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Community of Readers, A: A Thematic Approach to Reading
ISBN: 9780321387639 | 0321387635
Edition: 4thFormat: Paperback
Publisher: Houghton Mifflin College Div
Pub. Date: 1/1/2007
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A thematic approach where all readings in each chapter center on the same theme and an emphasis on basic reading skills and higher level, critical reading skills help students develop schema while improving their reading skills. A unique system to teach the reading process called PRO (P-repare to Read, R-ead Actively and Reflect, and O-rganize to learn), a thematic approach, and a new skill introduced in each chapter. Reading skills at (approximately) the 6th-9th grade levels.
| Skills and Readings | |
| The Reading Process | |
| Joining a Community of Readers | |
| Prepare To Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Becoming a Student: Joining a Study Group | |
| Barbara Jordan | |
| The Reading Process: PRO | |
| Preparing to Read | |
| Deter... MORE | |
| Previewing | |
| Previewing a Textbook | |
| Previewing a Chapter | |
| Previewing a Section | |
| Using Previous Knowledge | |
| Predicting What You Will Learn | |
| Reading 2 Use the Tools for College Success! | |
| Jesse Cunningham | |
| Reading Actively and Reflecting | |
| Reading Actively | |
| Reflecting | |
| Organizing and Using What You Have Read | |
| S: Selecting the Facts and Concepts You Need to Know | |
| U: Using the Material YouÖve Selected | |
| R: Reciting the Information | |
| E: Examining Your Learning Periodically | |
| Table 1.1, The PRO Reading System | |
| Reading 3 Suburb High, USA: School or Prison? | |
| Marley Peifer | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 1A How to Remember | |
| Carole Wade and Carol Tavris | |
| Mastery Test 1B What is Collaborative Learning | |
| Toni Haring-Smith | |
| Working with Words | |
| Computer Technology and Beyond | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Living Without Computers | |
| George Beekman | |
| Working with Words | |
| Reading and Vocabulary | |
| Context Clues | |
| Definition and Synonym Clues | |
| Example Clues | |
| General Information Clues | |
| Contrast Clues | |
| Reading 2 Living with Computers | |
| George Beekman | |
| Word Parts | |
| Prefixes | |
| Table 2.1, Prefixes | |
| Roots | |
| Table 2.2, Roots | |
| Suffixes | |
| Table 2.3, Suffixes | |
| The Dictionary | |
| Parts of a Dictionary Entry | |
| Choosing the Correct Meaning from the Dictionary | |
| Reading 3 Robot Soldiers Are Coming | |
| Tim Weiner | |
| Textbook Aids and Specialized Vocabulary | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 2A Cyberthought | |
| Ronald Kotulak | |
| Mastery Test 2B No Secrets | |
| George Beekman | |
| Topics and Main Ideas | |
| Our Food, Our Culture | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Oh, the Flavor of Your Fries | |
| Eric Schlosser | |
| Topics and Main Ideas | |
| Topics | |
| Main Ideas | |
| Stated Main Ideas in Paragraphs | |
| Restating Main Ideas | |
| Implied Main Ideas in Paragraphs | |
| Main Ideas in Short Passages | |
| Main Ideas in Articles and Longer Passages | |
| Reading 2 Food Pyramids: For Profit or Health? | |
| Paul Hursel | |
| Reading 3 Easy Bake Ovens and Fashion Magazines: WomenÖs Complex Relationships to Food and Eating | |
| Kelly Mayhew | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 3A Behind the Counter | |
| Eric Schlosser | |
| Mastery Test 3B WhatÖs in the Beef? | |
| Howard Lyman | |
| Support for Main Ideas | |
| Staying Well | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Wellness: The New Health Goal | |
| Supporting Points | |
| Major Supporting Points | |
| Minor Supporting Points | |
| Distinguishing Between Major and Minor Supporting Points | |
| Organizing To Learn | |
| Marking Texts | |
| Making Bulleted Lists | |
| Outlining | |
| Summarizing | |
| The Process of Summarizing | |
| Writing Main Idea Sentences in Summaries | |
| Reading 2 Exercise for Health and Fitness | |
| Reading 3 How Stress Works | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 4A A Personal Stress Survival Guide | |
| Mastery Test 4B Smoking | |
| Patterns of Organization | |
| Where We Live | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 American Cities One Hundred Years Ago | |
| Patterns of Organization | |
| Chronological Order and Narration | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Timeline | |
| Definition and Classification | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Vocabulary List | |
| Exemplification | |
| Transitions and Clues | |
| Organizing to Learn: Creating an Outline and Map | |
| Cause and Effect | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Chart | |
