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Name _______________________
Date________________________
Period_______________________
· The chapter introduction often links the previous chapter to the chapter the student is preparing to read. In addition, it may include questions for the student to keep in mind while reading, new vocabulary words that s/he will encounter in the chapter, a graphic picture of the sections and terms included in the chapter, and/or objectives for the student to keep in mind while s/he is reading.
· The chapter summary tries to pull the information in the chapter together mentally for the reader. In addition, this section can help students understand the main ideas or topics of the chapter so that the students can mentally "fit" the details into those main ideas. This section can also try to help the reader understand which information is the most important. This section, like the chapter introduction, helps the student find the mental "slot" to put the information into.
· Section questions and chapter questions are provided to help readers know what to focus on while they're reading. Unfortunately, when students are told to read to answer questions, they often read the question, find the answer to the question, read the next question, answer that question, etc.; they do not actually read the selection. As a result, they do not develop a coherent understanding of the information. In trying to do the assignment the easy way, they are actually making the learning more difficult.
· Headings and subheadings divide the chapter into meaningful sections. The headings and subheadings tell the reader what s/he is going to read about, enable the reader to activate what s/he already knows about this topic, and helps the reader set a purpose for reading that will help him/her maintain attention throughout the section.
· Graphs, tables, diagrams, maps, and other graphic aids provide details that support the information explained in the paragraphs. Whether it's a map showing where various crops are grown or a table showing the populations of various countries, graphic aids provide the details that support the general information explained in the writing. These visual representations of the written information can reinforce the content being learned, provide some interesting details, and help the student learn the information better.
· Features such as bold face type, italics, and colored type are usually intended to help students focus on new words or information. Notes in the margins often provide the definition of an important vocabulary word, provide an important fact, or share a anecdote that relates to the information. Captions under pictures are intended to help students use pictures to support their learning.
Textbook Usage Inventory
Use your social studies book to answer the following questions.
Parts of the Textbook
1.Use the index to find WWII. What is the page of the index? _____________________________________________________________________
2. What page does the glossary being? _____________________________________________________________________
3.What is in the being of each chapter? _____________________________________________________________________
4.In the being of each unit what is on the page? ____________________________________________________________________________________________________________________________________________
5.What page is the Roman Empire located? ______________________________________________________________________
6. What is the name of Chapter 3? ______________________________________________________________________
7. In which chapter can you find a map of Africa? _____________________________________________________________________