EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
EDR 211 READING IN THE CONTENT AREAS
PART II
LEARNING WITH TEXTBOOKS, TRADE BOOKS, AND
ELECTRONIC TEXTS
(Modules 4-6)
Texts and textbooks are an important part of the classroom
context. In any discussion of reading and writing in the content
classroom, the three-way relationship among teacher, student,
and text must be considered.
STUDY GUIDE
(November 30 -January 12, 2007)
Prepared by Nemah N. Hermosa
Faculty-in-Charge, EDR 211 Reading in the Content Areas
SS, AY 2007-2008
This is the Study Guide for Part II of EDR 211. Each of Modules 4-6
have the following parts:
1.
Organizing Principle
2.
Objectives
3.
Underlying Concepts
4.
Resources
5.
Study Questions
Part II also includes the guides for or descriptions of the following
instructional and assessment activities:
1.
Discussion Forum 2
2.
TMA2 (Graphic Organizers: Analyzing Text Structure)
3.
TMA3 (WebQuest and WQ Report)
4.
Quiz 2
NB: If you wish to print a copy of this file, use A4-sized paper.
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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
MODULE 4: TEXT ORGANIZATION AND STRUCTURE:
NARRATIVE AND EXPOSITORY TEXTS
ORGANIZING PRINCIPLE
The way writers tie ideas together in a passage is one of the most important factors
affecting text difficulty. Therefore, students have to understand the internal
organization of both narrative and expository texts, and be able to figure out cues or
patterns in texts to help them comprehend what they are reading. Looking for and
using text structure helps students to study texts in order to make
connections and think more deeply about ideas encountered during reading.
OBJECTIVES
After studying this module, you should be able to:
 Understand the different elements of text structure, both narrative and expository.
 Illustrate the features of narrative and expository texts through a graphic
organizer.
 Explain the relationship of text structure to reading comprehension
 Be aware of ways to teach students to read texts strategically for reading
comprehension.
UNDERLYING CONCEPTS
Written materials are not alike in content, structure, or purpose.
Readers’ ability to comprehend different text types is in part related to
their knowledge of text structure, that is, how the author constructed
and organized the material. Different types of texts fall in two broad
categories, narrative and expository.
Students have to be able to understand a variety of texts with the most
common being stories, especially in the lower grades, and subject
matter textbooks that become increasingly difficult and important to
their success in higher grades. Students who struggle to understand
what they read often do not have sufficient awareness of the way
written materials are organized or the cues to look for to figure out
patterns in text. These problems complicate their reading
comprehension efforts. Therefore, it is important that instruction in
reading comprehension includes explicit instruction in text structure.
One such activity is text analysis. Performing text analysis can be
done more strategically with the use of graphic organizers.
RESOURCES (to be uploaded or linked to Moodle)
Main Resources:
 Resource 1: Preview – Understanding Text Structure
 Resource 2: Module 10 of EDR 201

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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
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PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
Resource 3: Analyzing Text to Enable Comprehension: Narrative Structures
http://itc.gsu.edu/academymodules/a305/lesson/lesson_2/a305c2_50100.html
Resource 4: Analyzing Text to Enable Comprehension: Expository Structures
http://itc.gsu.edu/academymodules/a305/lesson/lesson_3/a305c3_50100.html
Resource 5: WWW sites on graphic organizers
 The Graphic Organizer Home Page, http://www.graphic.org/
 SCORE Grid – Graphic Organizers,
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
 Visual Learning, http://www.inspiration.com/vlearning/index.cfm
 Reading Skills Toolbox, http://www-tcall.tamu.edu/toolkit/ch05.htm
Optional Resource:
 Pearson, D.P. & Camperell, K (2004). Comprehension of text structures, in
Reading Research Handbook. International Reading Association, pp. 450-468.
(Note: This is the 2nd to the last entry in the EDR 211 Course Reader)
STUDY QUESTIONS
As you study the resources in Module 4, be guided by the following questions:
1.
2.
3.
4.
5.
How is internal text structure different from external text structure?
What are the main elements or features of narrative texts? Of expository
texts?
What cues and linguistic signals within texts can help readers understand
their pattern or structure?
What are graphic organizers? How can a teacher visually show the main
features of text through visual representation? How do they help
students make connections among important ideas?
What is the relationship of knowledge of text structures to reading
comprehension?
