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Biblioteca

MARC Lista (tabellare)
Learning challenge lessons, secondary english language arts : 20 lessons to guide students through the learning pit / / by Jill Nottingham, James Nottingham, and Mark Bollom
Learning challenge lessons, secondary english language arts : 20 lessons to guide students through the learning pit / / by Jill Nottingham, James Nottingham, and Mark Bollom
Autore Nottingham Jill
Pubbl/distr/stampa Thousand Oaks : , : A SAGE Company, , 2019
Descrizione fisica 1 online resource (245 pages) : illustrations
Disciplina 428.00712
Soggetto topico Language arts (Secondary) - Activity programs
Reading comprehension - Study and teaching (Secondary) - Activity programs
ISBN 1-0718-7247-8
1-5443-3051-0
1-5443-3053-7
1-5443-3050-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part I. Setting the scene -- Preparing to use the lesson ideas -- The lesson strategies -- Part II. The lesson ideas.
Record Nr. UNINA-9910794285503321
Nottingham Jill  
Thousand Oaks : , : A SAGE Company, , 2019
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning challenge lessons, secondary english language arts : 20 lessons to guide students through the learning pit / / by Jill Nottingham, James Nottingham, and Mark Bollom
Learning challenge lessons, secondary english language arts : 20 lessons to guide students through the learning pit / / by Jill Nottingham, James Nottingham, and Mark Bollom
Autore Nottingham Jill
Pubbl/distr/stampa Thousand Oaks : , : A SAGE Company, , 2019
Descrizione fisica 1 online resource (245 pages) : illustrations
Disciplina 428.00712
Soggetto topico Language arts (Secondary) - Activity programs
Reading comprehension - Study and teaching (Secondary) - Activity programs
ISBN 1-0718-7247-8
1-5443-3051-0
1-5443-3053-7
1-5443-3050-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part I. Setting the scene -- Preparing to use the lesson ideas -- The lesson strategies -- Part II. The lesson ideas.
Record Nr. UNINA-9910815624703321
Nottingham Jill  
Thousand Oaks : , : A SAGE Company, , 2019
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Autore Hickman Karrell
Pubbl/distr/stampa Thousand Oaks, California : , : Corwin Press, , 2007
Descrizione fisica 1 online resource (168 p.)
Disciplina 428.00712
Soggetto topico Language arts (Secondary)
Student-centered learning
Soggetto genere / forma Electronic books.
ISBN 1-4522-9691-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover""; ""Contents""; ""Acknowledgments""; ""About the Author""; ""Introduction""; ""Chapter 1 - Working Toward a Student-Centered Classroom""; ""Considering Your Instructional Practices""; ""Developing Student-Led Class Discussions""; ""The Logistics of Whole-Class, Student-Led Discussions""; ""Small-Group, Student-Led Discussions""; ""Building Criteria""; ""Small-Group Discussion Criteria for a Novel""; ""From Criteria to Rubrics: Student-Led Assessment Tool""; ""Sample Criteria for a Reflective Essay""; ""Student-Generated Reflective Essay Rubric""
""Other Sample Student-Generated Rubrics""""Quality: Using Members of the School Community""; ""Other Assessment Tools""; ""Letter of Evaluation""; ""Other Informal Evaluations""; ""Tutors, Teachers, and Collaborators""; ""Peer Tutoring""; ""Peer Teaching (Mini Lessons)""; ""Giving Back to the School and Other Challenge Projects""; ""Time Management""; ""Calendars""; ""Proposals""; ""Progress Memos""; ""Outside Reading""; ""Pacing""; ""Course Correcting""; ""Considering Lessons and Lesson Planning""; ""Chapter 2 - How to Create a Project""; ""Where to Find Project Ideas""; ""Project Ideas""
