Looseleaf for Opening Doors https://www.mheducation.com/cover-images/Jpeg_250-high/1259169960.jpeg?404URL=https://shop.mheducation.com/mhshopweb/images/no_cover_140.png 13 - 17 9781259169960
Looseleaf for Opening Doors

Looseleaf for Opening Doors

Grade Levels: 13 - 17
By Janet Elder and Joe Cortina
Copyright: 2014
Publication Date: July 24, 2013
MHID: 1259169960
ISBN 13: 9781259169960

  • Price :
    $60.00
  • Qty :
  • Total :
    $60.00

The purchase quantity range should be 1-29 for this product.

New Features

Thirteen new single-paragraph Embedded Exercises in Chapters 4 through 9. These excerpts are accompanied by open-ended, respond-in-writing exercises that provide immediate application of the skills presented in chapters 4 to 9.

Six new 5-question Checkpoint assessments, one each in Chapters 4 through 9. Multiple-choice exercises check students’ understanding of the skills presented in each chapter. Because they target specific chapter skills, these easy to score activities provide additional practice and helpful feedback to both students and the instructor.

Ten new 10-question Essential Skills Review Tests at the end of the book. Each of these multiple-choice tests encompasses the vocabulary skills presented in Chapter 2 and the comprehension and critical reading skills presented in Chapters 4 through 9. This recursive review and/or assessment of essential skills allow students to strengthen and refine their skills, as well as see their progress. Tests can be assigned as homework, supplemental work, or used as collaborative in-class activities.

Six new 5-question Test Your Understanding comprehension exercises, one each in Chapters 4 through 9. These open-ended, respond-in-writing exercises target the skills presented in each chapter. Because these are open-ended, they simulate what students must do when they deal with actual textbooks. They also provide opportunities for students to become more precise in their writing.

New Reading Skills Competency Chart. This comprehensive, color-coded chart is conveniently placed at the beginning of the text. It allows instructors to quickly locate specific reading, vocabulary, critical thinking skills, and study skills wherever they occur in the book. Specific competencies can be easily accessed for targeted instruction, review, and preparation for standardized or state-mandated tests.

New Assignment Sheet and Progress Record. Located on the inside back cover, this score summary sheet allows students to record their scores and track their progress on the text’s assessment exercises, reading selections, and multiple-skills tests.


Key Features

Direct instruction and scaffolded approach with clear explanations and understandable examples.

Recursive, integrated application of skills provides ample practice.

Comprehensive coverage of reading for understanding, critical thinking, vocabulary, and study skills.

Numerous textbook excerpts and longer passages for application of reading and study skills.

Chapter Review Card activity following each chapter provides a structured review of the essential concepts presented.

Test Your Understanding exercises in Chapters 4 through 10. These multiple-choice exercises provide immediate feedback on students’ understanding of chapter concepts. Students can check their comprehension immediately after completing the chapter and before starting the reading selections.

Thorough treatment of authors’ writing patterns, including list pattern (division/classification), sequence/time order pattern (process), definition pattern (definition-example), comparison-contrast pattern (ideas in opposition)cause-effect pattern, and spatial order pattern (place order).

Thorough treatment of other writing patterns. Many standardized tests, such as state-mandated ones and course exit tests, include patterns beyond the basic ones; the patterns now addressed are the addition pattern, the generalization and example pattern, the statement and clarification pattern, the summary pattern, and mixed pattern. Patterns beyond the basic ones are introduced in a separate section giving instructors flexibility as to whether they use them and to what extent. Awareness of writing patterns also enhances students’ own writing.

Thorough treatment of relationships within and between sentences, including clarification, example, addition, sequence, comparison, contrast, cause-effect,problem-solution, spatial order, summary/conclusion and concession.

Twenty-seven full-length reading selections (3 in each of the first nine chapters).

Reading Selection Quizzes are included for the 27 reading selections in chapters 1 through 9.

Annotation Practice Exercises and Respond-in-Writing Exercises that accompany each reading selection integrate writing and reading by calling for written responses and the formulation of the selection’s overall main idea. Respond in Writing Exercises include collaborative options.

Thorough treatment of the SQ3R Study System and an enhanced section on the Three-Step Process for Reading and Studying Textbooks. SQ3R, a familiar, longstanding study system, is introduced in Chapter 3; this is followed by an in-depth presentation of an effective three-step process in Chapter 10. This comprehensive approach provides effective, step-by-step procedures for approaching college textbook reading assignments (Chapters 3 & 10) and preparing for tests (Chapter 11).

Thorough treatment of Interpreting Graphs and Visual Aids in Chapter 10. Coverage of this topic is now more comprehensive and is especially important now that more people get news and information from the Internet and increasingly in graphic form. Younger college students in particular get their information in this form and need help in interpreting and evaluating it.

A chapter-length Reading Selection (in chapter 10) with annotation, outlining, mapping and note-taking exercises.

Presentation of vocabulary and study skills as they relate to learning from college textbooks and other college-level materials.

Coverage of all skills typically included on state-mandated reading competency tests, as well as Tips for Scoring Well on Standardized Reading Tests.

