Landscapes : Groundwork for College Reading
ISBN: 9780495913160 | 0495913162
Edition: 1stFormat: Paperback
Publisher: Cengage Learning
Pub. Date: 1/1/2012
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LANDSCAPES is a comprehensive college reading preparatory text (spanning grade levels 8-10) that takes a metacognitive approach and focuses on how the brain processes information, often referred to as brain-based learning. Since metacognition can best be understood as thinking about "thinking," the text consistently presents new information with written "think alouds" to model the thought process involved in applying skills and strategies to reading passages. Based on the premise that the brain learns best through organization of information, the text presents the recognition of text structure and organization as a fundamental skill--one that is especially important for students who have limited prior knowledge of a subject. This focus on text structure provides a scaffold onto which developmental-level readers can apply new knowledge. Information is presented in a carefully crafted sequence that serves to build upon prior knowledge and expand understanding of skills and strategies in a recursive manner.
| Approaching College Reading | |
| Active Reading and Previewing | |
| Objectives | |
| Pre-Assessment: "College Survival Tips: Making the Transition" | |
| Focus on Reading Study Skills: The Reading Process | |
| Before You Read | |
| While You Read | |
| After You Read | |
| Focus on Comprehension: Active Reading, Previewing, and Predicting | |
| Activ... MORE | |
| Active Reading | |
| Memory and How the Brain Processes Information | |
| Previewing | |
| Making Predictions | |
| Focus on Vocabulary: Definition and Synonym Context Clues | |
| Transition Words | |
| Definition Clue | |
| Synonym Clue | |
| Applications | |
| "Procrastination: Ten Things To Know" | |
| "Planning Sets You Free" | |
| Wrapping It Up | |
| Post Assessment: "Organizing Your Time" | |
| Topic and Questioning | |
| Objectives | |
| Pre-Assessment: "Students Under Stress" | |
| Focus on Comprehension: Determining Topic and Posing Guide Questions | |
| Topic | |
| General Versus Specific | |
| Finding the Topic | |
| Finding the Topic in a Longer Passage | |
| Posing Guide Questions | |
| Focus on Vocabulary: Antonym and Inference Context Clues | |
| Antonym Clue | |
| Inference Clue | |
| Focus on Reading Study Skills: Motivation and Time Management | |
| Internal and External Motivation | |
| Managing Your Time | |
| Applications | |
| "10 Healthy Habits That May Help You Live to 100" | |
| "Five Ways to Resolve Conflict" | |
| Wrapping it Up | |
| Post Assessment: "Stress on Campus" | |
| Main Ideas | |
| Explicit Main Ideas | |
| Objectives | |
| Pre-Assessment: "Money = Happiness" | |
| Focus on Comprehension: Author's Purpose and Explicit Main Ideas | |
| Author's Purpose | |
| To Inform | |
| To Instruct | |
| To Persuade | |
| To Entertain | |
| Main Idea | |
| Finding the Main Idea | |
| Location of Main Idea | |
| Explicit Main Idea in a Paragraph | |
| Explicit Main Idea in a Longer Passage | |
| Focus on Vocabulary: Recognizing Prefixes and Suffixes | |
| Prefixes | |
| Suffixes | |
| Focus on Reading Study Skills: Goal Setting and Study Environments | |
| Setting Achievable Goals | |
| Creating a Motivating Study Environment | |
| Applications | |
| "Why Money Doesn't Buy Happiness" | |
| "Global Stratification" | |
| Wrapping it Up | |
| Post Assessment: "Billionaire Clusters" | |
| Implied Main Ideas | |
| Objectives | |
| Pre-Assessment: "Do our genes make us popular?" | |
| Focus on Reading Study Skills: Paraphrasing | |
| The Importance of Paraphrasing | |
| How to Paraphrase | |
| Focus on Comprehension: Inference and Implied Main Ideas | |
| What Are Inferences? Implied Main Ideas | |
| Topic + Existing Sentence = Implied Main Idea | |
| Sentence + Sentence = Implied Main Idea | |
| General Statement Based on Supporting Details = Implied Main Idea | |
| Finding an Implied Main Idea in a Longer Reading | |
| Focus on Vocabulary: Recognizing Prefixes and Suffixes | |
| Root Words | |
| Applications | |
| "Oh, Brother: How Nature and Nurture Can Conspire to Create Ideologically Opposed Siblings" | |
| "Nature Versus Nurture" | |
| Wrapping It Up | |
| Post Assessment: "Self-Confidence: Nature or Nurture?" | |
| Units I And II Textbook Application | |
| Surveying a Chapter | |
| Using Textbook Features | |
| Applying What You Have Learned to a Full Length Chapter-- | |
| Learning about Learning from FOCUS on College Success | |
| Eight Steps to Approaching This Textbook Reading | |
| Learning about Learning from FOCUS on College Success | |
| Understanding Test-Taking Strategies: Taking Objective Tests | |
| Relationships between Ideas | |
| Patterns of Organization | |
| Objectives | |
| Pre Assessment: "What Happens When You Sleep?" by the National Sleep Foundation | |
| Focus on Vocabulary: Recognizing Transition Words | |
| Transitions Signal Patterns | |
| Focus on Comprehension: Recognizing Patterns of Organization | |
| Relationships between Ideas | |
| Patterns of Organization | |
| Supporting Details | |
| Patterns That List | |
| Patterns That Define or C | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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