""A Sample Research Project to Fit an Occasion""""Lesson Versus Project""; ""Incorporating Important Language Concepts""; ""The Design""; ""Considering the Parameters of Your Project""; ""Reversing the Process: High Interest First""; ""Combining Academic and Technical Classes for a Hands-on Project""; ""Organizing""; ""Culminating Activities""; ""Worksheets""; ""Chapter 3 - Standards, SCANS, and High-Stakes Testing""; ""Standards and Projects""; ""Standards for the English Language Arts, Developed by NCTE and IRA""; ""High-Stakes Testing""; ""Chapter 4 - Adopt a Poet""
""Teacher Instructions""""Choosing a Poet and a Poem""; ""Promoting Student-Centered Behaviors""; ""Embedded Mini Lessons""; ""Keeping a Calendar""; ""Getting Started""; ""The Written Analysis""; ""The Graphic""; ""Presentation""; ""Letter of Evaluation""; ""Student Instructions""; ""Choose a Poet""; ""Pick a Poem""; ""Biographical Information and Influences of People and the Times""; ""Quote Your Poet""; ""Concrete Poetry""; ""Picture of the Poet""; ""The Written Analysis""; ""The Graphic""; ""Annotated Bibliography""; ""Presentation""; ""Chapter 5 - Project Monster""
""Teacher Instructions""""Literary Monsters""; ""Abstract Monsters""; ""Generic Monsters""; ""Introducing Students to Monsters""; ""Book Contract""; ""Keeping a Calendar""; ""Research Assignments""; ""Section 1: The Monster""; ""Section 2: Analysis""; ""Section 3: More Analysis""; ""Section 4: Making Other Connections""; ""Section 5: Essay""; ""Portfolio""; ""Presentation""; ""Introduction""; ""Body of Presentation""; ""Student Instructions""; ""Monsters in Literature""; ""Abstract Monsters""; ""Generic Monsters""; ""Calendar""; ""Research Assignments""; ""Section 1: Introduce Your Monster""
""Section 2: Analysis""
Record Nr. UNINA-9910480202403321
Hickman Karrell  
Thousand Oaks, California : , : Corwin Press, , 2007
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Autore Hickman Karrell
Pubbl/distr/stampa Thousand Oaks, California : , : Corwin Press, , 2007
Descrizione fisica 1 online resource (168 p.)
Disciplina 428.00712
Soggetto topico Language arts (Secondary)
Student-centered learning
ISBN 1-4522-9691-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover""; ""Contents""; ""Acknowledgments""; ""About the Author""; ""Introduction""; ""Chapter 1 - Working Toward a Student-Centered Classroom""; ""Considering Your Instructional Practices""; ""Developing Student-Led Class Discussions""; ""The Logistics of Whole-Class, Student-Led Discussions""; ""Small-Group, Student-Led Discussions""; ""Building Criteria""; ""Small-Group Discussion Criteria for a Novel""; ""From Criteria to Rubrics: Student-Led Assessment Tool""; ""Sample Criteria for a Reflective Essay""; ""Student-Generated Reflective Essay Rubric""
""Other Sample Student-Generated Rubrics""""Quality: Using Members of the School Community""; ""Other Assessment Tools""; ""Letter of Evaluation""; ""Other Informal Evaluations""; ""Tutors, Teachers, and Collaborators""; ""Peer Tutoring""; ""Peer Teaching (Mini Lessons)""; ""Giving Back to the School and Other Challenge Projects""; ""Time Management""; ""Calendars""; ""Proposals""; ""Progress Memos""; ""Outside Reading""; ""Pacing""; ""Course Correcting""; ""Considering Lessons and Lesson Planning""; ""Chapter 2 - How to Create a Project""; ""Where to Find Project Ideas""; ""Project Ideas""