MODULE 5: ASSESSING TEXT DIFFICULTY
ORGANIZING PRINCIPLE
There are other factors that affect text difficulty, in addition to its structure or
organization. The level of difficulty of writing (readability) is never easy to assess, and
should be guided by this principle: The difficulty of text material is the result of
factors residing in both the reader and the text.
OBJECTIVES
After studying Module 5, you should be able to:
 Define readability and describe the factors that affect text difficulty;
 Know some measures to assess text difficulty; and
 Understand that readability has to consider factors emanating from both reader
and text.
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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
UNDERLYING CONCEPTS
Evaluating texts and assessing students’ interactions with texts are crucial
tasks for content teachers and students—and they call for sound judgment and
decision making.
Teachers must approach text assessment in much the same manner as they
make decisions about other aspects of content area instruction.
Assessment of text difficulty that relies on a single source or perspective
suffers. Teachers must therefore consider multiple sources of evidence. These
include: 1) publisher-provided descriptions of the design, format, and
organizational structure of the textbook along with grade-level readability
designations; 2) the teacher’s acquired knowledge of and interactions with the
students in the class; 3) the teacher’s sense of what makes the textbook a
useful tool; 4) students’ perspectives.
To complement the teacher’s professional judgment, several procedures can
provide useful information. Readability formulas, cloze procedure, readability
checklists, and book leveling measures can be used to help the teacher make
decisions about a text’s appropriateness to students in content area
classrooms.
RESOURCES (to be uploaded or linked to Moodle)
Main Resources:
 Hermosa, N. (1997, 2005). Module 11: Readability. In The Psychology of Reading.
UP Open University
 Diaz, L. (2007). A closer look at assessing text assessment and comprehension.
In The RAP Journal, vol xxx Oct 2007, pp. 18-23.
Optional Resources:
 Links to sites on readability/leveling books
STUDY QUESTIONS
As you study the resources in Module 5, be guided by the following questions:
1.
2.
3.
4.
What are some factors to consider in evaluating textbooks for use in one’s
content subject?
When and how might teachers use professional judgment in analyzing the
difficulty of textbooks?
What are some predictive measures of readability, and how do they differ
from performance measures?
What is the importance of text assessment in content area instruction?
ACTIVITIES FOR MODULES 4-5
Participate in Discussion Forum 2A after you have studied Module 4, and in Discussion
Forum 2B after you have studied Module 5. Refer to EDR 211 Course Guide for DF
participation guidelines.
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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
Discussion Forum 2A
Guide Question: Choose one text analysis activity that you did in TMA2 (either for
narrative or for the expository text) to share with your discussion group. Discuss
difficulties you encountered, if any. Also discuss how the graphic organizer you
developed can help readers understand the text that you analyzed.
Discussion Forum 2B
Guide Question: Before studying Module 5, what were your bases for choosing texts
to use in your class? What insights have you gained from the module that have
improved your ability to assess text difficulty? Give a specific example of how you will
apply the new knowledge.
Tutor-Marked Assignment 2 (TMA2)
Graphic Organizers: Analyzing Narrative and Expository Texts
The TMA2 Activity Guide will be uploaded as a separate file on Moodle. The deadline
for submission is December 22, 2007. Refer to the EDR 211 Course Guide for
submission guidelines.
MODULE 6: TRADE BOOKS AND ELECTRONIC TEXTS
ORGANIZING PRINCIPLE
In today’s rapidly changing classrooms, textbooks by themselves are not enough.
Students need access to a range of reading materials. There is a wide variety of
children’s literature (nonfiction, fiction, poetry, etc.) as well as engaging and highly
interactive digitally created texts that a content teacher can make use of in teaching
subject matter. Instructional practices involving the use of trade books and
electronic texts in content areas help to extend and enrich the curriculum.
OBJECTIVES
After studying this module, you should be able to:
 Demonstrate an understanding of some of the problems associated with textbooks
when used by teachers as a sole resource;
 Show how trade books can be used effectively to enhance content learning;
 Appreciate how children's literature can enhance the teaching of sophisticated
content;
 Become aware of and appreciate the richness of resources in the Internet and how
they can be used to engage readers in learning new and related content;
 Gain an appreciation of the changing role of the teacher when trade books and
electronic texts are used in the content areas.
UNDERLYING CONCEPTS
Textbooks are essential classroom tools, acting as blueprint for learning in particular
content areas. However, because of their comprehensive and encyclopedic nature,
most textbooks do not treat subject matter with the breadth and depth needed to
fully develop ideas and concepts. are one resource for teaching.
