teacher’s guide...Lesson 5 | Think Aloud with Student-Generated Out-of-School Texts Students...

unit 1 | reading self and society

teacher’s guide

Reading Apprenticeship® Academic Literacy Course

UNIT 1 | READING SELF AND SOCIETY iii

I N T R O D U C T I O N

What distinguishes Reading Apprenticeship and this Academic Literacy Curriculum? What learning goals animate a Reading Apprenticeship classroom? How do students learn to read more closely and critically as they progress through the course?

W E E K 1

Overview | Lessons and SSR in Week 1

Lesson 1 | Introducing a Community of Readers and Writers

In this first lesson, students begin the process of building a classroom community and learning about themselves as readers — their evolving Reader Identities.

Lesson 2 | Choosing SSR Books

Especially for students who never read for pleasure, learning how to choose an SSR book that is right for them is one of the most important reading skills in this course.

Lesson 3 | Introducing Metacognition and Think Aloud

Students add the concept of metacognition and the structure of the Think Aloud to their growing understanding of how making thinking visible helps readers solve problems.

W E E K 2


Lesson 4 | Establishing SSR Routines

As students begin SSR, they learn the routines of silent reading, writing about their reading processes, and talking with classmates about their reading.

Lesson 5 | Think Aloud with Student-Generated Out-of-School Texts

Students observe that because background knowledge and motivation make a differ-ence in reading, texts that may be easy for them to understand may be hard for the teacher. Students relate this understanding to the course goals for Making Thinking Visible.

CONTENTS

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Lesson 6 | CERA and the Reading Strategies List

Students establish a baseline for measuring their reading growth by reading and re-sponding to “My Back Pages.” The class begins building the Reading Strategies List.

Lesson 7 | Text Study of “Kevin Clarke”

Students practice the Think Aloud with in-school text, and for the first time they apply the unit Essential Questions to their reading.

W E E K 3


Lesson 8 | Personal Reading Histories

Students create Personal Reading History timelines that help them to reflect on the basis for their current Reader Identities and to share their lives as readers.

Lesson 9 | Text Study of “Sharon Cho”

Students practice strategies they applied in the previous text study of “Kevin Clarke,” becoming more facile in making connections, questioning, and identifying roadblocks, and deepening their understanding of the unit theme.

Lesson 10 | Reading Interviews

Students’ Reading Interviews of adult family or community members expand their sense of Reader Identity and the role of reading in people’s lives. In Part I of the les-son, students prepare for their interviews. Part II, when they report on their interviews, begins week 5.

W E E K 4


Lesson 11 | Text Study of “Superman and Me”

With this somewhat challenging text, students are carefully supported to practice close reading. They learn a set of steps for using context to clarify roadblocks, and they begin a subset of the Reading Strategies List — the Word-Learning Strategies List.

Lesson 12 | Readers Theater: “The Voice You Hear When You Read Silently”

Groups of three undertake an independent Think Aloud of a poem. Then, in order to perform the poem as choral Readers Theater, trios practice their portion of the text with multiple readings to build comprehension and oral fluency.

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UNIT 1 | READING SELF AND SOCIETY v

W E E K 5


Lesson 13 | Text Study of “How to Mark a Book”

Students transition from the oral Think Aloud to the act of “marking” a text with notes, questions, roadblocks, and so on — a silent metacognitive activity called Talking to the Text. Students are introduced to a key clarification tool.

Lesson 14 | Readers Theater: “Learning to Read” and “Tuning”

This second experience with Readers Theater gives students independent practice Talk-ing to the Text. Groups of four collaborate to make decisions and support each other’s meaning making.

W E E K 6


Lesson 15 | Text Study of “The New Case for Latin”

Students explore word analysis and inferring word meanings from word parts. With the teacher’s help and in pairs or groups, they play with word parts and generate word families.

Lesson 16 | Text Study of “Reign of the Reader”

With this introduction to reading history, students use strategies for accessing informa-tional text. They continue to use and add to the Word-Learning Strategies List.

W E E K 7


W E E K 8

Overview | Lesson and SSR in Week 8

Lesson 17 | Schema

Students analyze the knowledge demands of different kinds of text to see how their networks of background knowledge (schema) support comprehension.

Lesson 18 | Reading Conversation Groups

Student choice and independence are features of this five-part lesson. Students col-laborate in small groups to read an anthology text of their choice, help each other solve reading problems, and debrief their work together.