""A Sample Research Project to Fit an Occasion""""Lesson Versus Project""; ""Incorporating Important Language Concepts""; ""The Design""; ""Considering the Parameters of Your Project""; ""Reversing the Process: High Interest First""; ""Combining Academic and Technical Classes for a Hands-on Project""; ""Organizing""; ""Culminating Activities""; ""Worksheets""; ""Chapter 3 - Standards, SCANS, and High-Stakes Testing""; ""Standards and Projects""; ""Standards for the English Language Arts, Developed by NCTE and IRA""; ""High-Stakes Testing""; ""Chapter 4 - Adopt a Poet""
""Teacher Instructions""""Choosing a Poet and a Poem""; ""Promoting Student-Centered Behaviors""; ""Embedded Mini Lessons""; ""Keeping a Calendar""; ""Getting Started""; ""The Written Analysis""; ""The Graphic""; ""Presentation""; ""Letter of Evaluation""; ""Student Instructions""; ""Choose a Poet""; ""Pick a Poem""; ""Biographical Information and Influences of People and the Times""; ""Quote Your Poet""; ""Concrete Poetry""; ""Picture of the Poet""; ""The Written Analysis""; ""The Graphic""; ""Annotated Bibliography""; ""Presentation""; ""Chapter 5 - Project Monster""
""Teacher Instructions""""Literary Monsters""; ""Abstract Monsters""; ""Generic Monsters""; ""Introducing Students to Monsters""; ""Book Contract""; ""Keeping a Calendar""; ""Research Assignments""; ""Section 1: The Monster""; ""Section 2: Analysis""; ""Section 3: More Analysis""; ""Section 4: Making Other Connections""; ""Section 5: Essay""; ""Portfolio""; ""Presentation""; ""Introduction""; ""Body of Presentation""; ""Student Instructions""; ""Monsters in Literature""; ""Abstract Monsters""; ""Generic Monsters""; ""Calendar""; ""Research Assignments""; ""Section 1: Introduce Your Monster""
""Section 2: Analysis""
Record Nr. UNINA-9910797460103321
Hickman Karrell  
Thousand Oaks, California : , : Corwin Press, , 2007
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Literacy projects for student-centered classrooms : tips and lessons to engage students / / Karrell Hickman ; cover designer, Rose Storey
Autore Hickman Karrell
Pubbl/distr/stampa Thousand Oaks, California : , : Corwin Press, , 2007
Descrizione fisica 1 online resource (168 p.)
Disciplina 428.00712
Soggetto topico Language arts (Secondary)
Student-centered learning
ISBN 1-4522-9691-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto ""Cover""; ""Contents""; ""Acknowledgments""; ""About the Author""; ""Introduction""; ""Chapter 1 - Working Toward a Student-Centered Classroom""; ""Considering Your Instructional Practices""; ""Developing Student-Led Class Discussions""; ""The Logistics of Whole-Class, Student-Led Discussions""; ""Small-Group, Student-Led Discussions""; ""Building Criteria""; ""Small-Group Discussion Criteria for a Novel""; ""From Criteria to Rubrics: Student-Led Assessment Tool""; ""Sample Criteria for a Reflective Essay""; ""Student-Generated Reflective Essay Rubric""
""Other Sample Student-Generated Rubrics""""Quality: Using Members of the School Community""; ""Other Assessment Tools""; ""Letter of Evaluation""; ""Other Informal Evaluations""; ""Tutors, Teachers, and Collaborators""; ""Peer Tutoring""; ""Peer Teaching (Mini Lessons)""; ""Giving Back to the School and Other Challenge Projects""; ""Time Management""; ""Calendars""; ""Proposals""; ""Progress Memos""; ""Outside Reading""; ""Pacing""; ""Course Correcting""; ""Considering Lessons and Lesson Planning""; ""Chapter 2 - How to Create a Project""; ""Where to Find Project Ideas""; ""Project Ideas""
