planning m. Teacher effectiveness n. Text

1. Expected academic consequences defining what students should learn at designated grade levels and in content areas.

2. Forms of communication that are print, digital, aural, or visual in nature.

3. The ability to use reading, writing, talking, listening, and viewing to learn subject matter in a given discipline.

4. Responsive teaching that involves preparing instruction for a variety of student needs to maximize instruction.

5. What and how a student learns in a given content area.

6. The cause of students' growth of at least one grade level in an academic year.

7. Addressed the current state of adolescent literacy.

8. The how and what of instruction.

9. Reflection of experiences, conceptual understandings, attitudes, values, skills, and strategies a student brings to a situation.

10. An increasingly complex and varied "range of print and non-print materials."

1.2 Multiple Choice Questions 1. Of the following characteristics, which is most frequently identified by educators as a characteristic of a quality teacher? a. Enthusiasm for teaching b. Thorough understanding of the subject matter c. Skills to develop learning experiences that interest students 42 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

d. Years of experience as a classroom teacher 2. Which of the following findings of ETS's study How Teaching Matters was considered the most important factor on student achievement? a. Teachers' content knowledge b. Choice of text and materials c. Classroom instructional practices d. Professional development training in working with special populations 3. Why is every teacher considered a "teacher of reading?" a. Every teacher has the responsibility to teach students to decode and read fluently. b. Every teacher should read and be familiar with the major texts within the discipline. c. Every teacher should support students' ability to effectively comprehend disciplinary texts. d. Every teacher should be a proficient reader.

4. From a strategic point of view, a reader's main goal is to __________. a. Make sense out of what is read b. Read text assignments c. Answer assigned questions d. Participate in class discussions 5. Which of the following factors influencing reading to learn is represented by a students' experience with a topic? a. Purpose b. Prior knowledge c. Vocabulary d. Text structures 6. What is the underlying rationale for creating standards? a. Learning expectations will be clearly stated and specific in nature. b. Countries will have national education standards. c. Higher learning expectations will lead to increased student achievement. d. Students will develop independent learning habits to meet the standards.

7. Which of the following is an example of assigning and telling? a. A teacher plans an activity where students collaborate to gather information about a topic b. Students determine what they need to know about a topic and gather resources 43 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

c. After a brief lecture, a teacher states that students are to read the chapter and complete the questions d. A teacher prepares a class discussion in which the teacher guides students' learning about a topic 8. Which of the 15 elements of effective literacy programs from Reading Next represents a teacher's effort to include articles and websites in additional to the course textbook? a. Motivation and self-directed learning b. Intensive writing c. Diverse texts d. Effective instructional principles embedded in content 9. The findings of The Report of the National Reading Panel conclude that __________. a. Struggling readers benefit from implicit instruction in the use of strategies b. Strategy instruction should be taught separately from the comprehension of text c. Students are best served when learning one or two key strategies that can be applied to multiple contexts d. Vocabulary knowledge is strongly related to text comprehension 10. Readers who struggle with comprehension __________. a. Read automatically and smoothly b. Decode words quickly and accurately c. Activate prior vocabulary knowledge d. Use only one comprehension strategy 1.3 Essay Questions 1. Place yourself in the role of a staff developer in your school. Write a letter to teachers, using your powers of persuasion, explaining the need for incorporating reading instruction to content area classrooms. Do your best to convince your readers that content area teachers need to go beyond assigning and telling.

2. The text's authors state that "As the emphasis on disciplinary learning increases in middle and high school, adolescents must develop both confidence in themselves and the thinking processes necessary for academic success in various content areas," Discuss the meaning of this passage and the methods that you will use to support students' self-confidence and their thinking within specific disciplines.

3. What is literacy? How have the standards impacted literacy?

4. Compare and contrast the characteristics of successful and unsuccessful readers. Discuss the teacher's responsibility in the development of content area reading when working with each 44 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 1: Literacy Matters

type of reader.

5. Choose an appropriate content area for adolescents and explore how new literacies are integrated within this curriculum and how new literacies could support students acquisition of content knowledge.

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Chapter 2: Learning with New Literacies

Chapter 2: Learning with New Literacies 2.1 Matching Questions Key terms: Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e.

Blended Learning Blogs and Vlogs Critical media literacy Digital literacies Information and communication technologies f. Internet inquires g. Multiliteracies

h. Multimodal texts i. Netiquette j. New literacies k. Shared document spaces l. Threaded discussion m. WebQuests n. Wikis and websites

1. Collaboratively built text in which volunteers contribute facts and help edit and shape the presentation of information.

2. Social rules of network communication.

3. Teacher-created web pages combining learning tasks and activities that requires students to use Internet resources to complete them.

4. A different mindset for approaching reading and writing.

5. A term synonymous with new literacies.

6. Resources used to investigate and create new literacies.

7. A classroom environment that incorporates both online and face-to-face learning opportunities.

8. Online spaces that allow students to collaboratively work and share content.

9. Online journals or diaries.

10. Research using information sources on the Internet.

2.2 Multiple Choice Questions 1. New literacies encourage readers of electronic texts to do all but which of the following? a. Navigate complex networks to locate information. b. Read text in a linear fashion from beginning to end. c. Synthesize the information to address questions. d. Communicate the information to others.

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Chapter 2: Learning with New Literacies

2. Which of the following statements about "flipped classrooms" is correct? a. They blend online and face-to-face learning opportunities. b. They present all content and learning online. c. They present all content and learning face-to-face. d. They online use new literacies during learning.

3. Google drive is an example of __________. a. A shared document space b. An example of disciplinary literacies c. A need for netiquette d. An example of multimodal learning 4. When Internet inquiry is applied in classrooms, students __________. a. Are instructed to access specific websites and ask questions via the site's email b. Are instructed to search only for specifically defined information c. Generate their own questions about a topic discussed in class d. Record their findings just for their own use in reading logs 5. WebQuests consist of all but which of the following components? a. Introduction b. Outline c. Resources d. Learning advice 6. Electronic texts create a medium for social interaction because __________. a. They combine the use of sound, graphics, and video b. They often require students to communicate with others in order to make meaning c. They often require several students working together to understand their technology d. They require students to use a variety of software 7. An assignment that guides students through online resources to gather information describes which of the following? a. WebQuest b. Wiki c. Online, threaded discussion d. Multimodal text 47 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 2: Learning with New Literacies

8. Which of the following lenses helps students to determine if the author of the online material has an agenda? a. Bias b. Reliability c. Accuracy d. Presentation 9. Which of the following is an effective way in which technology can support learners' individual needs? a. Technology can limit students' ability to interact with text. b. Programs adapt to students' abilities. c.

Reading on a computer screen can hinder comprehension.

d. Teachers can use resources to find print resources for students.

10. New literacies have expanded the term "writing" to include all but which response? a. PowerPoint b. Scantron tests c. Videotapes d. Websites 2.3 Essay Questions 1. Explain how computer-assisted technologies have changed over the years. Discuss the factors that need to be considered if teachers are to guide students in using continually changing technology.

2. You are addressing a group of parents about the methods and resources you use to teach students in a content area subject. A parent asks why you include more complex new literacies instead of simply using the standard printed textbooks. How would you explain your rationale for integrating electronic texts into the curriculum?

3. A colleague who has used only traditional printed material in her classroom is interested in incorporating new literacies into a unit of study. How would you explain those differences?