Consistency in philosophy and approach with New Worlds and Exercise Your College Reading Skills, other reading improvement textbooks in the Elder/ Cortina series.

Looseleaf for Opening Doors

* - New reading selections for this edition

To the Instructor: Getting Started in Opening Doors

To the Student

PART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGE

CHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGE

Skills

Doing What Successful Students Do

Motivating Yourself

Setting Your Goals

Identifying How You Prefer to Learn

Mananging Your Time

Setting Up a Weekly Study Schedule
Making the Most of Your Study Time
Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List

Creating Your Summary: Developing Chapter Review Cards

Readings

*Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Student Success)

*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)

*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)

CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARY

Skills

Understanding the Reading Process

Improving Your Reading

Predicting as You Read
Monitoring Your Comprehension
Adjusting Your Reading Rate

Developing a College-Level Vocabulary

Using Context Clues
Using Word-Structure Class
Using a Dictionary Pronunciation Key
Understanding Denotations and Connotations of Words
Understanding Figurative Language

A Word about Standardized Reading Tests: Context Clues and Figurative Language

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Context Clues, Part 1

Test Your Understanding: Context Clues, Part 2

Test Your Understanding: Word-Structure, Part 1

Test Your Understanding: Word-Structure, Part 2

Test Your Understanding: Figurative Language, Part 1

Test Your Understanding: Figurative Language, Part 2

Readings

*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success)

*Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)

*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)

CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONS

Skills

College Textbooks: Methods for Reading and Studying Effectively

The SQ3R Study System

The Three-Step Process for Reading and Studying Textbooks

Step 1: Prepare to Read
Step 2: Ask and Answer Questions to Enhance your Reading
Step 3: Review by Rehearsing the Answers to Your Questions

Following Directions in Textbooks and on Tests

Guidelines for Following Directions

Creating Your Summary: Developing Chapter Review Cards

Readings

*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)

*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)

*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)

PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEAS

CHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEA

Skills

The Topic of a Paragraph

What is the Topic of a Paragraph, and why is it important?
Determining and Expressing the Topic

The Stated Main Idea of a Paragraph

What is a stated main idea, and why is it important?
Locating the Stated Main Idea Sentence
How to tell if you have identified the stated main idea sentence
How to avoid two common errors in locating a stated main idea
Stated Overall Main Ideas in Longer Passages

A Word about Standardized Reading Tests: Topics and Stated Main Ideas

Checkpoint: Locating the Stated Main Idea

Creating your Summary: Developing Chapter Review Cards

Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 1

Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2

Readings

*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication by Brian K. Williams and Stacy C. Sawyer(Information Technology)

*Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Student Success)

*Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History by Michael K. Hart (History)

CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEAS

Skills

Implied Main Ideas in Paragraphs

What is an Implied Main Idea?
Why is formulating implied main ideas important?

Formulating an Implied Main Idea

Steps to Follow
Three Formulas for Using Information in a Paragraph to Formulate the Main Idea
Requirements for Correctly Formulated Main Idea Sentences
Implied Overall Main Ideas in Longer Passages

A Word about Standardized Reading Tests: Implied Main Ideas

Checkpoint: Formulating Implied Main Ideas

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Formulating Implied Main Ideas, Part 1

Test Your Understanding: Formulating Implied Main Ideas, Part 2

Readings

*Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)

*Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)

CHAPTER SIX: Identifying Supporting Details

Skills

Supporting Details in Paragraphs

What are Supporting Details?
Why are Supporting Details important?

Identifying and Listing Supporting Details

Major and Minor Detail, and How to Tell the Difference

A Word about Standardized Reading Tests: Supporting Details

Checkpoint: Identifying Supporting Details

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Identifying Supporting Details, Part 1

Test Your Understanding: Identifying Supporting Details, Part 2

Readings

*Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)

*Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)

*Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy by Randy Charles Epping (Economics)

CHAPTER SEVEN: Recognizing Authors’ Writing Patterns

Skills

Patterns of Writing

What are authors' writing patterns?
Why is recognizing writing patterns important?

Recognizing Author's Writing Patterns

List Pattern
Sequence Pattern
Definition Pattern
Comparison-Contrast Pattern
Cause-Effect Pattern
Spatial Order Pattern
Avoid Seeing Everything as a List Pattern

Checkpoint: Recognizing Authors’ Writing Patterns

Other Writing Patterns

Addition Pattern
Generalization and Example Pattern
Statement and Clarification Pattern
Summary Pattern
Mixed Pattern

Checkpoint: Other Writing Patterns

Relationships within and between Success

1.Clarification
2.Example
3.Addition
4.Sequence
5.Comparison
6.Contrast
7.Cause-Effect
8.Problem-Solution
9.Spatial Order
10.Summary/Conclusion
11.Concession

A Word about Standardized Reading Tests: Authors' Writing Patterns

Checkpoint: Relationships within and between Sentences

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Basic Writing Patterns, Part 1

Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2

Readings

*Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business by William Nickels, James McHugh and Susan McHugh(Business)

*Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation by Roger Kamien (Music Appreciation)

*Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology by Dennis Coon (Psychology)

CHAPTER EIGHT: Reading Critically

Skills

What Is Critical Reading?