""A Sample Research Project to Fit an Occasion""""Lesson Versus Project""; ""Incorporating Important Language Concepts""; ""The Design""; ""Considering the Parameters of Your Project""; ""Reversing the Process: High Interest First""; ""Combining Academic and Technical Classes for a Hands-on Project""; ""Organizing""; ""Culminating Activities""; ""Worksheets""; ""Chapter 3 - Standards, SCANS, and High-Stakes Testing""; ""Standards and Projects""; ""Standards for the English Language Arts, Developed by NCTE and IRA""; ""High-Stakes Testing""; ""Chapter 4 - Adopt a Poet""
""Teacher Instructions""""Choosing a Poet and a Poem""; ""Promoting Student-Centered Behaviors""; ""Embedded Mini Lessons""; ""Keeping a Calendar""; ""Getting Started""; ""The Written Analysis""; ""The Graphic""; ""Presentation""; ""Letter of Evaluation""; ""Student Instructions""; ""Choose a Poet""; ""Pick a Poem""; ""Biographical Information and Influences of People and the Times""; ""Quote Your Poet""; ""Concrete Poetry""; ""Picture of the Poet""; ""The Written Analysis""; ""The Graphic""; ""Annotated Bibliography""; ""Presentation""; ""Chapter 5 - Project Monster""
""Teacher Instructions""""Literary Monsters""; ""Abstract Monsters""; ""Generic Monsters""; ""Introducing Students to Monsters""; ""Book Contract""; ""Keeping a Calendar""; ""Research Assignments""; ""Section 1: The Monster""; ""Section 2: Analysis""; ""Section 3: More Analysis""; ""Section 4: Making Other Connections""; ""Section 5: Essay""; ""Portfolio""; ""Presentation""; ""Introduction""; ""Body of Presentation""; ""Student Instructions""; ""Monsters in Literature""; ""Abstract Monsters""; ""Generic Monsters""; ""Calendar""; ""Research Assignments""; ""Section 1: Introduce Your Monster""
""Section 2: Analysis""
Record Nr. UNINA-9910820783403321
Hickman Karrell  
Thousand Oaks, California : , : Corwin Press, , 2007
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Autore Webster Alec
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 1996
Descrizione fisica 1 online resource (204 p.)
Disciplina 420.71041
428.0071
428.00712
Altri autori (Persone) BeveridgeMichael
ReedMalcolm
Soggetto topico Language arts (Elementary) - Great Britain
Language arts (Secondary) - Great Britain
Reading (Elementary) - Great Britain
Reading (Secondary) - Great Britain
English language - Composition and exercises - Study and teaching (Elementary) - Great Britain
English language - Composition and exercises - Study and teaching (Secondary) - Great Britain
Soggetto genere / forma Electronic books.
ISBN 1-134-83010-6
1-280-14457-2
0-203-97573-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto BOOK COVER; HALF-TITLE; TITLE; COPYRIGHT; DEDICATION; CONTENTS; FIGURES; TABLES; APPENDICES; ACKNOWLEDGEMENTS; INTRODUCTION; 1 RETHINKING THE MEANING OF LITERACY; 2 A FRAMWORK FOR UNDERSTANDING LITERACY TEACHING AND LEARNING; 3 AUDITING THE LITERACY CURRICULUM; 4 LITERACY AND LEARNING IN THE PRIMARY CLASSROOM; 5 LITERACY ACROSS A SECONDARY SCHOOL CURRICULUM; 6 MANAGING THE LITERACY CURRICULUM; APPENDICES; REFERENCES; INDEX
Record Nr. UNINA-9910450885003321
Webster Alec  
London ; ; New York : , : Routledge, , 1996
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Autore Webster Alec
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 1996
Descrizione fisica 1 online resource (204 p.)