What suggestions would you offer for getting started with the integration of new literacies in the classroom?

4. Discuss a variety of ways in which the Internet can be used as an information resource. What are some of the options that teachers have for helping their students use Internet resources interactively?

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Chapter 2: Learning with New Literacies

5. Design a WebQuest that could be used by your students as part of a unit of study in the content area of your choice. Be sure to include the following components in your WebQuest: introduction, task, process, resources, learning advice, and conclusion.

49 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms 3.1 Matching Questions Key terms: Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d.

Bilingual programs Cognates Comprehensible input Culturally responsive/relevant pedagogy e. Dialect use f. EL programs

g. Funds of knowledge h. Idiomatic expression i. Language proficiency j. Multicultural k. Repeated reading strategy l. Sheltered instruction m. SIOP Model

1. Programs for English learners in which all the subject areas are taught entirely in English; English instruction is typically separate from content area instruction 2. Provides a comprehensive instructional framework that can be used to shelter instruction for English learners.

3. Uses a variety of instructional aids to help students "see" challenging content visually.

4. Programs designed to teach English and to provide instruction in the core curriculum using the home language of the English learner.

5. An expression, the meaning of which cannot be inferred from the literal definitions of the words that comprise it.

6. Contemporary classrooms in which many cultures, beliefs, and values are represented.

7. Language that supports the needs of nonnative speakers by making content learning comprehensible through the use of simplified language.

8. A method through which students build reading fluency 9. Provides a framework to recognize a student's interest and the background knowledge that he or she brings to content area experiences.

10. Words that are culturally and linguistically related in both the nonnative speaker's language and in English.

3.2 Multiple Choice Questions 1. In present-day society, __________ classrooms best represent the population of American schools and the larger society. a. Monocultural 50 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

b. Multicultural c. Bicultural d. Tricultural 2. In using culturally responsive instruction, which of the following elements would require a teacher's deeper understanding of a particular culture? a. Family structures and child-rearing practices b. Cultural attire and fashion c. Food preferences and specialties d. Holiday traditions and celebrations 3. Which is not one of the four instructional approaches to teaching multicultural concepts in the classroom? a. Additive approach b. Contributions approach c. Cross-cultural approach d. Transformative approach 4. During which instructional model is instruction provided exclusively to students with limited English proficiency? a. Funds of knowledge b. ABCs of Cultural Understanding and Communication c. Culturally responsive instruction d. ESL programs 5. Which instructional approach tends to reflect the surface level of a culture but does not allow for in-depth understanding? a. Monocultural approach b. Sheltered instruction approach c. Contributions approach d. Additive approach 6. Funds of knowledge refers to __________. a. Students interest and background knowledge b. Multicultural resources that are available in the classroom c. Collaborative inquiries that are conducted by diverse students d. Reading strategies for bilingual and ESL classrooms 51 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

7. When incorporating dialect use into the classroom, __________. a. Students should be weaned away from using their culture's conversational style in talking and writing b. Regional variations in language usage are not considered c. Values should be assigned to dialects d. Language differences should not be mistaken for language deficits 8. Which of the following key characteristics of culturally responsive instruction includes a variety of reading, writing, listening, speaking, and viewing behaviors? a. High expectations b. Use of pairs and groups c. Teacher as facilitator d. Active teaching methods 9. Which of the following instructional techniques exemplifies a transformative approach to cultural understanding? a. Emphasizing specific holidays or celebrations b. Using themes to integrate multicultural concepts c. Stressing critical analysis and interpretation d. Focusing on issues and problems dealing with social action 10. Which of the following instructional techniques exemplifies an additive approach to cultural understanding? a. Emphasizing specific holidays or celebrations b. Using themes to integrate multicultural concepts c. Stressing critical analysis and interpretation d. Focusing on issues and problems dealing with social action 3.3 Essay Questions 1. Teachers need to develop understanding, attitudes, and strategies related to student diversity in order to adapt instruction to the differences in their classroom. Discuss how you will adapt instruction for students in your classroom who have cultural or linguistic differences.

2. Discuss the differences between the four instructional perspectives that reflect different belief systems related to the teaching of multicultural concepts in today's classrooms.

3. Why is it important to integrate multicultural literature across the curriculum? Discuss the factors that a teacher should consider when selecting multicultural literature.

4. Explain the role that culture plays in influencing a student's knowledge and behavior. What can a teacher do to better understand a student's culture and ethnic background as these 52 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

factors relate to knowledge and behavior?

5. Define the term "language proficiency." Compare and contrast the characteristics of ESL programs and bilingual programs in the ways that they seek to develop English language proficiency in speakers of other languages.

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Chapter 4: Assessing Students and Texts

Chapter 4: Assessing Students and Texts 4.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used a. b. c. d. e. f. g. h. i. j.

Accountability Authentic assessment Checklists Content Area Reading Inventory (CARI) Grade-equivalent scores High-stakes testing Lexile levels Norms Observation Percentile score

k. Portfolios l. Raw score m. Readability n. Reliability o. Rubrics and self-assessments p. Standardized q. Stanine score r. Text Complexity s. Triangulation t. Validity

1. The number of items a student answers correctly on a test.

2. Tells the teacher whether the test measures what it purports to test.

3. Represents the difficulty of a text.

4. Formal assessments, the results of which are tied to serious consequences such as grade level retention.

5. Scores that are extrapolated from raw scores so that comparisons can be made among individuals or groups of students.

6. Assessment methods, such as observations, interviews, anecdotal records, and studentselected work products, which show a student's progress in a given content area over time and through meaningful activities.

7. The relative standing of a student at a particular grade level.

8. An assessment tool that provides a list of criteria, which correspond to a particular grade or point total.

9. The consistency of a student's test scores.

10. The process of collecting multiple means of data on students' performance.

4.2 Multiple Choice Questions 1. High-stakes assessment differs from authentic assessment in that __________. a. It is a continuous process used throughout an instructional unit 54 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 4: Assessing Students and Texts

b. It employs teacher-made tests c. It looks at a wide range of student behavior in the classroom d. Its methods are considered objective 2. Traditionally, authority over curriculum and assessment was __________. a. Delegated by state policy makers to local school districts b. Delegated by the federal government to local school districts c. Granted to the federal government d. Shared by federal and local policy makers 3. In general, one of the most useful assessment tools for authentic assessment is __________. a. Teacher self-evaluation b. Observation c. Paired instruction d. Objective reading test 4. Which norm reference score is least reliable? a. Percentile b. Stanine c. T-score d. Grade-level equivalent 5. __________ is the practice of using more than one means of collecting data. a. Participant observation b. Ethnography c. Triangulation d. Naturalistic inquiry 6. Which readability tool assists teachers in selecting appropriate reading materials for class? a. Reading rate b. Lexile level c. CARI d. Fry graph 7.

As an alternative to a standardized test, the __________ measures performance on reading materials actually used in a class. It can give teachers insights into how students read course material.

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Chapter 4: Assessing Students and Texts

a. Inventory b. Metacognitive self-perception inventory c. Content area reading inventory d. Informal reading inventory 8. A detailed assessment form that describes traits that will be evaluated, assigns higher values to some traits, and calculates the final grade based on percentages of these scores is called __________. a. A holistic rubric b. A criterion referenced rubric c. A weighted-trait rubric d. An analytic rubric 9. A well-designed CARI should be used to __________. a. Gather and assess information related to basic reading tasks b. Collect data on a student's skimming and scanning abilities c. Determine the student's interest level regarding specific content d. Explore study techniques 10. Readability formulas cannot account for __________. a. The experience and previous knowledge of readers b. The difficulty of reading material c. The vocabulary and conceptual load for text writers d. The complexity of passages 4.3 Essay Questions 1. At a town hall meeting, a legislator who has been a strong proponent of high-stakes testing asks you to explain and elaborate on the concerns over this type of assessment. How would you respond?