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Lesson 1 Word Wall and Personal Dictionary

Suggested Grading Guidelines

Assessing Interactive Notebooks

Building Relationships

Lesson 2

Helping Students Find Books

Think-Pair-Share

Lesson 3Think Aloud

Familiar, Out-of-School Texts

Supporting Inquiry

Lesson 4

Monitoring and Assessing SSR

Lesson 5

Promoting Conversation

Assessing Participation and

Contribution to Classroom Learning

Lesson 6

Metacognitive Conversation

Rubric for Curriculum-Embedded

Reading Assessment (CERA)

Lesson 9

Schema

Lesson 15

Word-Learning Strategies

Word Analysis Investigations

Lesson 18

Group Work

Lesson 19Sample Essay: Why Read?

SSR Week 3

Conferring With Students

SSR Discussion Prompts

SSR Week 4

Reading Fluency

SSR Week 9Deepening the Use of

Metacognitive Logs

W E E K 9


Lesson 19 | Connecting Ideas Across Texts

Students draw on their experience and the knowledge they have built reading and thinking about the unit Essential Questions to draft a culminating response to the ques-tion Why read?

W E E K 1 0


Lesson 20 | Focusing on Learning Goals

Students review the unit 1 Learning Goals and find evidence of specific areas of growth. As they share their successes and then create a class poem from their favorite Golden Lines, students are able to celebrate their progress and their evolving Reader Identities.

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UNIT 1 | READING SELF AND SOCIETY vii

S S R O V E R V I E W

SSR Week 1Students explore books and choose one with which to begin SSR.

SSR Week 2Students begin the three-page SSR routine: silent reading, writing in Metacogni-tive Logs, and debriefing. They carry this routine forward through the remainder of the course.

SSR Week 3While most students settle into the three-part SSR routine, some will need assis-tance finding a book they want to read.

SSR Week 4Students begin purposefully applying reading strategies they are learning in the classroom lessons to their SSR books.

SSR Week 5Students should be well into their SSR books in anticipation of Book Projects the following week.

SSR Week 6In addition to reading, SSR time is spent taking stock, setting goals, and sharing books through Book Projects.

SSR Week 7Students write reflections about their Book Project books and should be selecting and starting new books.

SSR Week 8Students begin purposefully applying word-learning strategies from the classroom lessons to their SSR books.

SSR Week 9Students deepen their use of Metacognitive Log prompts and reading strategies.

SSR Week 10Students deepen their use of Metacognitive Log prompts and reading strategies.

viii R E A D I N G A P P R E N T I C E S H I P | ACADEMIC LITERACY COURSE

Lesson Student TextsStructures and Strategies First Appearance All Appearances*

1 Course Overview

Reading Survey

Social Goals

Word Wall 1, 2, 3, 5, 6, 7, 8, 9, 11, 12, 13, 15, 17

Essential Questions/Organizer 1, 7, 9, 10, 11, 16, 18

Classroom Community Guidelines 1, 4, 5, 7, 8, 9, 10, 11, 12, 14, 18, 19

Taking Power 1, 20

2 SSR Books to Preview Previewing 2, 4, 13, 14, 15, 16, 18

Organizing Ideas and Information 2

Writing to Communicate 2, 7, 18, 19

3 Metacognitive Scenario

Super Size Me DVD cover

Familiar, Out-of-School Text (teacher-generated)

Writing to Understand Reading 3

Think Aloud 3, 5, 7, 9, 11, 12, 13, 18

Making Connections 3, 5, 7, 9, 11, 12, 14, 18

Questioning 3, 5, 7, 9, 10, 11, 12, 18

Identifying Roadblocks 3, 5, 7, 9, 11, 18

Tolerating Ambiguity 3, 5, 6, 9, 14, 16

4 SSR Final Selections Book Talk 4, 8, 18

5 Out-of-School Texts (student-generated)

Metacognitive Goals

Mobilizing Schema 5, 7, 9, 11, 12, 13, 14, 16, 17, 18, 19, 20

6 CERA/“My Back Pages” Writing to Reflect 6, 7, 9, 10, 11, 12, 20

Reading Strategies List 6, 7, 9, 11, 12, 16

7 “Kevin Clarke” Building and Refining Schema 7, 9, 11, 13, 16, 17, 18, 19

Setting a Reading Purpose 7, 9, 11, 12, 13, 14, 15, 16

8 Personal Goals Reader Identity 8

9 “Sharon Cho” Evaluating Roadblocks 9, 18

Clarifying 9, 11, 12, 13, 14, 16, 18

3-Part Discussion 9, 10, 11, 16, 18

10 Reading Interview Questions Synthesizing 10, 18, 19, 20

Practicing 10

11 “Superman and Me” Visualizing 11

Using Context 11, 13, 16

Getting the Gist 11, 13, 18

Word-Learning Strategies List 11, 13, 15, 16

Word Analysis 11, 15, 16

12 “The Voice You Hear When You Read Silently”

