LEADER 06207nam 2200685 450 001 9910464938603321 005 20200520144314.0 010 $a1-118-71026-6 010 $a1-118-71018-5 035 $a(CKB)3710000000093445 035 $a(EBL)1651768 035 $a(SSID)ssj0001131895 035 $a(PQKBManifestationID)11725625 035 $a(PQKBTitleCode)TC0001131895 035 $a(PQKBWorkID)11145216 035 $a(PQKB)11312359 035 $a(MiAaPQ)EBC1651768 035 $a(DLC) 2014010156 035 $a(Au-PeEL)EBL1651768 035 $a(CaPaEBR)ebr10849234 035 $a(CaONFJC)MIL584532 035 $a(OCoLC)872655308 035 $a(EXLCZ)993710000000093445 100 $a20140326h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommon core literacy for ELA, history/social studies, and the humanities $estrategies to deepen content knowledge (grades 6-12) /$fKatherine S. McKnight 205 $a1 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (217 p.) 300 $aIncludes index. 311 $a1-118-71015-0 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Contents; Tables and Figures; About the Author; About Staff Development for Educators; Preface; Chapter One: Why Does Content Literacy Matter?; The Structure of the Common Core State Standards; The Need for Content Literacy; What Does this Framework mean for Content Area Teachers?; Common Core State Standards; A Close Reading; Up for Debate; Reading the Framework; The Biggest Changes with the Common Core; Text Complexity; Close Reading and Textual Analysis; Argumentation in Writing; Greater Emphasis on Research; Speaking and Listening; Language 327 $aSome Final ThoughtsChapter Two: Deepening Reading Comprehension Skills and Content Knowledge; A Look at the Interdisciplinary Standards; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Building Reading Skills in a Content Area: Before, During, and After Reading; Before-Reading Strategies; During-Reading Strategies; After-Reading Strategies; Close Reading and Textual Complexity; The CCSS Textual Complexity Model; Text Complexity Three-Part Model; Additional Resources for Determining Text Complexity 327 $aOther Tips for Developing Adolescent Reading SkillsSome Final Thoughts; Chapter Three: Effective Content Area Writing Strategies; A Look at the Interdisciplinary Standards; CCSS Anchor Standards in Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge; Range of Writing; Key Features of the Writing Standards; Writing Process; The Three Types of Writing; Writing and Technology; Strategies that Build Writing Skills in the Content Area; An Increased Focus on Research; Webquests 327 $aIntegrating Knowledge and Ideas Across Multiple Sources of InformationSome Final Thoughts; Chapter Four: Speaking and Listening in the Content Area; A Look at the Speaking and Listening Standards; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Technology; Small and Large Group Discussions; Developing Argumentation Skills Through Speaking and Listening; What do the Standards Mean for English and Social Studies Teachers?; A Few Words About English Language Learners; Some Final Thoughts; Chapter Five: Developing Academic Language 327 $aA Look at the CCSS Anchor Standards in LanguageConventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; The Impact of the Language Strand on Content Instruction; What Do the Vocabulary Standards Mean for Content Teachers?; Strategies to Build Language Skills in Content Areas; Sample Mini-Lessons; Vocabulary Strategies; Some Final Thoughts; Chapter Six: Learning Centers and Student-Centered Activities; Learning Centers; How to Get Started with Learning Centers; Some Additional Advice About Centers; How Often Should I Use Centers in the Classroom? 327 $aLiterature Circles and Text Groups 330 $a"According to the Common Core State Standards, which have now been adopted by 46 states, students must develop literacy skills across all content areas. This means that educators must teach literacy--reading, writing, speaking, listening, and language--in subjects like Social Studies, Math, Science, and other technical areas. This book help teachers understand what literacy looks like in English/Language Arts (ELA), Social Studies and other humanities-related subjects (such as: philosophy, psychology, history, classics, drama, foriegn language, and art), and shows them how to develop these literacy skills in their students. Author Katie McKnight is a popular education consultant who trains teachers nationwide on Common Core literacy. Features include: Alignment of activities to the Common Core State Standards in Interdisciplinary Literacy A Difficulty Dial: a quick reference to determine the complexity of each literacy activity Tips for Classroom Implementation: an overview of each literacy activity and how the tool supports the development of literacy skills and builds content knowledge Student Samples: serve as useful references for teachers across a variety of grade levels. "--$cProvided by publisher. 606 $aContent area reading$xStudy and teaching (Secondary)$zUnited States$xStandards 606 $aLanguage arts (Secondary)$zUnited States$xStandards 608 $aElectronic books. 615 0$aContent area reading$xStudy and teaching (Secondary)$xStandards. 615 0$aLanguage arts (Secondary)$xStandards. 676 $a428.4071/2 686 $aEDU029000$2bisacsh 700 $aMcKnight$b Katherine S$g(Katherine Siewert),$0945061 712 02$aStaff Development for Educators (Company), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464938603321 996 $aCommon core literacy for ELA, history$92267426 997 $aUNINA