| Comparison and Contrast | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Circle Diagram | |
| Process | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Flow Chart | |
| Reading 2 Gated Developments: Fortresses or Communities? | |
| Combined Patterns of Organization | |
| Problem and Solution | |
| Transitions and Clues | |
| Organizing to Learn: Creating a Chart | |
| Argument | |
| Transitions and Clues | |
| Organizing to Learn: Using Many Options | |
| Table 5.1, Patterns of Organization | |
| Reading 3 Why Are People Homeless? | |
| National Coalition for the Homeless | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 5A Life and Death in an Indian City | |
| Mastery Test 5B Sociological Perspectives on Urbanization and City Life | |
| Inferences and Reading Literature | |
| Dealing with Gender | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Sex and Gender | |
| Inferences | |
| Inferences from Visual Aids | |
| Inferences in Textbooks | |
| Inferences in Autobiographies | |
| Reading 2 Sex, Lies, and Conversation | |
| Inferences from Words | |
| Connotations | |
| Irony | |
| Reading 3 Why I Want a Wife | |
| Reading Literature | |
| Imagery | |
| Similes | |
| Metaphors | |
| Poetry | |
| Fiction | |
| Table 7.1, Key Questions for Reading Fiction | |
| Reading 4 The Chase | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 6A Black Men and Public Space | |
| Mastery Test 6B The Men We Carry in Our Minds | |
| Facts and Opinions | |
| Living in a Diverse Society | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 Identity in Transformation | |
| Fact and Opinion | |
| Fact | |
| Opinion | |
| Table 8.1, Facts and Opinions | |
| Recognizing Fact and Opinion | |
| Evaluating Facts | |
| What Are the Sources of the Facts? | |
| Which Facts Are Included? | |
| Reading 2 Colorblind: When Blacks and Whites Can See No Gray | |
| Evaluating Opinions | |
| What Are the AuthorÖs Worldview and Viewpoint? | |
| What Is the AuthorÖs Purpose? | |
| Is the Author Biased? | |
| What Is the AuthorÖs Tone? | |
| Reading 3 Signing for a Revolution: Gallaudet University and Deaf Culture | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 8A Rage | |
| Martán Espada | |
| Mastery Test 8B Can We All Get Along? | |
| Al Martánez | |
| Critical Thinking | |
| Science, Society, and Disease | |
| Prepare to Read | |
| Purpose | |
| Previous Knowledge | |
| Preview and Predict | |
| Reading 1 This Is the End of the World: The Black Death | |
| Critical Thinking | |
| Analysis | |
| Synthesis | |
| Evaluation | |
| Using Critical Thinking to Solve Problems | |
| Reading 2 Pathology of the Black Death | |
| Scientific Method | |
| Ethics | |
| Reading 3 AIDS: The Long War | |
| The Economist | |
| Evaluating Arguments | |
| Examine the Evidence | |
| Consider the Structure | |
| Check for Fallacies | |
| Make Ethical Decisions | |
| Table 9.1, Key Questions for Evaluating Arguments | |
| Reading 4 As Sick As It Gets | |
| Chapter Review | |
| ReaderÖs Checklist | |
| Critical Reflections | |
| Writing Activity | |
| Classroom Community | |
| Extend Your Thinking | |
| Work the Web | |
| Mastery Test 8A The Emergency Room and the Uninsured | |
| Mastery Test B Making Well People BetterÖ | |
| Extend Your Thinking | |
| Additional Readings and Exercises | |
| For Chapter 1, Joining a Community of Readers: How We Learn | |
| For Chapter 2, Computer Technology and Beyond: Social and Ethical Issues of Our Computer Technology | |
| For Chapter 3, Our Food, Our Culture: Table Rituals | |
| For Chapter 4, Staying Well: Creativity and Longevity | |
| For Chapter 5, Where We Live: Working with Our Hands | |
| For Chapter 6, Dealing with Gender: Shame | |
| For Chapter 7, Living in a Diverse Society: The War Prayer | |
| For Chapter 8, Ethical Issues Surrounding Death | |
| Test Your Skills" Comprehensive Tests | |
| Workers Feel Like Suckers | |
| Criminals at Work | |
| A ReaderÖs Toolkit | |
| Note Taking: The Cornell Note-Taking System | |
| Record | |
| Reduce | |
| Reflect | |
| Recite | |
| Review | |
| Use the Cornell Method | |
| Reading Visual Aids | |
| Maps | |
| Graphs | |
| Tables | |
| Pie Charts | |
| Test Taking | |
| Overcome Test Anxiety | |
| Anticipate Test Questions | |
| Follow Directions | |
| Understand the Types of Questions | |
| Objective Questions | |
| Essay Questions | |
| Vocabulary Clues for Test Taking | |
| In Objective Questions | |
| In Essay Questions | |
| Writing Tips for Readers | |
| Reader Response Journals | |
| Evaluating and Navigating Web Sites | |
| Source | |
| Currency | |
| Usefulness | |
| Elements of a Website | |
| Reading Circles | |
| Get Organized | |
| Group Meetings | |
| Final Presentation (optional) | |
| Roles | |
| Summarizer | |
| Discussion Leader | |