Oral Fluency 12, 14

Chunking 12, 13, 14, 16

• Does not include SSR reinforcement

L E S S O N L O C AT O R : U N I T 1 T E X T S , S T R U C T U R E S , A N D S T R AT E G I E S

UNIT 1 | READING SELF AND SOCIETY ix


13 “How to Mark a Book” Talking to the Text 13, 14, 16, 18, 19

Signal Words 13, 16

Punctuation 13, 16

14 “Learning to Read”

“Tuning”

Listening for Voice 14, 16

15 “The New Case for Latin” Summarizing 15, 19

16 “Reign of the Reader” Text Features 16

Survival Words 16

Identifying Referents 16

17 Ambiguous Headlines

Rejection Letter Parody

Corandic Passage

Knowledge-Building Goals

Building Knowledge About the World/Language/Text

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18 “Coming Into Language”

“Silence”

“Learning to Read”

“Three Wise Guys”

Cognitive Goals

Daily Reading Process Organizer

Predicting

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19 Why Read? Essay Guidelines

Building Academic Literacy anthology selections

Writing to Clarify Understanding 19

20 Unit 1 Learning Goals

Interactive Notebooks

Evolving Reader Identity 20

Writing to Consolidate Knowledge 20


unit 2 | reading history

teacher’s guide


UNIT 2 | READING HISTORY iii

R E A D I N G A N D T H I N K I N G H I S T O R I C A L LY

What new Reading Apprenticeship | Academic Literacy Course learning goals help students approach and succeed in reading history texts? What themes and history standards do students address in this unit?

CONTENTS

2U N I T

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W E E K 1


Lesson 1 | History-Reading Histories

In this first lesson of the Reading History unit, students are introduced to the texts they will be reading, consider how the course personal engagement goals may apply to their individual reading of history, and create a new Personal Reading History — this one focused on the events that shaped their identities as readers of history.

Lesson 2 | CERA and the History Reading Strategies List

Students read and respond to a textbook selection on voting rights, establishing a baseline for measuring their growth as readers of his-tory. The class begins building a new Reading Strategies List — this one focused on disciplinary strategies for reading history.

Lesson 3 | History Detectives

Students continue building historical identities as they experience the work of historians by reading, observing, and interpreting docu-ments and artifacts from their own lives — through a historical lens.

W E E K 2


Lesson 4 | Understanding Rights

Students anticipate, read, and respond to the Universal Declaration of Human Rights to mobilize and build their schema for understanding the concept of rights in this and succeeding lessons.

“The Right to Vote” Macgruder’s American Government Prentice Hall, 2001

Interactive Notebook, page 2a

Universal Declaration of Human Rights United Nations, 1948

Student Reader, page 2

TEXTS


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Lesson 5 | First Amendment Rights

Students do a close reading of the First Amendment, choose First Amendment legal issues to investigate, read about related court cases, and present their learning to classmates.

W E E K 3


Lesson 6 | Voting Rights and Community Interviews

In this two-part lesson, students build schema about voting rights, practice reading voting data in tables and graphs, and prepare to interview members of their community about voting. After the inter-views, the class builds its own tables, with information the students gathered.

Lesson 7 | Fighting for the Right to Vote

To build motivation and historical context for an extended inquiry into women’s suffrage in the United States, students watch a film portrayal of historic moments in the suffragist movement and use Readers Theater to experience a primary source account that estab-lishes a scene in the movie.

W E E K 4


Lesson 8 | Declaration of Independence

Students complete a close reading of an excerpt from the Declara-tion of Independence and consider the role of this document in promising the rights that Americans have since established and continue to shape.

Lesson 9 | Noticing Change Over Time

Students learn to recognize question answer relationships, create timelines, and write summaries as they read Women’s Suffrage: Giving the Right to Vote to All Americans. Students all read chapter one, and small groups each present one of the remaining chapters and facilitate question and answer sessions with the class.

W E E K 5


Lesson 9 continues in Week 5

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First Amendment, 1791

Interactive Notebook, page 5b

“The Youth Vote 2004” The Center for Informa-tion and Research on Civic Learning and Engagement, July 2005

Interactive Notebook, page 6c

Iron Jawed Angels Home Box Office, 2004

Jailed for Freedom Doris Stevens Liveright and Boni, 1920

Student Reader, pages 21, 22

Declaration of Independence, 1776


Interactive Notebook, page 8e

Women’s Suffrage: Giving the Right to Vote to All Americans

Jennifer MacBain-Stephens The Rosen Publishing Group, 2006

UNIT 2 | READING HISTORY v

W E E K 6


Lesson 10 | Exercising Rights to Extend Rights

In this lesson, students focus on building schema about how women exercised First Amendment rights to extend their own rights and the rights of others — especially children and young people. Students source, read, and then reread primary source documents: excerpts from the Declaration of Sentiments and a speech by Florence Kelley. They source and interpret Lewis Hine photographs of child labor.