Disciplina 420.71041
428.0071
428.00712
Altri autori (Persone) BeveridgeMichael
ReedMalcolm
Soggetto topico Language arts (Elementary) - Great Britain
Language arts (Secondary) - Great Britain
Reading (Elementary) - Great Britain
Reading (Secondary) - Great Britain
English language - Composition and exercises - Study and teaching (Elementary) - Great Britain
English language - Composition and exercises - Study and teaching (Secondary) - Great Britain
ISBN 1-134-83009-2
1-134-83010-6
1-280-14457-2
0-203-97573-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto BOOK COVER; HALF-TITLE; TITLE; COPYRIGHT; DEDICATION; CONTENTS; FIGURES; TABLES; APPENDICES; ACKNOWLEDGEMENTS; INTRODUCTION; 1 RETHINKING THE MEANING OF LITERACY; 2 A FRAMWORK FOR UNDERSTANDING LITERACY TEACHING AND LEARNING; 3 AUDITING THE LITERACY CURRICULUM; 4 LITERACY AND LEARNING IN THE PRIMARY CLASSROOM; 5 LITERACY ACROSS A SECONDARY SCHOOL CURRICULUM; 6 MANAGING THE LITERACY CURRICULUM; APPENDICES; REFERENCES; INDEX
Record Nr. UNINA-9910783874203321
Webster Alec  
London ; ; New York : , : Routledge, , 1996
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Managing the literacy curriculum : how schools can become communities of readers and writers / / Alec Webster, Michael Beveridge, and Malcolm Reed
Autore Webster Alec
Edizione [1st ed.]
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 1996
Descrizione fisica 1 online resource (204 p.)
Disciplina 420.71041
428.0071
428.00712
Altri autori (Persone) BeveridgeMichael
ReedMalcolm
Soggetto topico Language arts (Elementary) - Great Britain
Language arts (Secondary) - Great Britain
Reading (Elementary) - Great Britain
Reading (Secondary) - Great Britain
English language - Composition and exercises - Study and teaching (Elementary) - Great Britain
English language - Composition and exercises - Study and teaching (Secondary) - Great Britain
ISBN 1-134-83009-2
1-134-83010-6
1-280-14457-2
0-203-97573-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto BOOK COVER; HALF-TITLE; TITLE; COPYRIGHT; DEDICATION; CONTENTS; FIGURES; TABLES; APPENDICES; ACKNOWLEDGEMENTS; INTRODUCTION; 1 RETHINKING THE MEANING OF LITERACY; 2 A FRAMWORK FOR UNDERSTANDING LITERACY TEACHING AND LEARNING; 3 AUDITING THE LITERACY CURRICULUM; 4 LITERACY AND LEARNING IN THE PRIMARY CLASSROOM; 5 LITERACY ACROSS A SECONDARY SCHOOL CURRICULUM; 6 MANAGING THE LITERACY CURRICULUM; APPENDICES; REFERENCES; INDEX
Record Nr. UNINA-9910828759203321
Webster Alec  
London ; ; New York : , : Routledge, , 1996
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
A non-freaked out guide to teaching the common core : using the 32 literacy anchor standards to develop college- and career-ready students / / Dave Stuart Jr ; cover concept, Heather Hazard
A non-freaked out guide to teaching the common core : using the 32 literacy anchor standards to develop college- and career-ready students / / Dave Stuart Jr ; cover concept, Heather Hazard
Autore Stuart Dave, Jr.
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (xix, 173 pages)
Disciplina 428.00712
Soggetto topico Language arts (Secondary) - United States
Language arts - Standards - United States
Education - Standards - United States
Soggetto genere / forma Electronic books.