| Passage Selector | |
| Researcher/Connector | |
| Illustrator | |
| Vocabulary Finder | |
| Anonymous Reading Circle Evaluations | |
| Poster Sessions | |
| Preparing Your Topic | |
| Preparing Your Poster | |
| Content | |
| Visual Appearance | |
| Preparing Your Oral Presentation | |
| Giving Your Presentation | |
| Peer Evaluations | |
| How Poster Sessions Are Graded | |
| Suggested Reading for Book Reports | |
| Bibliography | |
| Text Credits | |
| Photo and Art Credits | |
| Index | |
| Readingsby Discipline | |
| In addition to the following readings, examples in the text and excerpts in exercises draw from a variety of disciplines that students will encounter in college | |
| Biology | |
| Food Pyramids | |
| Wellness | |
| Cyberthought | |
| Ethical Issues Surrounding Death | |
| Pathology of the Black Death | |
| How Stress Works | |
| Business | |
| Criminals at Work | |
| Workers Feel Like Suckers | |
| Making Well People Better | |
| As Sick As It Gets | |
| Emergency Rooms and the Uninsured | |
| Behind the Counter | |
| Oh, the Flavor of Your Fries | |
| Computers and Technology | |
| Social and Ethical Issues of Computer Technology | |
| Living with Computers | |
| Living Without Computers | |
| No Secrets | |
| Cyberthought | |
| Robot Soldiers are Coming | |
| Economics | |
| Criminals at Work | |
| Workers Feel Like Suckers | |
| Food Pyramids: For Profit or Health? | |
| Education | |
| Use the Tools for College Success! | |
| Shame | |
| What Is Collaborative Learning? | |
| Becoming a Student | |
| How We Learn | |
| Suburb High, USA | |
| Ethics | |
| Social and Ethical Issues of Computer Technology | |
| No Secrets | |
| Working with Our Hands | |
| Signing for a Revolution | |
| Cyberthought | |
| Ethical Issues Surrounding Death | |
| Making Well People BetterÖ | |
| As Sick As It Gets | |
| Emergency Rooms and the Uninsured | |
| The Economist, AIDS | |
| The War Prayer | |
| Robot Soldiers Are Coming | |
| Ethnic Studies | |
| Identity in Transformation | |
| Rage | |
| Signing for a Revolution | |
| Becoming a Student | |
| Colorblind | |
| Can We All Get Along? | |
| Black Men and Public Space | |
| Gender Studies | |
| Identity in Transformation | |
| Why I Want a Wife | |
| Rage | |
| Shame | |
| Easy Bake Ovens and Fashion Magazines | |
| The Chase | |
| The Men We Carry in Our Minds | |
| Black Men and Public Space | |
| Sex, Lies, and Conversation | |
| Health | |
| Creativity and Longevity | |
| Signing for a Revolution | |
| A Personal Stress Survival Guide | |
| Smoking | |
| Food Pyramids: For Profit or Health? | |
| Exercise for Health and Fitness | |
| Wellness | |
| Pathology of the Black Death | |
| The Economist, AIDS | |
| This Is the End of the World | |
| How Stress Works | |
| History | |
| American Cities One Hundred Years Ago | |
| Gated Developments | |
| Becoming a Student | |
| This Is the End of the World | |
| The War Prayer | |
| Linguistics | |
| Sex, Lies, and Conversation | |
| Literature and Writing | |
| Rage | |
| Shame | |
| What Is Collaborative Learning? | |
| Becoming a Student | |
| The Chase | |
| The War Prayer | |
| Nutrition | |
| Food Pyramids | |
| WhatÖs in the Beef? | |
| Easy Bake Ovens and Fashion Magazines | |
| Oh, the Flavor of Your Fries | |
| Table Rituals | |
| Psychology | |
| Creativity and Longevity | |
| Shame | |
| How We Learn | |
| The Men We Carry in Our Minds | |
| Human Factors and Working Conditions | |
| Black Men and Public Space | |
| The Going Rate on Shrinks | |
| How to Remember | |
| Table Rituals | |
| Political Science | |
| Social and Ethical Issues of Our Computer Technology | |
| Food Pyramids: For Profit or Health | |
| Robot Soldiers | |
| The Economist, Aids: The Long War | |
| The War Prayer | |
| Public Health | |
| The Economist, AIDS | |
| WhatÖs in the Beef? | |
| Pathology of the Black Death | |
| Ethical Issues Surrounding Death | |
| Making Well People BetterÖ | |
| Emergency Rooms and the Uninsured | |
| As Sick As It Gets | |
| This Is the End of the World | |
| Sociology | |
| Identity in Transformation | |
| Criminals at Work | |
| Computers and Jobs | |
| Implications | |
| Why I Want a Wife | |
| Rage | |
| Gated Developments | |
| Life and Death in an Indian City | |
| Shame | |
| Colorblind | |
| Ethical Issues Surrounding Death | |
| Can We All Get Along? | |
| Why Are People Homeless? | |
| Behind the Counter | |
| Black Men and Public Space | |
| Sociological Perspectives | |
| Urban Studies | |
| Gated Developments | |
| Life and Death in an Indian City | |
| Colorblind | |
| American Cities One Hundred Years Ago | |
| Why Are People Homeless? | |
| Sociological Perspectives | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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