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Tapestry Book 1 Answerkey
Tapestry Book 1 Answerkey
Virginia L. Guleff
M. E. Sokolik
Carolyn Lowther
Michael Ryall
Instructors Manual
1&2
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Videos
Putting It All Together
Test-Taking Tips
Check Your Progress
Threads
While they are included in every chapter, these fea-
tures will not always appear in the same order. Using
different sequencing allows for a comfortable, natu-
ral flow from one activity to the next depending on
chapter content while still providing certain recogniz-
able activities to create cohesion and make students
feel comfortable.
The following chapter overview provides a de-
tailed explanation of the purpose of each activity or
feature, guidelines for how to use the activity or fea-
ture, and suggested time allowances. When consider-
ing the time allowances, please remember that these
Note to Teachers
Week 1 Chapter 1: Readings 1 & 2, and the CNN video
Chapter 2: Readings 1 & 3
Week 2 Chapter 3: Readings 1 & 2
Chapter 4: Readings 2 & 4, and the CNN video
Week 3 Chapter 5: Readings 1 & 3
Chapter 6: Readings 3 & 4, and the CNN video
Week 4 Chapter 7: Readings 1 & 2, and the CNN video
Chapter 8: Readings 3 & 5
Week 5 Chapter 9: Readings 1 & 2, and the CNN video
Chapter 10: Readings 2 & 3
.
00-045 IM Reading 1&2 pp2 5/24/00 3:16 PM Page 7
are only suggestions and may need to be modified de-
pending on the level of students and classes and the
length of the class period.
Chapter Overview
Title page photo with accompanying activity: The
photo and an activity, which is usually made up of a
brief paragraph followed by a question, or simply a
series of questions, is the first introduction of the
chapter topic and content. It serves to build schemata
and to provide students with an accessible way to en-
gage in the topic.
Suggested time allowance: 5 minutes
Setting Goals: Each chapter will have a clearly stated
list of objectives for students to work on. These come
immediately after a brief introduction to the chapter
and help students focus on the work to come, gearing
their efforts towards reaching specific reading and
learning objectives. The instructor should have stu-
dents read the goals out loud and perhaps discuss
each goal briefly to make sure all students under-
stand what they will work to achieve throughout the
chapter.
Suggested time allowance: 510 minutes
Getting Started: This pre-evaluation activity is di-
vided into two parts. The first part addresses student
knowledge of and comfort with the content area cov-
ered in the chapter. This includes reading the titles
and authors. The second part addresses the specific
reading skills that will be taught in the chapter. The
Getting Started activity may consist of true/false
statements, values clarification, cloze exercises, or
multiple-choice items. Students should complete the
activity individually, but when they are finished they
can discuss their answers with a partner or in a small
group. In some chapters, students may be specifically
asked to do this as an introduction to another activ-
ity. When introducing the activity, the instructor
should stress that there are no right or wrong an-
swers in the activity. Rather, students are encouraged
to explore their own attitudes, beliefs, concerns,
strengths, weaknesses, and knowledge.
Suggested time allowance: 510 minutes
Getting Ready to Read: This feature focuses on a
question or activity, in order to prepare students for
the reading. It typically includes some kind of discus-
sion or writing question to prepare students for the
topic, as well as a Vocabulary Check for students to
preview potentially difficult vocabulary items.
Suggested time allowance: 1020 minutes
Read: The authentic reading may be a newspaper or
magazine article, poem, textbook or essay excerpt, or
literary excerpt. Each chapter will focus on a specific
topic and present different aspects of that topic, usu-
ally from different global perspectives.
Suggested time allowance: This will vary
greatly with the length of the readings. Some
longer readings may be better done as home-
work.
After You Read: The post-reading activities focus
first on comprehension of the facts of the reading.
Then students are asked to think critically and re-
spond to what theyve read. These questions some-
times ask for personal opinion and personal experi-
ence. The questions are designed for discussion, but
could be done in writing as well.
Suggested time allowance: 30 minutes of dis-
cussion, or as writing homework
Vocabulary Building: Students have the opportunity
to put into use some of the new or important vocab-
ulary of the chapter. These activities may be multiple-
choice, matching, close, or open-ended, focusing on
comprehending vocabulary items.
Suggested time allowance: 20 minutes of class
time, or as homework
Tuning In: The CNN