2. During a parent-teacher conference, you are asked to explain the results of a student's standardized test scores. How would you explain terminology such as norms, percentile scores, stanine scores, and grade-equivalent scores to these parents? Explain, too, how the standardized test results fit within the context of other types of assessment tools used in your classroom.

3. You are asked by the Board of Education to compare and contrast the two broad types of assessment (formal and informal) to a group of concerned citizens who have raised questions about the district's standardized test scores. Discuss the type of information that you would share with these citizens.

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Chapter 4: Assessing Students and Texts

4. How would you incorporate portfolios into your content area class? Be sure to address the issues of how, why, what, when, who, and where in your answer.

5. You are serving on a textbook adoption committee and have been asked to give the committee a report assessing text complexity. What suggestions would you make to the committee?

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Chapter 5: Planning Instruction for Content Literacy

Chapter 5: Planning Instruction for Content Literacy 5.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g. h. i. j. k.

B-D-A instructional framework Collaborative interactions Cooperative learning Group investigation Guided discussion Inquiry/research emphasis Jigsaw groups Learning circles Positive interdependence Student Teams Achievement Divisions Units of study

1. Students are arranged into heterogeneous groups to engage in follow-up team study.

2. An instructional strategy in which a small group of students work together to share text resources and responses to a text.

3. A lesson structure through which a teacher establishes a purpose for reading and activates students' background knowledge, guides active meaning-making during reading, and extends and elaborates ideas from the text after reading.

4. An instructional strategy that requires students to specialize in a content literacy task that contributes to the overall group objectives.

5. The mutual or reciprocal action of students involved in an activity, grounded in the principles that underlie cooperative learning.

6. A classroom environment that fosters cooperative, rather than competitive, interactions between students in order to achieve desired learning outcomes.

7. Bringing readings and texts together in social collaboration to engage in discussion and pursue academic goals in classroom activities.

8. Units in which students seeks answers to research questions.

9. Activity in which research teams decide how to investigate a topic, assign tasks to each group member, and synthesize results into a presentation.

10. An activity in which teacher provides scaffolding while directing students to think about what they are reading through the use of questions or teacher-created materials.

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Chapter 5: Planning Instruction for Content Literacy

5.2 Multiple Choice Questions 1. Why should the instructional framework sequence include "during-reading" activities? a. To recognize and identify important parts of the text and distinguish them from less important concepts b. To scaffold reader–text interactions and perceive relationships c. To utilize prior knowledge in order to better understand topics to be discussed d. To guide an active search for meaning 2. "When the discussion task is information centered, teachers use a __________." a. Collaborative discussion b. Guided discussion c. Reflective discussion d. Structured discussion 3. If a teacher wanted to arrange cooperative learning groups so that each student in a group was responsible for investigating a subtopic of the central topic, the best learning group to use would be __________. a. A jigsaw group b. A learning circle c. A STAD group d. An investigative group 4. Positive interdependence in cooperative learning groups can be supported by which of the following? a. Establishing behavior guidelines before commencing small-group work b. Encouraging competition among group members c. Encouraging competition between groups d. Establishing homogeneous groups 5. In creating lesson plans, the term "standards" refers to __________. a. Structures and rules for student behavior in the classroom b. Essential questions that need to be addressed during a lesson c. Instructional practices that will be used in the implementation of a lesson d. Benchmarks established at the state or local level

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Chapter 5: Planning Instruction for Content Literacy

6. Which of the following parts of a comprehensive lesson plan will be used to evaluate student learning? a. Instructional goals b. Assessment tools c. Instructional materials d. Collaborative learning provisions 7. Jigsaw learning is an example of __________. a. An instructional resource b. An assessment tool c. A cooperative learning strategy d. A lesson plan format 8. A primary purpose for after-reading activities is to __________. a. Clarify and elaborate ideas from the text b. Sustain the reader's motivation c. Guide the reader's search for meaning d. Allow the reader to predict the content 9. Which of the following variables has the least impact on teachers' adaptations of the B-D-A framework? a. The students b. The availability of technological resources c. The text d. The activities that will be used to teach the lesson 10. When planning a collaborative learning activity that maximizes the participation of all members and minimizes the opportunities for conflict, teachers should carefully consider __________. a. Group composition b. Group size c. Group processes d. Group goals 5.3 Essay Questions 1. Give examples of before-reading, during-reading, and after-reading activities that you can include in a lesson relevant to your content area. Discuss why you would choose to use these particular activities.

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Chapter 5: Planning Instruction for Content Literacy

2. Describe the steps that you would undertake to plan a unit of study for your content area.

3. Suppose that, as a classroom teacher, you were trying to implement the use of cooperative learning groups. Describe the different types of roles that could be assigned to group members. Be sure to include the purpose of each role in your response.

4. The text states that, "Instructional planning brings students and texts together in ways that support content literacy and learning." Elaborate on this statement and describe what you would do as a teacher to support students in becoming engaged readers.

5. Describe the elements that a teacher needs to consider when developing a comprehensive lesson plan.

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Chapter 6: Activating Prior Knowledge and Interest

Chapter 6: Activating Prior Knowledge and Interest 6.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d.

Active comprehension Anticipation guides Guided imagery Imagine, Elaborate, Predict, and Confirm (IEPC) e. Metacognitive awareness

f. g. h. i. j. k.

Motivation Prediction strategies Problematic Perspectives ReQuest Self-efficacy Story impressions

1. Comprehension strategies through which teachers ask students questions that beget questions in return.

2. An instructional strategy that arouses curiosity and allows students to anticipate story content.

3. A pre-reading strategy that requires students to respond to a series of statements and then to discuss their responses with peers prior to reading the text.

4. A student's own judgment about his or her capabilities for a specific learning outcome.

5. A series of statements to which students should respond individually before reading the text.

6. A strategy, originally devised as a procedure for remedial instruction, which can be adapted to content area classrooms to help struggling readers think as they read.

7. Strategies that allow students to explore concepts visually in order to enhance comprehension.

8. Strategies that activate thought about the content before reading.

9. A strategy that encourages students to use visual imagery to enhance their comprehension of a text.

10. Students' self-knowledge about what they need to know and how well they already know it relative to a particular learning outcome.