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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
Trade books, rich in narrative and informational content, offer students a
variety of interesting and relevant experiences with text and can be used
effectively to enhance content learning. They can provide an effective
complement to textbooks in virtually any subject. The best trade books
overcome many of the limitations of content area texts. They provide depth,
considerate and accurate information, material at a variety of reading levels,
and motivation for learning.
Advances in information and communication technologies (ICTs) are creating
“new” literacies and new ways of learning today. Electronic texts are becoming
an integral part of the classroom. Internet websites also provide content
teachers with a rich source of informational text that can enhance and enrich
the curriculum.
RESOURCES (to be uploaded or linked to Moodle)
Main Resources:
Hermosa, N. (2007). Using literature in content area teaching. (unpublished
paper/slide presentation).
Hermosa, N. (2006). ICT applications in the language/literacy classroom. In The RAP
Journal, vol. xix, October, 2006
March, T. (2007). Working the Web for Education: Theory and practice in integrating
the Web for education. Retrieved 12/8/07 from
http://tommarch.com/writings/theory.php and http://www.web-andflow.com/help/formats.asp
Snyder, I. (2007). New literacies for the 21st century: From page to screen. Retrieved
12/8/07 from http://wwwfp.education.tas.gov.au/English/Snyder.htm
For the WebQuest Activity:
Dodge, B. (2007). A WebQuest About WebQuests: Middle School Version. Retrieved
12/8/07 from http://webquest.sdsu.edu/webquestwebquest-ms.html
 Civil War Journal: http://coe.west.asu.edu/students/hcarter/webquest.htm
 The Problem with Landfills:
http://www.webquest.org/questgarden/lessons/25946-060524170715/index.htm
 Ancient Egypt: http://www.iwebquest.com/egypt/ancientegypt.htm
 Creative Encounters: http://studenthome.nku.edu/%7Ewebquest/gabbard/
 Poetry of War:
http://www.elco.k12.pa.us/online_homework/O%27Neill/webquest/Home.html
Optional Resources:
 Kellner, D. New Media and New Literacies: Reconstructing Education for the New
Millenium. Retrieved 12/10/07 from
http://www.gseis.ucla.edu/courses/ed253a/kellner/newmedia.html
 March, T (2007. Working the web for education: Activity formats. Retrieved
12/8/07 from http://www.web-and-flow.com/help/formats.asp
 Levy, Steven (2007). "The Future of Reading" Newsweek cover story Nov 17,
2007. Retrieved 12/10/07 from http://www.newsweek.com/id/70983/page/1
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EDR 211 Reading in the Content Areas
SS, AY 2007-08 / NNHermosa
PART II Study Guide
With Textbooks, Trade Books & Electronic Texts
STUDY QUESTIONS
As you study the resources in Module 6, be guided by the following questions:
1.
Why use trade books to learn subject matter?
2.
What are some ways that teachers can engage students in responding to the
trade books they read?
3.
What are the “new” literacies and how do they affect content learning in ways
that were not possible a decade ago?
4.
Why use electronic texts?
5.
What are some of the electronic texts that can be integrated into the
curriculum?
6.
How do the roles of teachers change when they make electronic texts an
integral part of subject matter learning?
ACTIVITIES
Participate in Discussion Forum 2C after you have studied Module 6. Refer to EDR 211
Course Guide for DF participation guidelines.
Discussion Forum 2C
Guide Question: Choose between A or B
A.
For language/reading/literature teachers:
How can children’s literature (trade books) be used for reading and writing across
the curriculum? Illustrate with a specific text. Give a synopsis and show how this
particular text can be used for learning concepts in content areas.
B. For content area teachers:
How can children’s literature (trade books) be used to supplement your content
textbook? Illustrate with a specific text. Give a synopsis and show how this
particular text can be used for learning concepts in your subject area.
Tutor-Marked Assignment 3 (TMA3): WebQuest About WebQuests
The TMA3 Activity Guide will be uploaded as a separate file on Moodle. The deadline
for submission of TMA3 (WebQuest Report) is on January 12, 2008.
Discussion Forum: WebQuests (Whole class forum)
Share your WebQuest experience with the rest of the class. Post the Output portion of
your TMA3 in this forum.
ASSESSMENT: MODULES 4-6
Quiz 2
This 35-item Moodle-based test will be given on January 12-13, 2008. You need to go
online and be in Moodle sometime on these days.
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