Lesson 11 | Comparing Textbook Accounts

Working primarily in independent groups, students gauge the role of interpretation in the telling of history and corroboration in the read-ing of it. They read a seoncd presentation of the women’s suffrage movement, in the Prentice Hall The American Nation textbook, and compare the account with the one they read previously in Women’s Suffrage.

W E E K 7


Lesson 12 | Reading the Historical Record

Students work independently in pairs and groups of four with a set of primary source documents related to Susan B. Anthony’s early work in the suffrage movement. They ask and answer historical ques-tions and think about how to evaluate the significance and impact of historical figures and events.

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Declaration of Sentiments Susan B. Anthony, 1848



Florence Kelley Speech Against Child Labor, 1905


Interactive Notebook, page 10e

Photographs Documenting Child Labor, Lewis W. Hine, 1906–1918


“Progress for Women” The American Nation Prentice Hall, 2000


Susan B. Anthony Portrait, not dated

Petition to Congress, 1871

Testimony Following Voting Arrest, 1872

Fourteenth Amendment, 1868

Fifteenth Amendment, 1870

“Is It A Crime for a Citizen of the United States to Vote?” 1873

Sentencing in the Case of United States vs Susan B Anthony, 1873

Petition to Congress, 1874

“Miss Susan B. Anthony Died This Morning” New York Times, 1906

Student Reader, pages 52–63


W E E K 8


Lesson 13 | Document-Based Response

Students think across texts and cite primary sources as they write a document-based essay response to a culminating question: How did suffragists use their First Amendment rights to secure the equal and inalienable rights promised by the Declaration of Independence?

W E E K 9


Lesson 13 continues in Week 9

Lesson 14 | Growth Over Time: Post-Instruction CERA

Students take the CERA a second time, compare their current responses with those from lesson 2, and discuss their observations with a partner.

W E E K 1 0


Lesson 15 | Voicing Historical Figures

Working in small groups, students choose an historical figure from the unit to introduce to the class. Groups write in the first person, using as many words from the Word Wall as can be accurately incor-porated in the introduction.

Lesson 16 | Learning Goals and Golden Lines

Students review the Unit 2 Student Learning Goals, find evidence of specific areas of growth, and add an entry to their History-Reading Histories related to their experience of unit 2. The class brainstorms ideas about the question Why read history? In small groups, stu-dents review their Golden Lines to find supporting evidence.

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Excerpt from Declaration of Sentiments, 1848

Excerpt from Is It a Crime…, 1873

Interactive Notebook, page 13g

The Awakening, 1915

Suffragists marching, 1913

Interactive Notebook, page 13j

The first picket line, 1917

Excerpt from “Occoquan Workhouse” Jailed for Freedom, 1920

Interactive Notebook, page 13m

“The Right to Vote” Macgruder’s American Government Prentice Hall, 2001


UNIT 2 | READING HISTORY vii

Lesson Locator: Unit 2 Texts, Structures, and Strategies

SSR Overview

Reading and Thinking Historically

Unit 2 Student Learning Goals

Chronology of Historical Events in Unit 2

Lesson 1

Word Wall Activities

Language Study Tools

Lesson 2

Thinking Historically

Rubric for Curriculum- Embedded Reading

Assessment (CERA)

Lesson 4

Universal Rights

Lesson 5

First Amendment Rights

Text Notes

Lesson 8

Declaration of Independence

Text Notes

Lesson 9

Question Answer Relationships (QAR)

Women’s Suffrage Front Matter and Chapter One Text Notes

Chapter One Text Order Dates

Chapter One Sample Timeline

Sample Summary of Chapter One

Chronologies of Chapters Two–Four

Vocabulary in Chapters Two–Four

Sample Summaries of

Chapters Two–Four

Lesson 10

Exercising Rights to Extend

Rights Text Notes

Lesson 11

Comparing Textbook Accounts Text Notes

“Progress for Women” Chronology

“Progress for Women”