6.2 Multiple Choice Questions 1. Which of the following helps students understand what they need to know about a topic to comprehend a text? a. Building metacognitive awareness b. Building student interest c. Acknowledging subject knowledge 62 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 6: Activating Prior Knowledge and Interest

d. Increasing strategy awareness 2. When students ask themselves, "What do I need to know?" and "How well do I already know it?" they are asking seemingly simple questions but are actually relying upon __________. a. Subject knowledge b. Self-efficacy c. Metacognitive awareness d. High motivation 3. Self-efficacy for reading __________. a. Is one way to measure the skills and strategies a reader has acquired b. Precedes a student's motivation for reading c. Can lead to overconfidence on the part of the student d. Is a student's judgment about his or her own reading capabilities 4. Which of the following is a strategy that arouses curiosity? a. Free writing b. Guided imagery c. ReQuest d. Metacognitive awareness 5. Which of the following is a strategy that encourages students to generate questions? a. Guided imagery b. ReQuest c. Story impressions d. Anticipation guide 6. Which of the following is part of IEPC? a. Improve self-efficacy b. Establish problems c. Prediction d. Curiosity 7. In the use of __________, both the students and the teacher read the same segment of text before the students question the teacher about the passage. a. Story impressions b. Problem situations 63 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 6: Activating Prior Knowledge and Interest

c. Guided imagery d. ReQuest 8. The teacher's role during discussion is to activate and agitate thought when using __________. a. Anticipation guides b. Guided imagery c. ReQuest d. IEPC 9. Which of the following strategies invites the students to visualize what they are reading? a. Guided imagery b. Anticipation guide c. Story impression d. ReQuest 10. How can a teacher best allow students to anticipate story content? a. Choose material relevant to students' lives. b. Use story impressions. c. Summarize key concepts. d. Establish a framework for reading.

6.3 Essay Questions 1. What are the relationships among curiosity arousal, conceptual conflict, and motivation?

2. Suppose your school or department decides to put together a resource book for teachers titled Teaching Tips for Better Reading. You are asked to contribute to this resource. Describe for your colleagues one of the strategies from this chapter in your own words. Explain how it can be used to help students understand topics in your content area.

3. Give an example of how you would apply the IEPC strategy in the content area you plan to teach. Describe how you would implement the strategy and explain your rationale for its use.

4. How would you explain the purpose of encouraging students to ask as well as answer questions about a text? Give examples of some of the strategies that can help to elicit students' questions.

5. How would you construct an anticipation guide? How might such a guide be used in a content area classroom? Give an example of an anticipation guide that you might create.

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Chapter 7: Guiding Reading Comprehension

Chapter 7: Guiding Reading Comprehension 7.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. Applied Comprehension b. Directed reading-thinking activity (DR-TA) c. Discussion web d. Guided Reading Procedure (GRP) e. Interpretive Comprehension f. Intra-Act g. KWL/KWHL h. Literal Comprehension

i. Modeling j. QAR k. QtA l. Reciprocal teaching m. Scaffolding n. Semantic map o. Think-aloud p. Three-level comprehension guide

1. An organizational tool that guides discussions by allowing students to identify ideas and concepts and weigh different viewpoints in order to critically evaluate arguments and draw conclusions.

2. An instructional strategy that engages students in active text learning by asking them to consider the following questions: What do I know? What do I wonder? What have I learned?

3. Modeling how to use four comprehension activities (question generating, summarizing, predicting, and clarifying) while leading a dialogue.

4. A comprehension strategy that models the importance of asking questions while reading.

5. Support offered by teachers or peers, characterized by teaching new skills or knowledge by building upon a student's existing skills or knowledge.

6. Strategy that fosters critical awareness and thinking by engaging learners in a process that involves prediction, verification, interpretation, and judgment.

7. A graphic representation that helps students identify important ideas and visually demonstrate how these ideas are related.

8. A strategy that requires students to gather information and organize it around an important idea; involves preparing student for reading, guiding students during reading, extending analysis of a text through questions, and providing immediate feedback.

9. An after reading strategy that encourages readers in a reflective discussion; individual readers reach personal conclusions or decisions based upon their reading and follow-up discussion 10. A level of comprehension that allows the reader to use information to express opinions and form new ideas.

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Chapter 7: Guiding Reading Comprehension

7.2 Multiple Choice Questions 1. Which of the following points can be developed when using think-alouds? a. Evaluating discussions b. Linking new information to prior knowledge c. Working collaboratively with peers d. Processing information at multiple levels of comprehension 2. Which of the following steps in the reciprocal teaching strategy are completed during phase two? a. Generate appropriate questions b. Determine which comprehension activities to teach c. Generate predictions d. Locate summarizing sentences 3. When is the QtA strategy most effectively applied? a. Before reading to predict what will be learned b. During reading to act on the author's message c. After reading to discuss the content d. After reading in preparation for an exam 4. When teachers use __________, they model four comprehension activities, which students then imitate. a. Think-alouds b. QARs c. Reciprocal teaching d. KWLs 5. Which of the following is not a place where an answer to a question is found in QARs? a. Between teacher and student b. In the text c. In your head d. Between author and reader 6. Which strategy encourages students to consider different sides of an issue before drawing conclusions? a. KWL b. Discussion web 66 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 7: Guiding Reading Comprehension

c. Intra-act d. GRP 7. Which strategy asks students to generate a list of questions about a topic they are going to study? a. KWL b. Discussion web c. Intra-act d. GRP 8. Which strategy places a premium on accuracy as students reconstruct the author's message? a. KWL b. Discussion web c. GRP d. Intra-act 9. In the intra-act strategy, the purpose of the valuation phase is to have students __________. a. Promote an understanding of the material to be learned b. Seek clarification about the selection c. Explore the significance of the material in their own lives d. Share their response to the intra-act statements with other group members 10. What is the first step in completing a discussion web? a. Combine students into groups b. Conduct a whole class discussion c. Assign a selection to be read d. Activating prior knowledge 7.3 Essay Questions 1. "Thinking with texts requires students to participate actively in the conversation." How does this statement relate to the teaching of content area material? How can reader–text interactions be developed in content areas?

2. Give an example of how you would apply the intra-act strategy to the content area you teach.

Explain your rationale for its use.

3. Describe how each of the instructional strategies presented in the chapter can provide teachers with opportunities to assess students' comprehension and critical thinking skills.

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Chapter 7: Guiding Reading Comprehension

4. Explain the benefits of using the discussion web strategy. Give an example of how this strategy could help students to understand a topic in your content area.

5. Explain the steps involved in implementing the GRP. What is the benefit of using this strategy in a content area classroom?

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Chapter 8: Developing Vocabulary and Concepts

Chapter 8: Developing Vocabulary and Concepts 8.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g. h. i. j. k.

Brainstorming Categorization Closed word sort Concept of Definition (CD) Word Map Concept circles Graphic organizer Knowledge ratings List-Group-Label Logographic clues Magic Squares Modified cloze

l. Morpheme m. Open word sorts n. OPIN o. Semantic feature analysis (SFA) p. Syntactic and semantic clues q. Tier III technical vocabulary r. Typographic clues s. Vocabulary self-collection strategy (VSS) t. Vocabulary triangles u. Word exploration

1. A format for studying words critically; students relate words conceptually to one another by joining, connecting, or excluding words from given categories.

2. Word sorts that require students to determine how to categorize a set of given vocabulary terms.

3. A strategy that combines brainstorming and categorizing to help students organize concepts.

4. A word sort in which the teacher defines the process for categorizing the words.

5. A strategy used to survey students' prior knowledge of vocabulary and of concepts they will encounter in a text.

6. Visual representations of knowledge, concepts, or ideas.

7. A vocabulary strategy that matches vocabulary terms to corresponding definitions.

8. A vocabulary strategy that reinforces important concepts in a text or unit of study through the use of a grid map in which similarities and differences among related concepts are analyzed.

