JHGFDSA
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
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Ap
lu
s st
uv
iii
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, JHGFDSA
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
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Each chapter suggests ideas relevant to major concepts that foster student engagement as the text is read.
After Reading/In the Field
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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
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The test bank provides multiple choice, true/false, and essay questions.
s st
uv
iv
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, 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 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
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.
• 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
Knowledge in Reading a discipline.
• Reading as a Meaning-
Making Process
• Reading as a Strategic
@
Process
• Reading Comprehension
Ap
Purpose
The purpose of this chapter is to explore the critical role that teachers play in helping students to think and learn with
text.
lu
Underlying Concepts
1. Using texts effectively requires a willingness to explore instructional strategies that move beyond assigning
s
and telling.
st
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
uv
situations.
1
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, 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
Ap
Reading to learn
Standards
Standards-based planning
lu
Teacher effectiveness
Text
s
Activities and Discussion Questions
st
Before Reading
uv
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.
ia
@Testbanksmafia @Testbanksmafia
, 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.
Ap
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:
lu
○ Reading instruction in middle and secondary schools is unnecessary.
○ Content area teachers should expect students to read their textbooks.
s
○ Content area teachers should teach their students how to study.
st
○ The primary role of the content area teacher is to teach subject matter.
uv
○ 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.
ia
@Testbanksmafia @Testbanksmafia
, 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.
@
Ap
lu
s st
uv
4
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
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
@
Ap
lu
s st
uv
iii
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, JHGFDSA
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
Ap
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
lu
The test bank provides multiple choice, true/false, and essay questions.
s st
uv
iv
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, 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 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
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.
• 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
Knowledge in Reading a discipline.
• Reading as a Meaning-
Making Process
• Reading as a Strategic
@
Process
• Reading Comprehension
Ap
Purpose
The purpose of this chapter is to explore the critical role that teachers play in helping students to think and learn with
text.
lu
Underlying Concepts
1. Using texts effectively requires a willingness to explore instructional strategies that move beyond assigning
s
and telling.
st
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
uv
situations.
1
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
, 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
Ap
Reading to learn
Standards
Standards-based planning
lu
Teacher effectiveness
Text
s
Activities and Discussion Questions
st
Before Reading
uv
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.
ia
@Testbanksmafia @Testbanksmafia
, 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.
Ap
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:
lu
○ Reading instruction in middle and secondary schools is unnecessary.
○ Content area teachers should expect students to read their textbooks.
s
○ Content area teachers should teach their students how to study.
st
○ The primary role of the content area teacher is to teach subject matter.
uv
○ 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.
ia
@Testbanksmafia @Testbanksmafia
, 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.
@
Ap
lu
s st
uv
4
Copyright © 2021 Pearson Education, Inc. All Rights Reserved.
ia
@Testbanksmafia @Testbanksmafia