Sample Summary

Lesson 12

Reading the Historical Record Text Notes

Lesson 13

Sample Document-Based Response

Lesson 14

“The Right to Vote” Text Notes


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1 Personal Goals

History-Reading History

History-Reading Interview

Mobilizing Schema 1, 3, 4, 5, 6, 7, 8, 10, 13, 16

Historical Documents and Artifacts 1, 3, 6, 10, 13

Essential Questions 1, 2, 5, 6, 7, 8, 9, 10, 11, 12

Previewing 1, 8, 9, 11, 12

Taking Power 1, 16

Personal Goals 1,

Historical Identity 1, 3, 4, 14, 16

Chronological Thinking 1, 5, 9, 10, 11, 13

History-Reading History 1, 16

Class Timeline 1, 7, 8, 9, 11, 12, 15

Historical Contextualization 1, 3, 4, 7, 9, 10, 12, 13, 15

Word Wall 1, 3, 4, 7, 8, 9, 10, 11, 15

2 CERA: “The Right to Vote” Tolerating Ambiguity 2, 14

Writing to Reflect 2, 6, 8, 9, 10, 12, 14, 16

History Reading Strategies List 2, 3, 5, 8, 9, 10,11

Making Connections 2, 5, 10, 13

3 Personal Documents and Artifacts

Primary and Secondary Sources

Goals for Building Knowledge About the Discipline of History

Talking to the Text 3, 4, 5, 7, 13

Comparing and Contrasting 3, 11, 13

Questioning 3, 5, 6, 9, 10, 11, 12, 15

Primary and Secondary Sources 3, 11

Document Sourcing 3, 5, 7, 8, 9, 10, 11, 12, 13

Classroom Community Guidelines 3

Writing to Communicate 3, 5, 13

Historical Record and Interpretation

3, 9, 11, 12, 13

Writing to Consolidate Knowledge

3, 13, 16

4 Universal Declaration of Human Rights

Unit 2 Topic Goals

Clarifying 4, 5, 8, 9, 10, 11

Building and Revising Schema 4, 5, 6, 8, 9, 10, 12, 13

Being Open to New Ideas 4, 15


UNIT 2 | READING HISTORY ix



5 First Amendment

Magnetic Posters

First Amendment Court Cases: Press Releases


Using Context 5

Chunking 5, 8

Identifying Referents 5, 8

Signal Words and Punctuation 5

Getting the Gist 5, 8, 9, 10

Text Features 5, 11, 13

Text Structure 5, 6, 9

Organizing Ideas and Information 5, 6, 9

Summarizing 5, 6, 9, 11, 13

Synthesizing 5, 6, 10, 16

Developing a Literacy Agenda 5

6 “The Youth Vote 2004”

Class Voting Interviews Tables

Using Evidence 6, 7, 12, 13, 16

Predicting 6, 10

3-Part Discussion 6, 9, 10, 12

7 Iron Jawed Angels

Jailed for Freedom Excerpts

Setting a Viewing Purpose 7

Historical Schema 7, 9, 15

Fluency 7

Listening for Voice 7, 10, 15

8 Declaration of Independence Pre-amble

Reciprocal Questioning 8, 9

Paraphrasing 8, 10

9 Women’s Suffrage: Giving the Right to Vote to All Americans

Question Answer Relationships 9, 12, 13

Rereading 9, 10, 13

Practicing 9, 12

Historical Cause and Effect 9, 10, 12, 13, 14

10 Declaration of Sentiments Excerpt

Florence Kelley Speech Excerpt

Lewis Hine Photographs

11 “Progress for Women” Thinking Aloud 11, 12

Document Corroboration 11

12 Susan B. Anthony Documents Digging In 12

13 Document-Based Response Texts Writing to Clarify Understanding 13

14 CERA: “Progress for Women”

15 All unit texts

Word Wall

16 Unit 2 Learning Goals

Unit 2 Interactive Notebook

Metacognitive Log

Evolving Reader Identity 16

x R E A D I N G A P P R E N T I C E S H I P | ACADEMIC LITERACY COURSE


SSR Week 1Students complete their second unit 1 SSR selection and write a Reflective Reading Letter. They choose their first unit 2 book; history-related options are available for consideration.

SSR Week 2While most students settle into the three-part routine of silent reading, writing in Metacognitive Logs, and debriefing, some students may still need help finding a book they will want to read.

Responsibility for at-home reading increases in unit 2.

SSR Week 3Students purposefully apply reading strategies they are learning in the classroom lessons to their SSR books.

Students should be about halfway through the first unit 2 SSR book by the end of this week.

SSR Week 4Students monitor their pacing and adjust it as needed to be ready to complete their book next week. They begin incorporating history-related prompts when they write in their Metacognitive Logs.

SSR Week 5Students all complete SSR Reflections and set new SSR goals. Students should complete their first unit 2 SSR book, write a Reflective Reading Letter, and select a new book.

SSR Week 6Students begin reading their second unit 2 SSR book.

SSR Week 7Students begin to incorporate QAR-related questioning prompts in their Metacognitive Log entries.

SSR Week 8Students monitor their pacing and adjust it as needed to be ready to complete their book next week.

SSR Week 9Students all complete SSR Reflections and set new SSR goals. Students should complete their second unit 2 SSR book, write a Reflective Reading Letter, and select a new book — perhaps one looking ahead to unit 3 and related to science or nutrition.