9. Vocabulary that has usage and application only in a particular subject matter field.

10. An individual unit of meaning.

8.2 Multiple Choice Questions 1. Which of the following strategies most successfully promotes active vocabulary development by encouraging students to look for shared meanings among words? a. Defining 69 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

b. Sorting c. Memorizing d. Testing 2. __________ are visual frameworks or diagrams that use content vocabulary to help students anticipate concepts and their relationships to one another in the reading material. a. Word sorts b. Magic squares c. Graphic organizers d. OPIN strategies 3. Which vocabulary strategy organizes conceptual information by identifying class or category, attributes or properties, and examples or illustrations? a. Semantic feature analysis b. Graphic organizers c. Concept circles d. CD word maps 4. Which of the following questions about the Vocabulary Self-Collection Strategy encourages students to describe the context around the word? a. Where is the word found in the text? b. What is a synonym for the word? c. What do the team members think the word means? d. Why did the team think the class should learn the word?

5. When students make use of footnotes for clues about a word's meaning, they are relying upon __________. a. Syntactic contextual clues b. Typographic clues c. Logographic cues d. Semantic contextual clues 6. In the use of the word exploration strategy, the teacher should focus least on __________. a. Free writing b. Log entries c. Connections between words and students' prior knowledge d. Spelling and punctuation 70 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

7. In the __________ strategy, students "argue" their responses during a group discussion in order to increase their motivation and improve their vocabulary development. a. Open word sort b. Semantic feature analysis c. CD word map d. OPIN 8. Concepts are organized into hierarchies according to __________. a. Class, example, and attribute b. Example, function, and schema c. Structure, context, and function d. Attribute, system, and structure 9. The __________ strategy encourages students to brainstorm words, classify them, and make predictions about the content to be studied. a. Semantic feature analysis b. Vocabulary Self-Collection Strategy c. List-group-label d. Knowledge rating 10. Which strategy is best suited for use after reading or as a tool for reviewing concepts? a. Knowledge ratings b. Magic squares c. Vocabulary Self-Collection d. Word sorts 8.3 Essay Questions 1. Discuss the following statement: "Vocabulary is as unique to a content area as fingerprints are to a human being." Be sure to explain the significance of this statement to content area teachers and learners.

2. Teachers can help students build conceptual knowledge of content area terms by teaching and reinforcing the interrelation of concepts. Discuss how you will help your students to develop conceptual knowledge. Specify strategies you plan to implement. Justify the use of these strategies.

3. Suppose that one of your colleagues has been spending a great deal of time creating vocabulary worksheets that require matching and filling in the blanks. What alternative vocabulary strategy would you suggest that wouldn't involve completing worksheets? You 71 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Developing Vocabulary and Concepts

might choose from word exploration, brainstorming, or list-group-label strategies; explain why you would recommend the alternative strategy.

4. Construct a graphic organizer for the content area you teach. Explain how you would introduce the organizer to students and how its use would expand their understanding of content area concepts.

5. Explain why memorizing definitions of words is not enough to develop a conceptual understanding of these terms. Explain why the strategies described in this chapter can be more effective instructional tools when teaching content area vocabulary.

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Chapter 9: Writing Across the Curriculum

Chapter 9: Writing Across the Curriculum 9.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g. h. i. j. k.

Academic journals Admit slips Biopoems Character journals Discovery Double-entry journals Drafting Exit slips Learning logs Microthemes Point of View Guide (POVG)

l. Product m. Publishing n. Response journals o. Revising p. Research-based Writing q. Role, Audience, Form, Topic (RAFT) r. Sketchbooks s. Text Response Task Cards t. Unsent letters u. Writing to Learn

1. Slips that allow student to anonymously inform the teacher about questions they have about the material they are studying before a lesson.

2. Slips that allow student to anonymously inform the teacher about questions they have about the material they are studying after a lesson.

3. Allows students to write about a topic from the perspective of a given person and to write to an assigned audience using a specific form.

4. Journals that help students generate ideas, create a record of thoughts and responses to what they are reading, and explore their own lives and concerns in relation to a text.

5. Poems that invite students to reflect on material by synthesizing what they have learned about a person, place, concept, or event.

6. A journal in which students record their responses to a text as they read; in the left-hand column, the student summarizes the author's message or notes concepts that are intriguing, puzzling, or moving; in the right-hand column, the student reacts to the summary.

7. A journal in which students role-play characters by writing from the perspective of a given figure.

8. A journal in which students record their responses to a text or topic by using visual representations or sketches.

9. A brief piece of writing that results in a great deal of thinking.

10. Stage of the writing process that gives student writers an audience so that the writing task becomes a real effort at communication.

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Chapter 9: Writing Across the Curriculum

9.2 Multiple Choice Questions 1. Which of the following is least developed in a classroom that incorporates reading and writing together? a. Exploration of concepts b. Development of editing skills c. Clarification of meaning d. Elaboration of learning 2. Which of the following activities is a characteristic of both reading and writing in the content areas? a. Predicting b. Decoding c. Revision and rethinking d. Publishing 3. The writing process is __________. a. Sequential b. Recursive c. Metacognitive d. Universal 4. Writing after reading promotes which of the following? a. Decoding skills b. Prediction skills c. Greater comprehension d. Greater questioning 5. Which of the following instructional strategies promotes exploratory writing? a. RAFT writing b. Learning logs c. Research-based writing d. Publishing 6. __________ are collected by the teacher and read aloud as a way to begin a class discussion. a. RAFT strategies b. Exit slips 74 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 9: Writing Across the Curriculum

c. Admit slips d. Learning logs 7. __________ allow students to take notes for themselves while reading. a. Response journals b. Double-entry journals c. Learning logs d. Essays 8. RAFT is an acronym that stands for __________. a. Reread, assess, field notes, and text b. Rewrite, assessment, freewrite, and teach c. Rehearse, assign, format, and test d. Role, audience, form, and topic 9. Which of the following is the first phase of the writing process? a. Discovery b. Drafting c. Product d. Publishing 10. When using a double-entry journal, students are asked to __________. a. Explore role, audience, form, and topic b. Create multiple drafts c. Create a two-column format to explore ideas d. Go through the complete writing process 9.3 Essay Questions 1. Explain why reading and writing need to be connected in instructional contexts. Give specific examples of how this can occur in the content area that you plan to teach.

2. Select one type of academic journal that you could incorporate into your own teaching.

Discuss the form of the journal; how you would explain its use to your students; in what context you would use it; and why it would enhance the study of a topic within your content area.

3. Explain what the RAFT strategy is and how to implement it. Give an example of how you might use this strategy in a content area.

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Chapter 9: Writing Across the Curriculum

4. Describe the purpose and implementation of microthemes. Give an example of how this strategy could be applied in a content area.

5. Explain the stages of the writing process. As a teacher, what specifically would you instruct students to do during each of these stages?

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Chapter 10: Studying Text

Chapter 10: Studying Text 10.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g.

Annotations Comparison-and-contrast matrix Cornell notes Critical notes External text structure Graphic organizers Guided Reading and Summarizing Procedure (GRASP) h. Internal Text Structure i. Network tree j. Problem-and-solution outline

k. Question note l. Reading log m. Selective reading guide n. Semantic (cognitive) map o. Series-of-event chain p. Signal Words q. Summary note r. T-notes s. Text pattern guide t. Thesis notes

1. The reader uses a question note to raise a significant issue in the form of a question; the question is the result of what the reader thinks is the most significant aspect of what he or she has read.

2. Structure characterized by a text's overall instructional design; such features include the preface, a table of contents, appendixes, a bibliography, and indexes.

