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Textbook Evaluation Part 2 Intervention Presentation

Content Area Reading and Writing. Textbook Evaluation Part 2 Intervention Presentation. Nikki Sayre University of Texas at Arlington Cohort 10 LIST 5345-LST 1007 Current Grade Level: Kindergarten July 13, 2010. Academic honor/honesty statement:.

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Textbook Evaluation Part 2 Intervention Presentation

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  1. Content Area Reading and Writing Textbook Evaluation Part 2 Intervention Presentation Nikki Sayre University of Texas at Arlington Cohort 10 LIST 5345-LST 1007 Current Grade Level: Kindergarten July 13, 2010

  2. Academic honor/honesty statement: I have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).” Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another student or copied from another source) and has not been submitted for another class. Signature: Nichole S. Sayre Date: July 13, 2010

  3. Reflection Statement 1) I developed this textbook evaluation intervention assignment in Content Area Reading and Writing, LIST 5345-LST 1007, Summer 2010. This assignment demonstrates my ability to assist students to successfully access a textbook to develop content literacy and understand expository text. 2) This assignment demonstrates that I have a firm understanding of IRA standards 2.3, 4.1, and 4.3 and TESOL standard 3b. In order to effectively lead students through the textbook for this assignment, I had to consider the text's ability to support reading and writing development for all learners. Also, students' interests, reading abilities, and backgrounds needed to be considered in presenting the text. Furthermore, understanding standards-based teaching strategies and techniques for integrating literacy instruction into the content curriculum is crucial for not only ELL's but also native English speaking students. This intervention activity also serves as an opportunity for me to model reading enthusiastically to students in order to promote lifelong learning. 3) The textbook used for this assignment has a unique format and layout which needs to be explained and reviewed with all students in order for them to be able to effectively access all parts of the text. With this goal in mind, I realize the diversity of students' needs, including varying background experiences and levels of ability. As a result, it is important to demonstrate this awareness by refraining from assumptive teaching and offering multiple strategies, including an introduction to the text's web companion, so that students will have many opportunities for success. The following activity is designed to be used as an introduction to the fourth grade science course that the textbook is being used for. This introduction will allow students to familiarize themselves with the organizational structure of the text.

  4. Background Information Current Teaching Position: Current Teaching License: Ohio 5-Year Professional License in Early Childhood (P-3) with an Early Childhood Generalist (4-5) Endorsement Kindergarten teacher Union Local Elementary School Belmont, Ohio License Sought: Ohio P-12 Reading Endorsement Textbook Title: Macmillan McGraw-Hill Science (Ohio Edition) Grade Level of Use: Fourth Grade Image retrieved from: http://www.mhschool.com/science/2005/student/level1.php?isbn=0022812148

  5. Intervention Concept/Text Section to be addressed: According to Hadaway (2009), to address some of the problems that students encounter when reading science textbooks, teachers need to include instruction in understanding text organization (p. 13). Because this textbook is so unique in its organization and structure, this intervention will focus on introducing students to the this concept so that they can be prepared to readily access and utilize the text to its fullest during content learning. Special attention will be called to the following text sections: Table of Contents Index Glossary Appendix Graphics/Illustrations

  6. Intervention Strategy/Rationale: The strategy used in this intervention is a Textbook Treasure Hunt, based on an example by Richardson, Morgan, & Fleener (2009) which can help teachers assess students' knowledge about the structure of the text and provide a text orientation for students (p. 194-195). Additionally, students often skip over visual aids during content reading, and teachers should teach students how to “read” visuals within the text because they are both interesting and vital (Richardson, Morgan, & Fleener, 2009, p. 263-264). So, special attention will be focused on the rich visuals provided within this text. A demonstration of the activity is presented in the following slides.

  7. WELCOME To 4th Grade Science!

  8. Many of you may think a textbook contains a bunch of words that your teacher makes you read, but did you know that this textbook is different??? It's full of Hidden Treasure!

  9. Let's get started! • Look inside of the front cover of your textbook and find your book number. • Get into teams according to following: Books #1-4 = Team A Books #5-8 = Team B Books #9-12 = Team C Books #13-16 = Team D Books # 17-20 = Team E

  10. Textbook Treasure Hunt Start here! Follow the map with your team to discover many interesting facts and features. Record your answers to the questions and the page number on which you found the information on a sheet of notebook paper. Be sure that all team members record the information and that you work TOGETHER to discover the treasure! 1. Locate the table of contents. How many chapters are there in this text? What is the title of Chapter 8? 3. On what page does the index begin? Using the index, where can you find information about cytoplasm? 2. Using your table of contents, on what page does Chapter 4 begin? Find it and name what you see in the picture. (Hint: Use your captions to provide the specific name what you see.) 10. At the end of each lesson, where does the text ask you to visit? Why? 4. Find the glossary and use it to complete the following definition: planet (plan' it) A _________ of the ____. (p.C81) X 8. Go to Chapter 1, Lesson 3. How many vocabulary words are included in this lesson? What are two ways you can find them in the text? 5. Find the Science Handbook near the back of the book. Why do you think the publisher has included this section in your book? 9. Each unit ends with a performance assessment. How many activities does it give you to choose from? 7. Go to page A82. What does the diagram explain to us? 6. What is the main idea of Chapter 7, Lesson 6? How did you know this? Adapted from “Textbook Treasure Hunt,” pg. 195 from Reading to Learn in the Content Areas by Richardson, Morgan, & Fleener, (2009)

  11. What did you find??? Share the treasures! Briefly review findings of treasure hunt upon completion, having students demonstrate how answers were found, and having all students follow along with their individual textbooks. Draw special attention to main text features such as the table of contents, index, glossary, graphics, and vocabulary. Class discussion Prompts: Did this activity help you understand how the textbook is organized? What are some of the topics we will be studying? Are there any features of the textbook that really stood out as you previewed it? Questions/Answers Allow for students to an opportunity to have any of their questions answered. Students may ask questions verbally in the class or submit them anonymously by writing them down. All questions will be addressed so that all learners can benefit from the answer.

  12. Resources/Links Let's visit our textbook's website to discover even more learning resources. We will look for the following: Online Glossary e-Journal activities Lesson summaries and reviews Puzzles/games We'll click on the book to get started!

  13. Resources/Links Please write the following web address in the front of you notebook to link you directly to the textbook website: http://www.macmillanmh.com/science/2005/student/

  14. Bibliography Hadaway, Nancy. (2009).  LIST 5345 Content Area Reading and Writing, Lesson 1: Literacy & Learners in Today's Schools.  Retrieved July 6, 2010 from https://uta.epiclms.net/Learn/ Player.aspx?enrollmentid=1236236 Macmillan/McGraw-Hill. (2006). MHSchool: McGraw-Hill Science 2005. Retrieved from http://www.macmillanmh. com/science/2005/student/ Richardson, Judy S., Morgan, Raymond F., & Fleener, Charlene E. (2009) Reading to Learn in the Content Areas. Belmont, CA: Wadsworth Cengage Learning.

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