SSR Week 10Students settle into their new books.

unit 3 | reading science

Teacher’s guide


UNIT 3 | READING SCIENCE iii

R E A D I N G A N D T H I N K I N G S C I E N T I F I C A L LY

What themes and science standards do students address in this unit? What new learning goals help them approach and succeed in reading science texts?

CONTENTS

3U N I T

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W E E K 1


Lesson 1 | What Are Our Science-Reading Histories

In this first lesson of the Reading Science Unit, students create new Personal Reading Histories focused on the events that shaped their identities as readers of science, investigate the unit Essential Ques-tions and Topic Goals, and preview the texts they will be reading.

Lesson 2 | CERA and the Science Reading Strategies List

Students establish a baseline for measuring their growth as readers of science. The class begins building a new Reading Strategies List — this one focused on disciplinary strategies for reading science.

Lesson 3 | Reading Obesity Data

Students raise authentic questions about obesity and diabetes, begin to source and clarify reports and statistics about these conditions, learn how to take double-entry Metacognitive Notes, and track their changing conceptual understandings of obesity and risk.

“A disruption of homeostasis can be harmful,” Biology, McDougall Littell, 2008

“Normal Regulation of Blood Glucose,” EndocrineWeb.com

TEXTS

“Obesity Trends Among U.S. Adults,” Centers for Disease Control and Prevention (CDC)

A Nation At Risk: Obesity in the United States: A Statistical Sourcebook, cover–p. 4, American Heart Association

“CDC Fact Sheet,” CDC.gov


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W E E K 2


Lesson 4 | Factoring in Nutrition Knowledge

Students mobilize schema and raise misconceptions about nutrition, begin to collect data about their own nutrition and exercise habits, read a textbook selection about nutrients and U.S. Department of Agriculture (USDA) dietary guidelines, and begin to track their con-ceptual understanding of how nutrition affects health.

W E E K 3


Lesson 5 | Sourcing and Using Best Evidence

The teacher models and students practice reciprocal teaching as they read dietary guidelines from the Harvard School of Public Health, compare these to the USDA guidelines, and then decide on and use the “best available evidence” to evaluate their own eating habits.

W E E K 4


Lesson 6 | Relating Calories and Nutrition

Students read about calories — the standard scientific measure of energy — use visualizing strategies to represent this abstract mea-sure in concrete terms, and relate calories and food group servings.

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“Your Body’s Need for Food,” Holt Biology/California Edi-tion, 2007

“Your Body’s Need for Food,” Holt Biology/California Edi-tion, 2007

“Food Pyramids: What Should You Really Eat,” Har-vard School of Public Health

“Steps to a Healthier Weight,” USDA

“Table 3: Estimated Calo-rie Requirements,” Dietary Guidelines for Americans 2005, USDA

“How Many Servings Do You Need Each Day,” USDA and Harvard School of Public Health

“Calories in Food”

“Calories Burned per Hour by Weight and Activity”

“Portion Sizes Growing With American Waistlines,” Associated Press

“Guide to Sensible Serving Sizes,” National Diabetes Information Clearinghouse

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UNIT 3 | READING SCIENCE v

W E E K 5


Lesson 7 | Inquiring Into Nutrition Labels

Students continue to build visualizing strategies, while they tackle two new kinds of science text — investigation procedures and functional science text (nutrition labels). They carry out a multi-step investigation of fats in popular foods.

W E E K 6


Lesson 8 | Visualizing Digestion

Students practice making visual notes as they read a textbook excerpt about digestion and imagine the digestive process from the vantage of a Bulk-o Burger. In reciprocal teaching groups, students incorporate their visual notes into the reciprocal teaching routine.

W E E K 7


Lesson 9 | Explaining Obesity Risks

Students continue their study of body processes, reading about glucose regulation and its relationship to type 2 diabetes. They use evidence from three studies to write a scientific explanation of the risks associated with obesity, including diabetes.

W E E K 8


Lesson 10 | Evaluating Disparities

Students read about group disparities in the incidence of obesity and incorporate research findings in a scientific explanation of the dis-parities. They identify local environmental factors that make it harder or easier to be healthy.

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Nutrition Labels

“Revealing Trans Fats,” U.S. Food and Drug Administration

“The Process of Digestion,” Prentice Hall Biology, 2002

“How Diabetes Works,” howstuffworks.com

“Obese Kids May Face Heart Risks Later,” Associated Press

“Young People With Type 2 Diabetes More Likely to Have Kidney Failure,” Yale Medical Group

A Nation at Risk, pp. 6–12

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W E E K 9


Lesson 11 | Causes and Prevention

Students read statistics corroborating what they have learned about the causes of obesity, recommendations for preventing diabetes, and evidence about the importance of exercise. They use this corroborat-ing evidence in a scientific explanation of the causes of the obesity and diabetes epidemics. They make prevention recommendations that apply locally and personally.