Critical Reading Skills

Determining an Author's Purpose and Intended Audience
Determining an Author's Point of View, Tone, and Intended Meaning

A Word about Standardized Reading Tests: Critical Reading

Checkpoint: Reading Critically

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Reading Critically, Part 1

Test Your Understanding: Reading Critically, Part 2

Readings

*Selection 8-1 "Prologue" from The Illustrated Man by Ray Bradbury (Literature)

*Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking by Stephen E. Lucas (Speech Communication)

*Selection 8-3 From The Things They Carried by Tim O'Brien (Literature)

CHAPTER NINE: Thinking Critically

Skills

What Is Thinking Critically, and Why Is It Important?

Critical Reading Skills

Why Readers Fail to Think Critically
Distinguishing Facts from Opinions and Determining Whether Opinions are Well Supported
Evaluating an Author's Agreement
Identifying Propaganda Devices

A Word about Standardized Reading Tests: Critical Thinking

Checkpoint: Thinking Critically

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Thinking Critically, Part 1

Test Your Understanding: Thinking Critically, Part 2

Readings

*Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy by Thomas E. Patterson(Government)

*Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health by Paul Insel and Walton Roth(Health)

*Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships by Eldon Enger and Bradley Smith (Environmental Science)

PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU

CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATION

Skills

Studying Better Rather than Harder

Three Keys to Studying College Textbooks

Key 1: Selectivity
Key 2: Organization
Key 3: Rehearsal

Making Textbooks: Underlining, Highlighting, and Annotating

Taking Notes from Textbooks: Outlining, Mapping, and Summarizing
Taking Notes on a Laptop
Guidelines for Outlining
Guidelines for the Cornell Method of Note-Taking
Guidelines for Mapping
Guidelines for Summarizing

Guidelines for Interpreting Graphs and Visual Aids

How Can You Interpret Visual Aids?

Bar Graphs
Line Graphs
Pie Charts
Tables
Photographs
Diagrams
Maps
Cartoons

Creating Your Summary: Developing Chapter Review Cards

Reading

*Selection 10-1: “The Age of Globalization” from American History: A Survey by Alan Brinkley(History)

CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTS

Skills

Rehearsal and MemorY

Studying for Tests

General Guidelines
Five-Day Test Review Plan
Creating Review Cards to Prepare for a Test

Creating Test Review Sheets

Creating Your Summary: Developing Chapter Review Cards

ESSENTIAL SKILLS REVIEW TESTS 1-10

Appendix 1 Glossary of Key Reading and Study Skills Terms

Appendix 2 A List of Word Parts: Prefixes, Roots, and Suffixes

Appendix 3: Master Vocabulary List

Credits

Index

About the Author

Janet Elder

JANET ELDER was graduated summa cum laude from the University of Texas in Austin with a B.A. in English and Latin. She is a member of Phi Beta Kappa. She was the recipient of a government fellowship for Southern Methodist University's Reading Research Program, which resulted in a master's degree. Her Ph.D. in curriculum and instruction in reading is from Texas Woman's University where the College of Education presented her the Outstanding Dissertation Award. She established the first comprehensive secondary reading program in the Dallas Independent School District, and has conducted extensive staff development training for Dallas area teachers. After teaching reading and study skills courses at Richland for several years, she was asked to develop and implement an honors program for the college. After coordinating the honors program during its first six years, she resumed teaching full time. In addition to teaching reading courses, Dr. Elder periodically serves on interdisciplanary teaching teams for honors English and humanities courses. She has served on a task force that re-evaluated Richland's writing-across-the-curriculum program. She has twice received the Extra Mile Award from special services (disabilities) students, has twice been her division's Piper Award nominee for excellence in teaching, and in 1993 received an Excellence Award from the National Institute for Staff and Organizational Development. In 1999 she was one of three nominees for Richland's Excellence in Teaching Award. A frequent presenter at professional conferences and inservice workshops, she has a deep interest and expertise in “brain friendly” instruction.

Joe Cortina

JOE CORTINA earned his B.A. degree in English from San Diego State University and his master's degree and doctoral degree in curriculum and instruction in reading from the University of North Texas. He has taught undergraduate teacher education courses in reading at the University of North Texas and Texas Woman's University. In 1981 he was selected to represent the Dallas County Community College District as a nominee for the Piper Award for Teaching Excellence. In addition, Dr. Cortina was selected as his division’s nominee for Richland's Excellence in Teaching Award in 1987, 1988 and 1993. In 1992 he was selected as an honored alumnus by the Department of Elementary, Early Childhood and Reading Education, of the University of North Texas and in 1994 he was a recipient of an Excellence Award given by the National Institute for Staff and Organizational Development. In addition to teaching reading courses at Richland College, he has served on interdisciplinary teaching teams for honors English courses and has served as a faculty leader of Richland's writing-across-the-curriculum program. Dr. Cortina has served on the conference program committees for both the College Reading and Learning Association and the National Association for Developmental Education. He has also served as a member of the editorial advisory board of The Journal of Adolescent and Adult Literacy. He is a frequent speaker at professional meetings and inservice workshops.