3. This addresses the main idea the author is trying to convey to the reader.

4. This captures the reader's reaction or response to the author's message, stating the author's thesis, then the reader's own position in relation to the thesis, and finally defending or expanding on the position taken.

5. A visual display that helps the reader comprehend and retain textually important information.

6. Words authors use to call attention to the organizational pattern.

7. This condenses the main ideas of a text selection into a concise statement; characterized by brevity, clarity, and conciseness.

8. A procedure that combines guided reading with a summarization procedure.

9. Text patterns that make logical connections among the important ideas, including description, sequence, comparison and contrast, cause and effect, and problem and solution.

10. Two-column note-taking procedure that allows students to record notes and make connections to content.

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Chapter 10: Studying Text

10.2 Multiple Choice Questions 1. Perceiving __________ in text material improves learning and retention. a. Structure b. Graphic organizers c. Chapter objectives d. Signal words 2. __________ leads to short-lived recall of unrelated pieces of information. a. GRASP b. Annotating c. Summarizing d. Rote memorization 3. Which of the following is a premise of selective reading guides? a. Students easily understand content area vocabulary. b. Teachers often construct content area texts. c. Students independently interact with content area texts. d. Students do not yet understand how to process content area texts.

4. Which of the following is an external text structure? a. Cause and effect b. Table of contents c. Sequence d. Description 5. Which of the following internal text structures points out similarities between ideas? a. Cause and effect b. Problem and solution c. Comparison and contrast d. Description 6. Which graphic organizer would best be used in order to learn about the cause and effect relationship of events in WWII? a. Network tree b. Series-of-events chain c. Semantic map 78 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Studying Text

d. Venn diagram 7. Which of the following questions would be asked when using a cause and effect graphic representation? a. How did this happen? b. When did this problem arise? c. How are these problems alike? d. How would you describe the problem?

8. Which graphic organizer would best be used to show the relationship that exists between superordinate concepts and subordinate concepts? a. Series-of-events chain b. Network tree c. Venn diagram d. Comparison and contrast matrix 9. Which of the following text structures would an author use to trace the development of a topic? a. Cause and effect b. Problem and solution c. Descriptive d. Sequence 10. A ________ is a type of note a student can use in order to condense the ideas of a text into a brief, clear, and concise statement. a. Question note b. Thesis note c. Summary note d. Critical note 10.3 Essay Questions 1. Explain the value of graphic organizers in supporting the comprehension and retention of information in content areas, referencing each type outlined in the text.

2. Compare and contrast internal and external text structures. Give examples of each.

3. Explain how signal words can give students clues about text structure. Give examples of signal words and the types of text structures with which they can be used.

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Chapter 10: Studying Text

4. Create a one-page handout entitled "Helping Students Learn to Study" to give to the parents of the students in your classes. On the handout, give an overview of how and why you will teach study skills. Include some suggestions for the specific ways in which parents can support your efforts.

5. The text states, "More than 50 percent of the material read or heard in class is forgotten in a matter of minutes. A system for taking and making notes triggers recall and supports retention." Describe what you would do as a teacher to model the note-taking procedure for your students.

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Chapter 11: Learning with Multiple Texts

Chapter 11: Learning with Multiple Texts 11.1 Matching Questions Match the appropriate term with the following sentences. Not all terms will be used. a. b. c. d. e. f. g. h. i. j. k. l.

Blogging Classroom libraries Expository/nonfiction text Fiction File sharing Idea circles Illustrated books Improvisational drama Individual inquiry model Pantomime Picture books Process drama

m. Read-aloud n. Readers Theatre o. Reflective writing p. Sustained Silent Reading (SSR) q. Small-groups/multiple-books model r. Tableau s. Text set t. Text connections u. Threaded discussion v. Trade books w. Whole group/single-book model x. Wordless books

1. Books that rely entirely on pictures to tell a story.

2. Alternatives or supplements to textbooks, these are typically rich in narrative and informational content, and published for general readership rather than specifically for use in a content area classroom.

3. A process by which students make mental connections with texts.

4. Established time for students to independently practice reading.

5. Involves the oral presentation of a script by two or more readers; no props, costumes, or memorization of lines is required.

6. The process of reading to students to build vocabulary, develop good listening skills, develop oral reading, and provide a collaborative context for responding to reading.

7. Improvisational experiences that allow students to establish an imaginary world in which they experience fictional roles and situations.

8. Books in which pictures and text work together to tell a story.

9. Connections readers make between what they read and their personal experiences, other texts, and the wider world.

10. Peer-led small group discussions of concepts presented in a text or unit; engages members in theorizing, questioning, and responding to the ideas presented by other group members.

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Chapter 11: Learning with Multiple Texts

11.2 Multiple Choice Questions 1. Which are most commonly used by content area teachers? a. Trade books b. Pieces of literature c. Textbooks d. Threaded discussions 2. Which is a benefit to trade books? a. They provide depth. b. They may present a biased account. c. They are at a more complex reading level. d. They only cover facts.

3. When considering nonfiction, teachers should avoid books that __________. a. Provide detailed and current information about the topic being studied b. Are about historical topics that receive a lot of attention in textbooks c. Use language and vocabulary important to the disciplined d. Provide information which provides information on topics not covered in the textbook 4. Which of the following types of picture books resemble comic strips? a. Wordless books b. Picture books c. Illustrated books d. Graphic nonfiction 5. Which of the following factors to consider when evaluating nonfiction trade books speaks to the visual and literary appeal of the text? a. Accuracy b. Artistry c. Appropriateness d. Authority 6. Which model for studying trade books involves students independently complete projects allowing teachers to differentiate instruction? a. Whole-group/single-book b. Small-group/multiple-books 82 Copyright © 2021 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Learning with Multiple Texts

c. Self-selected reading d. Individual inquiry 7. Which of the following is an advantage of using nonfiction trade books in the classroom? a. They cover the same content as the textbook. b. They are often outdated. c. They are specifically written to align with curriculum standards. d. They bridge the gap between in-class and out-of-class reading.

8. Sustained-silent reading time __________. a. Is best structured as a group activity b. Should be focused on completing assigned textbook selections before reading any other books c. Should allow students to read their own choice of materials for their own pleasure d. Should not include the reading of magazines or other lightweight materials 9. When selecting books for read-alouds, a teacher should consider which one of the following? a. Whether the books will stimulate discussion among the students b. Whether the books will be easy to read without practice or rehearsal c. Whether or not there are enough copies for all students d. Whether or not the information is represented in the textbook 10. Idea circles differ from literature circles in that when incorporating idea circles, __________. a. Students read a single piece of literature and then critique it b. Students share conflicting interpretations of a piece of text c. Students follow rules they have generated themselves d. Students work together to create a common understanding of a concept 11.3 Essay Questions 1. You believe that trade books belong in all classrooms and should be integrated within all curricular areas. Other colleagues of yours, however, do not share this belief and rely solely on textbooks. What would you say to your colleagues when they ask you why you integrate trade books with your textbook?

2. What recommendations would you give to a colleague who wanted to begin integrating trade books into the content area classroom, but was unsure how to select books?

3. A colleague asks for advice on ways to encourage students to dramatize the literature that they are reading without having to use scripts. What suggestions would you make?

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Chapter 11: Learning with Multiple Texts

4. Explain the value of exploring different points of view toward historical events. Give an example of how trade book use can help to accomplish this.