W E E K 1 0


Lesson 12 | Persuasive Essay

Students think across texts and cite scientific evidence as they write personally relevant recommendations about how to respond to the obesity epidemic.

W E E K 1 1


Lesson 13 | Unit 3 CERA and Reflections

Students reread the assessment texts and compare their compre-hension and use of reading strategies with their first experience of these texts. Students reflect on their learning and growth as readers of science.

Lesson 14 | Year-End CERA and Reflections

Students reread the assessment text from the beginning of the course and compare their comprehension and use of reading strate-gies with their earlier experience of this text. Students reflect on their growth as independent readers of academic text.

A Nation at Risk, pp. 18–27

“Simple Steps to Preventing Diabetes,” Harvard School of Public Health

“Exercise improves think-ing, reduces diabetes risk in overweight children,” Medi-cal College of Georgia

“A disruption of homeostasis can be harmful,” Biology, McDougall Littell

“Normal Regulation of Blood Glucose,” EndocrineWeb.com

“My Back Pages,” Greg Sarris, Building Academic Literacy: An Anthology for Reading Apprenticeship

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UNIT 3 | READING SCIENCE vii

Lesson Locator: Unit 3 Texts, Structures and Strategies

SSR Overview

Reading and Thinking Scientifically

Comprehensive Student Learning Goals

Lesson 1

New Student Goals in Unit 3

Lesson 2

Thinking Scientifically

Rubric for Curriculum-Embedded Reading Assessment (CERA)

Lesson 3

Sample Metacognitive Notes: Previewing

Sample Metacognitive Notes: Sourcing the CDC

Sample Metacognitive Notes: Sourcing A Nation at Risk

Lesson 5

Reciprocal Teaching

Reciprocal Teaching Role Cards

Lesson 6

How Many Servings Do You Need Each Day: Journal Insert

Calories in Food: Journal Insert

Calories Burned per Hour by Weight and Activity: Journal Insert

Lesson 7

Sample Visual Notes: Fats Investigation Procedures

Sample Concept Map: Nutrition

Lesson 8

Sample Visual Notes: The Mouth

Sample Visual Notes: The Mouth: Question s and Connections

Lesson 9

Sample Organizing Evidence About the Risks of Obesity

Lesson 12

Sample Essay: Personal Recommendations

Sample Essay: Letter to the School Board

Lesson 14

Rubric for Curriculum-Embedded Reading Assessment (Unit 1)


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1 A Nation at Risk: Obesity in the United States

Reading Apprenticeship Academic Literacy Course Student Reader: Unit 3

Mobilizing Schema 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14

Scientific Documents 1, 11

Reader Identity 1, 14

Building Classroom Community 1, 13

Conceptual Change 1, 3, 4, 5, 6, 7, 8, 9, 10, 11

Essential Questions 1, 3, 4, 5, 6, 7, 8, 9, 10, 11

Previewing 1, 3, 4, 5, 6, 7, 8, 9, 10, 11

Word Wall 1, 3, 4, 5, 6, 7, 8, 9, 10, 11

Learning Goals 1, 8, 13

2 CERA: “A disruption of homeostasis can be harmful”; “Normal Regulation of Blood Glucose”


Tolerating Ambiguity 2, 9

Talking to the Text 2, 6, 12, 13, 14

Writing to Reflect 2, 4, 7, 13, 14

Metacognitive Conversation 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14