ISBN 1-118-95227-8
1-118-95228-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction -- An Epic Journey Beckons -- A Sword for Your Quest -- This Book Is Like a Taco -- A Final Note before Diving In -- PART I: Foundations -- 1: What Is the Central, Burning Question of the Common Core State Standards? -- What's an Anchor Standard? -- Why Call Them "Anchors"? -- Why Not Just Use the Grade-Specific Standards? -- 2: The Common Core's Broadest Answer to Its Central, Burning Question -- Demonstrate Independence -- Build Strong Content Knowledge -- Respond to Task, Audience, Purpose, and Discipline -- Comprehend as Well as Critique -- Value Evidence -- Use Technology Strategically and Capably -- Come to Understand Other Perspectives and Cultures -- PART II: The Anchor Standards in Reading -- R.CCR.1: Read Closely -- Determine Literal, Explicit Meaning -- Make Logical Inferences -- Support Conclusions with Textual Evidence -- R.CCR.2: Decide on What's Central -- Pull Apart How That Central Thing Is Developed -- Summarize the Text -- R.CCR.3: How Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? -- Why Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? -- R.CCR.4: Interpret Words and Phrases -- Analyze Word Choice -- R.CCR.5: Structure and Interconnectedness in Novels -- Structure and Interconnectedness in Articles -- Structure and Interconnectedness in Poems -- Structure and Interconnectedness in Primary Source Documents -- Structure and Interconnectedness in Textbooks -- R.CCR.6: Point of View -- Purpose -- How Do Point of View and Purpose Shape Literary Texts? -- How Do Point of View and Purpose Shape an Informational Text? -- R.CCR.7: Evaluate Content -- Evaluate Diverse Content -- Integrate It All -- R.CCR.8: Delineating an Argument: Four Key Parts -- Evaluating an Argument -- R.CCR.9: Read Related Texts -- Read Related Texts to Build Knowledge -- Read Related Texts to Compare Authorial Approaches --
R.CCR.10: Read and Comprehend Grade-Appropriate Complex Texts -- Proficiently Read Both Informational and Literary Texts -- PART III: The Anchor Standards in Writing -- W.CCR.1: Why Is Argumentative Writing First? -- So, What's an Argument, According to the Common Core? -- Make a Claim about a Substantive Topic or Text -- Support That Claim with Relevant and Sufficient Evidence -- Tie It All Together with Valid Reasoning -- W.CCR.2: How Does the Common Core Define Informative/Explanatory Texts? -- What Genres Fall under the Umbrella Genre of Informative/Explanatory Writing? -- How Does Informative/Explanatory Writing Differ from Argumentative Writing? -- Select, Organize, and Analyze Content -- Maintain Accuracy and Clarity -- W.CCR.3: How Does the Common Core Define Narrative Writing? -- Develop Real or Imagined Experiences -- Use Well-Chosen Details -- Use Well-Structured Event Sequences -- Use Effective Technique -- How Should the Three Common Core Modes of Writing Be Balanced? -- W.CCR.4: Task -- Audience -- Purpose -- W.CCR.5: The Not-So-Sexy Parts of the Writing Process -- Plan -- Revise -- Edit -- Rewrite or Try a New Approach -- W.CCR.6: "We Bought iPads, and Now We're Common Core Aligned!" -- Produce and Publish Writing with Technology -- Interact and Collaborate with Others through Technology -- W.CCR.7: Conduct Research Projects of Varying Length -- Focus Your Research Questions -- Demonstrate Newfound Understandings -- W.CCR.8: Gather Relevant Info from Multiple Sources -- Assess the Credibility and Accuracy of Sources -- Integrate Information without Plagiarizing -- W.CCR.9: Back Up Stuff with Evidence -- W.CCR.10: Write Like Crazy -- Write for Lots of TAPs --