5. Describe the different types of trade book genres that can be used in content area classrooms.

Give an example of a trade book in each of these genres that you might use in your own content area classroom.

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ANSWER KEY

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Chapter 1: Literacy Matters

Chapter 1: Literacy Matters 1.1 Matching Questions 1. (k) Standards 2. (g) New Literacies 3. (j) Reading to Learn 4. (e) Differentiated Instruction 5. (d) Content/disciplinary literacy 6. (m) Teacher effectiveness 7. (i) Reading Next 8. (c) Content and Process 9. (h) Prior Knowledge 10. (n) Text 1.2 Multiple Choice Questions 1. C 2. A 3. C 4. A 5. B 6. C 7. C 8. C 9. D 10. D 1.3 Essay Questions 1. Answers will vary. a. Should include information from Effective Teaching in Content Areas on pages 3-11.

2. Answers will vary. a. Should include information from Disciplinary Literacy: A Brief Historical View on pages 19-20. b. Should include information from Reading to Learn in a Discipline on pages 21-26.

3. Answers will vary. a. Should include information from Effective teachers and Standards-Driven Classroom on pages 6-9.

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Chapter 1: Literacy Matters

4. Answers will vary. a. Should include information from Effective Teachers Differentiate Instruction for a Wide Range of Readers on pages 10-11. b. Should include information from Literacy in the Twenty-first Century World on pages 11-18. c. Should include information from Reading to Learn in a Discipline on pages 21-25.

5. Answers will vary. a. Should include information from Reading to Learn in a Discipline on pages 21-25.

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Chapter 2: Learning with New Literacies

Chapter 2: Learning with New Literacies 2.1 Matching Questions 1. (n) Wikis 2. (i) Netiquette 3. (m) WebQuests 4. (j) New literacies 5. (f) Media literacy 6. (e) Information and communication technologies 7. (a) Blended learning 8. (k) Shared document spaces 9. (b) Blogs 10. (f) Internet Inquiries 2.2 Multiple Choice Questions 1. B 2. A 3. A 4. C 5. B 6. B 7. A 8. D 9. B 10. B 2.3 Essay Questions 1. Answers will vary. a. Should include information from New Literacies and Multiliteracies: An Overview on pages 31-36.

2. Answers will vary. a. Should include information from New Literacies and Multiliteracies: An Overview on pages 31-36.

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Chapter 2: Learning with New Literacies

3. Answers will vary. a. Should include information from New Literacies and Multiliteracies: An Overview on pages 31-36. b. Should include information from Engage and Empower Learning: Getting Started on pages 36-42.

4. Answers will vary. a. Should include information from Strategies for Writing to Learn on pages 43-49. b. Should include information from Strategies for Multimodal Learning on pages 49-53.

5. Answers will vary. a. Should include information from WebQuests on page 51-52.

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Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

Chapter 3: Culturally Responsive Teaching in Diverse Classrooms 3.1 Matching Questions 1. (f) EL programs 2. (m) SIOP model 3. (l) Sheltered instruction 4. (a) Bilingual programs 5. (h) Idiomatic expressions 6. (j) Multicultural classrooms 7. (c) Comprehensible input 8. (k) Repeated Readings 9. (g) Funds of Knowledge 10. (b) Cognates 3.2 Multiple-Choice Questions 1. B 2. A 3. C 4. D 5. C 6. A 7. D 8. D 9. C 10. B 3.3 Essay Questions 1. Answers will vary. a. Should include information from Culturally Relevant Pedagogy on pages 58-62. b. Should include information from Ways of Knowing in a Culturally Responsive Classroom on pages 65-70. c. Should include information from Linguistic Differences in Today's Schools on pages 71-79. d. Should include information from Sheltered Instruction for English Learners on pages 79-86.

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Chapter 3: Culturally Responsive Teaching in Diverse Classrooms

2. Answers will vary. a. Should include information from Teaching for Cultural Understanding on pages 59-62.

3. Answers will vary. a. Should include information from Integrating Multicultural Literature Across the Curriculum on page 62. b. Should include information from Multicultural Books: A Closer Look on pages 62-65.

4. Answers will vary. a. Should include information from Funds of Knowledge on pages 66-67. b. Should include information from Drawing on Students' Funds of Knowledge Across Content Area on pages 67-69.

5. Answers will vary. a. Should include information from Bilingual and ESL Programs on pages 74-75.

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Chapter 4: Assessing Students and Texts

Chapter 4: Assessing Students and Texts 4.1 Matching Questions 1. (l) Raw score 2. (t) Validity 3. (m) Readability 4. (f) High-stakes testing 5. (h) Norms 6. (b) Authentic assessments 7. (j) Percentile score 8. (o) Rubric 9. (n) Reliability 10. (s) Triangulation 4.2 Multiple Choice Questions 1. D 2. A 3. B 4. D 5. C 6. B 7. C 8. C 9. A 10. B 4.3 Essay Questions 1. Answers will vary. a. Should include information from High-Stakes Testing on pages 90-91. b. Should include information from Standardized Testing: What Teachers Need to Know on pages 91-93.

2. Answers will vary. a. Should include information from Standardized Testing: What Teachers Need to Know on pages 91-93.

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Chapter 4: Assessing Students and Texts

3. Answers will vary. a. Should include information from Approaches to Assessment on pages 89-95.

4. Answers will vary. a. Should include information from Portfolio Assessment in a Digital Age on pages 95-109.

5. Answers will vary. a. Should include information from Assessing Text Complexity on pages 110-115.

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Chapter 5: Planning Instruction for Content Literacy

Chapter 5: Planning Instruction for Content Literacy 5.1 Matching Questions 1. (j) Student Team Achievement Divisions 2. (h) Learning circles 3. (a) B-D-A instructional framework 4. (g) Jigsaw groups 5. (b) Collaborative interaction 6. (i) Positive interdependence 7. (c) Cooperative learning 8. (f) Inquiry research emphasis 9. (d) Group Investigation 10. (e) Guided Discussion 5.2 Multiple-Choice Questions 1. D 2. B 3. A 4. A 5. D 6. B 7. C 8. A 9. B 10. B 5.3 Essay Questions 1. Answers will vary. a. Should include information from B-D-A Instructional Framework on pages 124-129.

2. Answers will vary. a. Should include information from Planning Units of Study on pages 132-135.

3. Answers will vary. a. Should include information from Group Roles and Divisions of Labor on pages 146-147.

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Chapter 5: Planning Instruction for Content Literacy

4. Answers will vary. a. Should include information from Explicit Strategy Instruction on pages 119-123. b. Should include information from Planning Lesson on pages 117-125. c. Should include information from Planning Units of Study on pages 132-135. d. Should include information from Planning Collaborative Interactions on pages 136-144.

5. Answers will vary. a. Should include information from Explicit Strategy Instruction on pages 119-123. b. Should include information from Planning Lessons on pages 123-131.

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Chapter 6: Activating Prior Knowledge and Interest

Chapter 6: Activating Prior Knowledge and Interest 6.1 Matching Questions 1. (a) Active comprehension 2. (k) Story impressions 3. (b) Anticipation guides 4. (j) Self-efficacy 5. (b) Anticipation Guides 6. (i) ReQuest 7. (c) Guided imagery 8. (g) Prediction strategies 9. (d) IEPC 10. (e) Metacognitive awareness 6.2 Multiple-Choice Questions 1. A 2. C 3. D 4. B 5. B 6. C 7. D 8. A 9. A 10. B 6.3 Essay Questions 1. Answers will vary. a. Should include information from Self-Efficacy and Motivation on pages 154-160. b. Should include information from Curiosity and Interest on pages 160-168.