Science-Reading Strategies List 2, 3, 4, 5, 6, 8, 9, 10, 11

3 A Nation at Risk, cover–p. 4

Introduction

An Epidemic of Excess: Frightening Facts

Student Reader, pp. 2–7

Obesity Trends Among U.S. Adults

Centers for Disease Control and Prevention Fact Sheet

Making Connections 3, 6, 7, 11

Scientific Inquiry 3, 4, 7

Questioning 3, 5, 6, 7, 8, 9, 10, 11

Metacognitive Notes 3, 4, 5, 6, 8, 9, 10, 11

Writing to Clarify Understanding 3, 4, 5, 6, 8, 9, 10

Building and Revising Schema 3, 5, 6, 7, 12

Scientific Sourcing 3, 4, 5, 6, 9, 11

Scientific Evidence 3, 4, 6, 7, 10, 11, 12

Visualizing 3, 5, 6, 7, 8, 9

Using Mathematics 3, 7, 11

Writing to Consolidate Knowledge 3, 4, 5, 6, 7, 8, 9, 10, 11, 13

Synthesizing 3, 4, 9, 10, 12, 13

4 Student Reader, pp. 10–14

Holt Biology: Your Body’s Need for Food

Food and Exercise Journal

Organizing Ideas and Information 4, 7, 9, 12

Using Evidence 4, 5, 7, 9, 11, 12, 13

Predicting 4, 5, 6, 7, 8, 9, 10, 11, 12

Text Structure 4, 5, 7, 8, 9

Text Features 4, 6, 8

Contextual Redefinition 3, 4, 5, 6, 7, 8, 9

Clarifying 4, 5, 6, 7, 8, 9, 10, 11, 12

Getting the Gist 4, 6, 8, 9

3-Part Discussion 4, 5, 6, 8, 9, 10, 11


UNIT 3 | READING SCIENCE ix




USDA Food Guide Pyramid

Harvard Healthy Eating Pyramid

Food Pyramids

Agency Missions


Reciprocal Teaching 5, 6, 8, 9, 10, 11

Summarizing 5, 6, 7, 8, 9, 10, 11

Text Signals 5

Point of View 5, 12

Comparing and Contrasting 5, 7


Steps to a Healthier Weight

Table 3. Estimated Calorie Requirements

How Many Servings Do You Need Each Day?

Calories in Food

Calories Burned per Hour by Weight

Portion Sizes Growing With American Waistlines

Guide to Sensible Serving Sizes


Scientific Documents 6, 7, 11


Tortilla Chips Nutrition Facts

Milk Nutrition Facts

Cardiac Combo Nutrition Facts

Revealing Trans Fats

Visual Notes 7, 8


Prentice Hall Biology: The Process of Digestion

Sequencing 8

Text Density 8

Scientific Labels 8

Scientific Identity 8, 12


How Diabetes Works

Obese Kids May Face Heart Risks Later

Young People With Type 2 Diabetes More Likely to Have Kidney Failure

Scientific Corroboration 9, 10, 11

Scientific Explanation 9, 10, 11, 12

10 A Nation at Risk, pp. 6–11

Out of Balance: Disparities and Racial, Ethnic and Low-Income Groups


11 A Nation at Risk, pp. 18–27

Causes of Obesity

Student Reader, pp. 64–70

Simple Steps to Preventing Diabetes

Exercise Improves Thinking, Reduces Diabetes Risk in Overweight Children


12 All texts Writing to Communicate 12, 13

Point of View 12

13 CERA: “A disruption of homeostasis can be harmful”; “Normal Regulation of Blood Glucose”

Evolving Reader Identity 13, 14

Digging In 13

14 CERA: “My Back Pages” Choosing a Reading Purpose 14

x R E A D I N G A P P R E N T I C E S H I P | ACADEMIC LITERACY COURSE


SSR Week 1Students have a generous amount of time to get into their SSR books this week. They should have select-ed a new book in the previous week — perhaps a science-related or other nonfiction book. Some students may still need help finding and settling into a book they will want to read.

SSR Week 2In part because of the demands of the textbook reading this week, classroom SSR time is relatively short. At home, in addition to their SSR reading, students will need to make time for data collection in their Food and Exercise Journals.

SSR Week 3Students should be incorporating Metacognitive Log prompts based on reading strategies they are learn-ing in the classroom lessons, such as visualizing, monitoring conceptual change, and contextual redefini-tion. They should be on a pace to complete their books next week.

SSR Week 4Students should complete their SSR books this week, write a Reflective Reading Letter, complete the SSR Reflection, and set new SSR goals. Students should choose their final SSR book for the year, considering, perhaps, a science-related book or at least a genre stretch to nonfiction.

SSR Week 5Students should be incorporating Metacognitive Log prompts based on reading strategies they are learn-ing in the classroom lessons, such as asking inquiry questions and “convince me” questions. Students should be reading their new books; provide support for any who still need to find a book they will want to read.

SSR Week 6Students should be continuing to incorporate new reading strategies in their Metacognitive Log prompts.

SSR Week 7Students should be about halfway through their SSR books. Lesson reading strategies related to text den-sity may be showing up in Metacognitive Log prompts.

SSR Week 8Students should be on pace to complete their final SSR book next week.

SSR Week 9Students complete their final SSR book this week. The standard reflection activities are deferred until week 10.

SSR Week 10Students write a Reflective Reading Letter addressing their final SSR book as well as the SSR books they read over the course of the year. They complete an End-of-Year SSR Reflection in which they evaluate their success in building reading stamina and meeting the goals they set for themselves.

SSR Week 11Students celebrate all the books they have read — including those they may have loathed, loved, or will never forget.

teacher’s guide...Lesson 5 | Think Aloud with Student-Generated Out-of-School Texts Students...

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Transcript of teacher’s guide...Lesson 5 | Think Aloud with Student-Generated Out-of-School Texts Students...