PART IV: The Anchor Standards in Speaking and Listening -- SL.CCR.1: Come to Conversations Prepared -- Converse Effectively with Anyone on the Planet -- Build on Others' Ideas and Clearly, Persuasively Express Your Own -- SL.CCR.2: How Do I Integrate Information from a Given Source? -- When Do I Integrate Information from a Given Source? -- SL.CCR.3: What Are the Strengths and Limitations of This Speaker's Point of View? -- What Are the Strengths and Limitations of This Speaker's Use of Evidence and Reasoning? -- What Are the Strengths and Limitations of This Speaker's Use of Rhetoric? -- SL.CCR.4: Begin with TAP -- Create a Presentation That Listeners Can Follow -- SL.CCR.5: Strategic Use... -- ...of Digital Media and Visual Displays of Data -- SL.CCR.6: Adapt for Context -- Demonstrate Formal English When Appropriate -- PART V: The Anchor Standards in Language -- L.CCR.1: A Note on the Intertwining Nature of L.CCR.1-3 -- Grammar and Usage: The Focus of L.CCR.1 -- L.CCR.2: Capitalize Correctly -- Punctuate Perfectly -- Spell Superbly -- L.CCR.3: Using the Grade-Specific Requirements to Gain a Deeper Understanding of the Anchor -- How Does Language Function in Different Contexts? -- How Do I Use Language to Communicate and Comprehend Effectively? -- L.CCR.4: Use Context Clues -- Analyze Word Parts -- Use References -- L.CCR.5: Meaning One Thing, Saying Another -- L.CCR.6: Effectively Acquire and Use a Range of General Academic and Domain-Specific Vocabulary -- Independently and Strategically Gather Knowledge When Faced with an Important Unknown Word -- CONCLUSION: One Non-Freaked Out Approach to Implementing the Standards -- Regularly Grapple with Grade-Level Complex Texts -- Go Big on Argument -- Ensure That Every Student Speaks, Every Day -- Write Like Crazy -- Teach Grit and Self-Control -- What Will You Start With? -- APPENDIX: All Anchors on a 2-page Spread.
Record Nr. UNINA-9910465421703321
Stuart Dave, Jr.  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
A non-freaked out guide to teaching the common core : using the 32 literacy anchor standards to develop college- and career-ready students / / Dave Stuart Jr ; cover concept, Heather Hazard
A non-freaked out guide to teaching the common core : using the 32 literacy anchor standards to develop college- and career-ready students / / Dave Stuart Jr ; cover concept, Heather Hazard
Autore Stuart Dave, Jr.
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (xix, 173 pages)
Disciplina 428.00712
Soggetto topico Language arts (Secondary) - United States
Language arts - Standards - United States
Education - Standards - United States
ISBN 1-118-95227-8
1-118-95228-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction -- An Epic Journey Beckons -- A Sword for Your Quest -- This Book Is Like a Taco -- A Final Note before Diving In -- PART I: Foundations -- 1: What Is the Central, Burning Question of the Common Core State Standards? -- What's an Anchor Standard? -- Why Call Them "Anchors"? -- Why Not Just Use the Grade-Specific Standards? -- 2: The Common Core's Broadest Answer to Its Central, Burning Question -- Demonstrate Independence -- Build Strong Content Knowledge -- Respond to Task, Audience, Purpose, and Discipline -- Comprehend as Well as Critique -- Value Evidence -- Use Technology Strategically and Capably -- Come to Understand Other Perspectives and Cultures -- PART II: The Anchor Standards in Reading -- R.CCR.1: Read Closely -- Determine Literal, Explicit Meaning -- Make Logical Inferences -- Support Conclusions with Textual Evidence -- R.CCR.2: Decide on What's Central -- Pull Apart How That Central Thing Is Developed -- Summarize the Text -- R.CCR.3: How Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? -- Why Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? -- R.CCR.4: Interpret Words and Phrases -- Analyze Word Choice -- R.CCR.5: Structure and Interconnectedness in Novels -- Structure and Interconnectedness in Articles -- Structure and Interconnectedness in Poems -- Structure and Interconnectedness in Primary Source Documents -- Structure and Interconnectedness in Textbooks -- R.CCR.6: Point of View -- Purpose -- How Do Point of View and Purpose Shape Literary Texts? -- How Do Point of View and Purpose Shape an Informational Text? -- R.CCR.7: Evaluate Content -- Evaluate Diverse Content -- Integrate It All -- R.CCR.8: Delineating an Argument: Four Key Parts -- Evaluating an Argument -- R.CCR.9: Read Related Texts -- Read Related Texts to Build Knowledge -- Read Related Texts to Compare Authorial Approaches --