2. Answers will vary. a. Should include information from Self-Efficacy and Motivation on pages 154-160. b. Should include information from Curiosity and Interest on pages 160-168.

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Chapter 6: Activating Prior Knowledge and Interest

c. Should include information from Making Predictions on pages 168-173. d. Should include information from Question Generation on pages 173-168.

3. Answers will vary. a. Should include information from Imagine, Elaborate, Predict, and Confirm (IEPC) on pages 171-173.

4. Answers will vary. a. Should include information from Question Generation on pages 173-175.

5. Answers will vary. a. Should include information from Anticipation Guides on pages 169-171.

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Chapter 7: Guiding Reading Comprehension

Chapter 7: Guiding Reading Comprehension 7.1 Matching Questions 1. (c) Discussion web 2. (g) KWL/KWHL 3. (l) Reciprocal teaching 4. (k) QtA 5. (m) Scaffolding 6. (b) DR-TA 7. (n) Semantic map 8. (d) Guided Reading Procedure GRP 9. (f) Intra-Act 10. (a) Applied Comprehension 7.2 Multiple-Choice Questions 1. B 2. B 3. B 4. C 5. A 6. B 7. A 8. C 9. C 10. D 7.3 Essay Questions 1. Answers will vary. a. Should include information from Modeling Comprehension Strategies on pages 178-187. b. Should include information from Instructional Strategies on pages 187-204. c. Should include information from Reading Guides on pages 204-209.

2. Answers will vary. a. Should include information from Intra-Act on pages 199-202.

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Chapter 7: Guiding Reading Comprehension

3. Answers will vary. a. Should include information from Modeling Comprehension Strategies on pages 178-187. b. Should include information from Instructional Strategies on pages 187-204. c. Should include information from Reading Guides on pages 204-209.

4. Answers will vary. a. Should include information from Discussion Webs on pages 193-196.

5. Answers will vary. a. Should include information from Guided Reading Procedure (GRP) on pages 196-199.

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Chapter 8: Developing Vocabulary and Concepts

Chapter 8: Developing Vocabulary and Concepts 8.1 Matching Questions 1. (e) Concept circles 2. (m) Open word sorts 3. (h) List-group-label 4. (c) Closed word sorts 5. (g) Knowledge rating 6. (f) Graphic organizers 7. (j) Magic Square 8. (o) Semantic feature analysis 9. (q) Technical vocabulary 10. (l) Morpheme 8.2 Multiple-Choice Questions 1. B 2. C 3. D 4. A 5. B 6. D 7. D 8. A 9. C 10. B 8.3 Essay Questions 1. Answers will vary. a. Should include information from Experiences, Concepts, and Words on pages 217-219.

2. Answers will vary. a. Should include information from Experiences, Concepts, and Words on pages 217-219. b. Should include information from Using Graphic Organizers to Make Connections Among Key Concepts on pages 219-224.

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Chapter 8: Developing Vocabulary and Concepts

c. Should include information from Showing Students How to Make Their Own Connections on page 224.

3. Answers will vary. a. Should include information from Word Exploration on page 225. b. Should include information from Brainstorming on page 225. c. Should include information from List-Group-Label on pages 225-226.

4. Answers will vary. a. Should include information from Using Graphic Organizers to Make Connections Among Key Concepts on pages 219-224.

5. Answers will vary. a. Should include information from Experiences, Concepts, and Words on pages 217-219. b. Should include information from Activating What Students Know About Words on pages 225-229. c. Should include information from Defining Words in the Context of Their Use on pages 230-233. d. Should include information from Reinforcing and Extending Vocabulary Knowledge and Concepts on pages 233-240. e. Should include information from Vocabulary Building Strategies on pages 240-249.

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Chapter 9: Writing Across the Curriculum

Chapter 9: Writing Across the Curriculum 9.1 Matching Questions 1. (b) Admit slips 2. (h) Exit slips 3. (q) RAFT writing 4. (a) Academic journals 5. (c) Biopoems 6. (f) Double-entry journals 7. (d) Character journals 8. (r) Sketchbooks 9. (j) Microthemes 10. (m) Publishing 9.2 Multiple-Choice Questions 1. B 2. C 3. B 4. C 5. B 6. C 7. C 8. D 9. A 10. D 9.3 Essay Questions 1. Answers will vary. a. Should include information from Write to Read, Read to Write on pages 253-255.

2. Answers will vary. a. Should include information from Academic Journals on pages 265-274.

3. Answers will vary. a. Should include information from RAFT Writing on pages 275-277.

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Chapter 9: Writing Across the Curriculum

4. Answers will vary. a. Should include information from Microthemes on pages 256-258.

5. Answers will vary. a. Should include information from Guiding the Writing Process on pages 278-282.

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Chapter 10: Studying Text

Chapter 10: Studying Text 10.1 Matching Questions 1. (k) Question note 2. (e) External text structure 3. (t) Thesis note 4. (d) Critical note 5. (f) Graphic organizer 6. (p) Signal Words 7. (q) Summary note 8. (g) GRASP 9. (h) Internal text structure 10. (c) Cornell notes 10.2 Multiple-Choice Questions 1. A 2. D 3. D 4. B 5. C 6. B 7. A 8. B 9. D 10. C 10.3 Essay Questions 1. Answers will vary. a. Should include information from Graphic Organizers on pages 291-301.

2. Answers will vary. a. Should include information from The Importance of Text Structure on pages 286-291.

3. Answers will vary. a. Should include information from Signal Words in Text Structure on pages 290-291.

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Chapter 10: Studying Text

4. Answers will vary. a. Should include information from The Importance of Text Structure on pages 286-291. b. Should include information from Graphic Organizers on pages 291-301. c. Should include information from Writing Summaries on pages 301-305. d. Should include information from Making Notes, Taking Notes on pages 305-311. e. Should include information from Study Guides on pages 311-315.

5. Answers will vary. a. Should include information from Making Notes, Taking Notes on pages 305-311.

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Chapter 11: Learning with Multiple Texts

Chapter 11: Learning with Multiple Texts 11.1 Matching Questions 1. (x) Wordless books 2. (v) Trade books 3. (o) Reflective Writing 4. (p) Sustained-Silent Reading (SSR) 5. (n) Readers Theatre 6. (m) Read-alouds 7. (l) Process drama 8. (k) Picture books 9. (t) Text connections 10. (f) Idea circles 11.2 Multiple-Choice Questions 1. C 2. A 3. B 4. D 5. B 6. D 7. D 8. C 9. A 10. D 11.3 Essay Questions 1. Answers will vary. a. Should include information from Why Use Trade Book and Multiple Texts on pages 319-335.

2. Answers will vary. a. Should include information from Why Use Trade Book and Multiple Texts on pages 319-335.

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Chapter 11: Learning with Multiple Texts

3. Answers will vary. a. Should include information from Process Drama as a Heuristic on pages 345-347.

4. Answers will vary. a. Should include information from Exploring Different Points of View Toward Historical Events on page 334.

5. Answers will vary. a. Should include information from Why Use Trade Book and Multiple Texts on pages 319-335.

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