LEADER 05927nam 22007453u 450 001 9910787632803321 005 20230120090717.0 010 $a1-4625-1318-2 035 $a(CKB)2670000000493399 035 $a(EBL)1564560 035 $a(OCoLC)863672847 035 $a(SSID)ssj0001059537 035 $a(PQKBManifestationID)12487500 035 $a(PQKBTitleCode)TC0001059537 035 $a(PQKBWorkID)11080945 035 $a(PQKB)11072540 035 $a(MiAaPQ)EBC1564560 035 $a(EXLCZ)992670000000493399 100 $a20131216d2009|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCracking the Common Core$b[electronic resource] $eChoosing and Using Texts in Grades 6-12 210 $aNew York $cGuilford Publications$d2009 215 $a1 online resource (256 p.) 300 $aDescription based upon print version of record. 327 $aCover; Half Title Page; Title Page; Copyright Page; Dedication; About the Authors; Foreword; Preface; Contents; Chapter 1. Embracing the Common Core; A Brief Description of the CCSS Initiative; Why Embrace the Standards?; Necessary Changes Related to the Standards; The CCSS: Their Format and Implications for Instruction; Chapter 2. Understanding Adolescent Readers; The Scope of the Challenge; Defining Adolescent Literacy; A Time of Change; Motivating Adolescents to Read; Take-Away Suggestions; Chapter 3. Understanding Challenging Texts; Seminal Works in the Disciplines 327 $aQuantitative Measures of Text DifficultyQualitative Measures of Text Difficulty; Readers and Texts; A Possible Process for Choosing and Using Texts; Final Thoughts; Chapter 4. Designing Challenging Text Sets; An Expanded Understanding of Content-Area Texts; A Word about "Texts"; Text Representation Theory; Building Background Knowledge through Intertextual Connections; The Quad Text Set in Action: An Example from ELA; The Quad Text Set in Action: An Example from History/Social Studies; The Quad Text Set in Action: An Example from Science; Final Thoughts 327 $aChapter 5. Building Background KnowledgeWhat Is Background Knowledge and How Do We Get It?; Moving to Instruction; Teaching Technical Vocabulary; Strategies for Previewing; Incorporating Writing; Final Thoughts; Chapter 6. Supporting Students during Reading; Choosing a Stance for Adolescent Readers; Recent Large-Scale Efforts; Rationale for Collaboration; Reading Guides; Peer-Assisted Learning Strategies; Reciprocal Teaching; Jigsawed Text Sets; Making Accommodations; Final Thoughts; Chapter 7. Implementing High-Quality Discussions after Reading; Common Core Requirements for Discussion 327 $aCharacteristics of an Effective DiscussionWho's in Control?; Reciprocal Questioning; Reciprocal Teaching; Questioning the Author; Collaborative Reasoning; Discussion Web; Devil's Advocate; Final Thoughts; Chapter 8. Text-Based Writing to Support Understanding; Barriers to Text-Based Writing; Why Text-Based Writing-and Why Me?; Writing Activities That Work; Summary Writing; Argumentative Writing; Final Thoughts; Chapter 9. Research in the Content Areas; A Short History of Research in the Content Areas; "Real Research"; Data Collection Tools; Data Analysis Tools; Data Evaluation Tools 327 $aData Sharing ToolsA Word about Collaboration as a Tool of Inquiry; Final Thoughts; Chapter 10. Leading for Change; Changing or Tweaking; Barriers; Creating a Specific Vision; Gathering the Resources Your Vision Demands; Final Thoughts: Making It All Make Sense; Appendix 1. Text Set Examples from English Language Arts; Appendix 2. Text Set Examples from History/Social Studies; Appendix 3. Text Set Examples from Science; References; Index 330 $aThis book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans 517 $aCracking the Common Core 606 $aEnglish language -- Composition and exercises -- Study and teaching (Secondary) 606 $aLanguage arts (Secondary) -- Curricula -- United States 606 $aLanguage arts (Secondary) -- Standards -- United States 606 $aEnglish language$xStudy and teaching (Secondary)$xComposition and exercises$zUnited States 606 $aLanguage arts (Secondary)$xCurricula$zUnited States 606 $aLanguage arts (Secondary)$xStandards 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 4$aEnglish language -- Composition and exercises -- Study and teaching (Secondary). 615 4$aLanguage arts (Secondary) -- Curricula -- United States. 615 4$aLanguage arts (Secondary) -- Standards -- United States. 615 0$aEnglish language$xStudy and teaching (Secondary)$xComposition and exercises 615 0$aLanguage arts (Secondary)$xCurricula 615 0$aLanguage arts (Secondary)$xStandards 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a808.0420712 676 $a808/.0420712 700 $aLewis$b William E$015680 701 $aWalpole$b Sharon$01573895 701 $aMcKenna$b Michael C$01082987 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910787632803321 996 $aCracking the Common Core$93849821 997 $aUNINA