SECONDARY SCHOOL LITERACY INSTRUCTION
THE CONTENT AREAS
Eleventh Edition
Instructor’s Manual
Betty D. Roe
Professor Emerita, Tennessee Technological University
Nancy J. Kolodziej
Tennessee Technological University
Barbara D. Stoodt-Hill
Retired, John Tyler Community College and Old Dominion University
Paul C. Burns
Late of University of Tennessee at Knoxville
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Front Matter
Contents
Preface
PART ONE MODEL SYLLABI
PART TWO CHAPTER INSTRUCTIONAL RESOURCES
For each chapter:
I.
II.
III.
IV.
V.
VI.
Learning Objectives
Chapter Outline
Teaching and Learning Strategies
Instructional Materials and Resources
Performance-Based Assessments
Field Experiences
Chapter 1 Content Area Literacy in a Changing World
Chapter 2 Integrating Technology in Content Area Literacy Instruction
Chapter 3 Content Literacy Assessment
Chapter 4 Vocabulary Development
Chapter 5 The Process of Constructing Meaning from Texts
Chapter 6 Strategies for Constructing Meaning from Texts
Chapter 7 Location and Organization of Information
Chapter 8 Reading/Study Strategies for Textbook Use
Chapter 9 Writing in the Content Areas
Chapter 10 Literature-Based and Thematic Approaches to Content Area Teaching
Chapter 11 Reading in the Content Areas: Part I
Chapter 12 Reading in the Content Areas: Part II
Appendix A: Chapter 1, Common Core State Standards and Meeting Students’ Needs
Appendix B: Chapter 2, Discussion Web
Appendix C: Chapter 3, Readability Chart
Appendix D: Chapter 4, Vocabulary Rating Activity
Appendix E: Chapter 5, Anticipation Guide
Appendix F: Chapter 6, Types of Thinking and Reading Word Sort
Appendix G: Chapter 7, Magic Square Activity
Appendix H: Chapter 7, Study Skills Learning Activity Packet
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2
Front Matter
Appendix I: Chapter 8, PSRT
Appendix J: Chapter 9, Writing Process Semantic Feature Analysis
Appendix K: Chapter 10, Directed Reading Lesson
Appendix L: Chapter 11, Frayer Model
Appendix M: Chapter 12, Study Guide
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3
Front Matter
4
Preface
This Instructor’s Manual is divided into three parts. Part One offers three model syllabi for courses for
which this book might be used.
Part Two includes chapter instructional resources. For each chapter the following resources are
provided:
I. Learning Objectives
II. Chapter Outlines
III. Teaching and Learning Strategies
IV. Instructional Materials
V. Performance-Based Assessments
VI. Field Experiences
The section on Learning Objectives describes the learning that should result from the study of the
chapter. These objectives can help in planning instruction for the chapter.
The section on Teaching and Learning Strategies offers the instructor ideas for presenting each chapter
in class. Each instructor can choose the ideas that best fit a particular class or situation.
The Instructional Materials sections are included to alert the instructor to some of the many
supplementary materials that can be used to enhance the presentation of the text material. A college or
university media center is a possible source of supplementary materials for classroom use.
The Performance-Based Assessment suggestions are an important part of the classroom-based
assessment emphasis that is currently finding much favor among educators. They allow the instructor to
evaluate the students’ ability to perform instructional tasks.
The Field Experiences activities are provided for use with students who are involved in practicums or
field experiences. They provide practical application of concepts addressed in each chapter.
The Appendices include instructional tools for each chapter that can be duplicated for use with
students. These tools not only enhance students’ comprehension of content in the chapters, but they also
serve as a means for modeling effective teaching strategies advocated in the textbook.
The Test Bank (available electronically through your sales representative) includes two types of
objective items (multiple-choice and true-false), and essay and case analysis questions. Each type of
assessment item has value for the busy instructor.
The objective questions are time-savers for teachers who give frequent quizzes. Answers to these
questions are provided.
The essay and case analysis questions offer thought-provoking items that the instructor may want to
use as a basis for class discussion or as essay questions for written or oral examinations. The case analysis
items are extended descriptions of hypothetical instructional situations that require students to assess
information and make judgments.
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