R.CCR.10: Read and Comprehend Grade-Appropriate Complex Texts -- Proficiently Read Both Informational and Literary Texts -- PART III: The Anchor Standards in Writing -- W.CCR.1: Why Is Argumentative Writing First? -- So, What's an Argument, According to the Common Core? -- Make a Claim about a Substantive Topic or Text -- Support That Claim with Relevant and Sufficient Evidence -- Tie It All Together with Valid Reasoning -- W.CCR.2: How Does the Common Core Define Informative/Explanatory Texts? -- What Genres Fall under the Umbrella Genre of Informative/Explanatory Writing? -- How Does Informative/Explanatory Writing Differ from Argumentative Writing? -- Select, Organize, and Analyze Content -- Maintain Accuracy and Clarity -- W.CCR.3: How Does the Common Core Define Narrative Writing? -- Develop Real or Imagined Experiences -- Use Well-Chosen Details -- Use Well-Structured Event Sequences -- Use Effective Technique -- How Should the Three Common Core Modes of Writing Be Balanced? -- W.CCR.4: Task -- Audience -- Purpose -- W.CCR.5: The Not-So-Sexy Parts of the Writing Process -- Plan -- Revise -- Edit -- Rewrite or Try a New Approach -- W.CCR.6: "We Bought iPads, and Now We're Common Core Aligned!" -- Produce and Publish Writing with Technology -- Interact and Collaborate with Others through Technology -- W.CCR.7: Conduct Research Projects of Varying Length -- Focus Your Research Questions -- Demonstrate Newfound Understandings -- W.CCR.8: Gather Relevant Info from Multiple Sources -- Assess the Credibility and Accuracy of Sources -- Integrate Information without Plagiarizing -- W.CCR.9: Back Up Stuff with Evidence -- W.CCR.10: Write Like Crazy -- Write for Lots of TAPs --
PART IV: The Anchor Standards in Speaking and Listening -- SL.CCR.1: Come to Conversations Prepared -- Converse Effectively with Anyone on the Planet -- Build on Others' Ideas and Clearly, Persuasively Express Your Own -- SL.CCR.2: How Do I Integrate Information from a Given Source? -- When Do I Integrate Information from a Given Source? -- SL.CCR.3: What Are the Strengths and Limitations of This Speaker's Point of View? -- What Are the Strengths and Limitations of This Speaker's Use of Evidence and Reasoning? -- What Are the Strengths and Limitations of This Speaker's Use of Rhetoric? -- SL.CCR.4: Begin with TAP -- Create a Presentation That Listeners Can Follow -- SL.CCR.5: Strategic Use... -- ...of Digital Media and Visual Displays of Data -- SL.CCR.6: Adapt for Context -- Demonstrate Formal English When Appropriate -- PART V: The Anchor Standards in Language -- L.CCR.1: A Note on the Intertwining Nature of L.CCR.1-3 -- Grammar and Usage: The Focus of L.CCR.1 -- L.CCR.2: Capitalize Correctly -- Punctuate Perfectly -- Spell Superbly -- L.CCR.3: Using the Grade-Specific Requirements to Gain a Deeper Understanding of the Anchor -- How Does Language Function in Different Contexts? -- How Do I Use Language to Communicate and Comprehend Effectively? -- L.CCR.4: Use Context Clues -- Analyze Word Parts -- Use References -- L.CCR.5: Meaning One Thing, Saying Another -- L.CCR.6: Effectively Acquire and Use a Range of General Academic and Domain-Specific Vocabulary -- Independently and Strategically Gather Knowledge When Faced with an Important Unknown Word -- CONCLUSION: One Non-Freaked Out Approach to Implementing the Standards -- Regularly Grapple with Grade-Level Complex Texts -- Go Big on Argument -- Ensure That Every Student Speaks, Every Day -- Write Like Crazy -- Teach Grit and Self-Control -- What Will You Start With? -- APPENDIX: All Anchors on a 2-page Spread.
Record Nr. UNINA-9910786887403321
Stuart Dave, Jr.  
San Francisco, California : , : Jossey-Bass, , 2014
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