Instructor's Resource
Manual and Test Bank
@A
Jean Payne Vintinner
pl
Content Area Reading: Literacy and
Learning Across the Curriculum
us
Thirteenth Edition
Richard T. Vacca
st
Emeritus, Kent State University
Maryann Mraz
uv
University of North Carolina at Charlotte
Jo Anne L. Vacca
ia
Emerita, Kent State University
@Aplusstuvia
, Chapter 1: Literacy Matters
Chapter 1: Literacy Matters
Chapter-At-A-Glance
Chapter Outline Chapter Objectives Supporting Supplements
Effective Teaching in Content Explain the characteristics of Power Point, Chapter 1
Areas
@A
effective teachers and Test Bank items
What Makes a Teacher effective teaching, the
Effective difference between the two,
Effective Teachers and the and their impact on students
Standards-Driven and learning.
Classroom
Effective Teachers
pl
Differentiate Instruction
for a Wide Range of
Students
Literacy in the 21st Century Explain how literacy has Power Point, Chapter 1
World evolved and the classroom Test Bank items
New Literacies, New implications of 21st-century
Ways of Learning literacy.
us
Adolescent Literacy
Disciplinary Literacy in
Perspective
Disciplinary Literacy: A
Brief Historical View
Reading to Learn in a Discipline Describe the factors Power Point, Chapter 1
The Role of Prior influencing reading to learn in Test Bank items
st
Knowledge in Reading a discipline.
Reading as a Meaning-
Making Process
Reading as a Strategic
Process
Reading Comprehension
uv
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
ia
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.
@Aplusstuvia
, 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.
@A
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.
pl
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
us
Adolescent literacy
Comprehension
Content and process
Content/Disciplinary literacy
st
Differentiated instruction
New literacies
Prior knowledge
Reading Next
uv
Reading to learn
Standards
Standards-based planning
ia
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.
@Aplusstuvia
, 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.
@A
Art
Science
Mathematics
pl
Music
Health
Social Studies/History
Physical Education
us
Computer Sciences
English Literature
Foreign Language
Business
st
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
uv
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:
ia
○ 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.
@Aplusstuvia
Manual and Test Bank
@A
Jean Payne Vintinner
pl
Content Area Reading: Literacy and
Learning Across the Curriculum
us
Thirteenth Edition
Richard T. Vacca
st
Emeritus, Kent State University
Maryann Mraz
uv
University of North Carolina at Charlotte
Jo Anne L. Vacca
ia
Emerita, Kent State University
@Aplusstuvia
, Chapter 1: Literacy Matters
Chapter 1: Literacy Matters
Chapter-At-A-Glance
Chapter Outline Chapter Objectives Supporting Supplements
Effective Teaching in Content Explain the characteristics of Power Point, Chapter 1
Areas
@A
effective teachers and Test Bank items
What Makes a Teacher effective teaching, the
Effective difference between the two,
Effective Teachers and the and their impact on students
Standards-Driven and learning.
Classroom
Effective Teachers
pl
Differentiate Instruction
for a Wide Range of
Students
Literacy in the 21st Century Explain how literacy has Power Point, Chapter 1
World evolved and the classroom Test Bank items
New Literacies, New implications of 21st-century
Ways of Learning literacy.
us
Adolescent Literacy
Disciplinary Literacy in
Perspective
Disciplinary Literacy: A
Brief Historical View
Reading to Learn in a Discipline Describe the factors Power Point, Chapter 1
The Role of Prior influencing reading to learn in Test Bank items
st
Knowledge in Reading a discipline.
Reading as a Meaning-
Making Process
Reading as a Strategic
Process
Reading Comprehension
uv
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
ia
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.
@Aplusstuvia
, 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.
@A
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.
pl
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
us
Adolescent literacy
Comprehension
Content and process
Content/Disciplinary literacy
st
Differentiated instruction
New literacies
Prior knowledge
Reading Next
uv
Reading to learn
Standards
Standards-based planning
ia
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.
@Aplusstuvia
, 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.
@A
Art
Science
Mathematics
pl
Music
Health
Social Studies/History
Physical Education
us
Computer Sciences
English Literature
Foreign Language
Business
st
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
uv
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:
ia
○ 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.
@Aplusstuvia
