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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-9910812066103321 |
Stuart Dave, Jr.
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| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar [and three others] ; edited by Mark Onuscheck, Jeanne Spiller
| Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar [and three others] ; edited by Mark Onuscheck, Jeanne Spiller |
| Autore | Argentar Daniel M. <1970-> |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree, , [2020] |
| Descrizione fisica | 1 online resource (224 pages) |
| Disciplina | 428.00712 |
| Soggetto topico | Language arts (Middle school) |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-947604-98-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466963203321 |
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Argentar Daniel M. <1970->
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| Bloomington, Indiana : , : Solution Tree, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar, Katherine A.N. Gillies, Maureen M. Rubenstein, Brian R. Wise ; edited by Mark Onuscheck, Jeanne Spiller
| Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar, Katherine A.N. Gillies, Maureen M. Rubenstein, Brian R. Wise ; edited by Mark Onuscheck, Jeanne Spiller |
| Autore | Argentar Daniel M. <1970-> |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2020] |
| Descrizione fisica | 1 online resource (xviii, 201 pages) : illustrations, charts |
| Disciplina | 428.00712 |
| Collana |
Every teacher is a literacy teacher
Gale eBooks |
| Soggetto topico |
Language arts (Middle school)
Reading (Middle school) Writing - Study and teaching (Middle school) English language - Study and teaching (Middle school) |
| ISBN | 1-947604-98-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- 1. Introduction -- 2. Collaboration, Learning, and Results -- 3. Foundational Literacy - Triage -- 4. Pre-reading Strategies -- 5. During Reading Strategies -- 6. Post-reading Strategies -- 7. Writing Strategies -- 8. Assessment -- References -- Appendix. |
| Record Nr. | UNINA-9910793805103321 |
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Argentar Daniel M. <1970->
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| Bloomington, Indiana : , : Solution Tree Press, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar, Katherine A.N. Gillies, Maureen M. Rubenstein, Brian R. Wise ; edited by Mark Onuscheck, Jeanne Spiller
| Reading and writing strategies for the secondary English classroom in a PLC at work / / Daniel M. Argentar, Katherine A.N. Gillies, Maureen M. Rubenstein, Brian R. Wise ; edited by Mark Onuscheck, Jeanne Spiller |
| Autore | Argentar Daniel M. <1970-> |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2020] |
| Descrizione fisica | 1 online resource (xviii, 201 pages) : illustrations, charts |
| Disciplina | 428.00712 |
| Collana |
Every teacher is a literacy teacher
Gale eBooks |
| Soggetto topico |
Language arts (Middle school)
Reading (Middle school) Writing - Study and teaching (Middle school) English language - Study and teaching (Middle school) |
| ISBN | 1-947604-98-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- 1. Introduction -- 2. Collaboration, Learning, and Results -- 3. Foundational Literacy - Triage -- 4. Pre-reading Strategies -- 5. During Reading Strategies -- 6. Post-reading Strategies -- 7. Writing Strategies -- 8. Assessment -- References -- Appendix. |
| Record Nr. | UNINA-9910810423903321 |
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Argentar Daniel M. <1970->
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| Bloomington, Indiana : , : Solution Tree Press, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Say yes to pears : food literacy in and beyond the English classroom / / Joseph Franzen and Brent Peters
| Say yes to pears : food literacy in and beyond the English classroom / / Joseph Franzen and Brent Peters |
| Autore | Franzen Joseph <1983-> |
| Pubbl/distr/stampa | [Place of publication not identified] : , : National Council of Teachers of English (NCTE), , [2019] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 428.00712 |
| Soggetto topico |
English language - Study and teaching (Secondary)
Food industry and trade |
| ISBN | 0-8141-0036-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Title Page -- Copyright -- Contents -- FOREWORD: WORDS FROM DIXIE GOSWAMI -- INTRODUCTION: MEET THE AUTHORS -- CHAPTER 1 Saying Yes -- CHAPTER 2 Saying Yes to Food Lit -- CHAPTER 3 Saying Yes beyond the English Classroom and beyond the School Day -- AFTERWORD -- WORKS CITED -- INDEX -- AUTHORS. |
| Record Nr. | UNINA-9910780789203321 |
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Franzen Joseph <1983->
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| [Place of publication not identified] : , : National Council of Teachers of English (NCTE), , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Say yes to pears : food literacy in and beyond the English classroom / / Joseph Franzen and Brent Peters
| Say yes to pears : food literacy in and beyond the English classroom / / Joseph Franzen and Brent Peters |
| Autore | Franzen Joseph <1983-> |
| Pubbl/distr/stampa | [Place of publication not identified] : , : National Council of Teachers of English (NCTE), , [2019] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 428.00712 |
| Soggetto topico |
English language - Study and teaching (Secondary)
Food industry and trade |
| ISBN | 0-8141-0036-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Title Page -- Copyright -- Contents -- FOREWORD: WORDS FROM DIXIE GOSWAMI -- INTRODUCTION: MEET THE AUTHORS -- CHAPTER 1 Saying Yes -- CHAPTER 2 Saying Yes to Food Lit -- CHAPTER 3 Saying Yes beyond the English Classroom and beyond the School Day -- AFTERWORD -- WORKS CITED -- INDEX -- AUTHORS. |
| Record Nr. | UNINA-9910829295703321 |
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Franzen Joseph <1983->
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| [Place of publication not identified] : , : National Council of Teachers of English (NCTE), , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Taking the lead on adolescent literacy [[electronic resource] ] : action steps for schoolwide success / / Judith L. Irvin ... [et al.] ; foreword by Andres Henriquez
| Taking the lead on adolescent literacy [[electronic resource] ] : action steps for schoolwide success / / Judith L. Irvin ... [et al.] ; foreword by Andres Henriquez |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin |
| Descrizione fisica | 1 online resource (249 p.) |
| Disciplina | 428.00712 |
| Altri autori (Persone) | IrvinJudith L. <1947-> |
| Soggetto topico |
Language arts (Secondary)
Literacy programs School improvement programs |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-7136-4
1-4522-0896-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Foreword; About the Authors; Part I: The Model, Process, and Rubrics; Rationale for a Schoolwide Focus on Literacy; Introduction to the Literacy Action Rubrics; Part II: Schoolwide Change in Five Stages; 1 - Stage 1: Get Ready; 2 - Stage 2: Assess; 3 - Stage 3: Plan; 4 - Stage 4: Implement; 5 - Stage 5: Sustain; Part III: School and District Administrators as Literacy Leaders; 6 - The Principal's Role; 7 - District Support; Resource A: School Vignettes; Resource B: Tools to Use When Implementing the Five-Stage Process; Resource C: Examples of Each Rubric Component in Action
Resource D: Riverton High School Case StudyResource E: Matrix of Resources Available in Taking Action on Adolescent Literacy and Meeting the Challenge of Adolescent Literacy; Resource F: Glossary of Terms; References; Index |
| Record Nr. | UNINA-9910480896203321 |
| Thousand Oaks, Calif., : Corwin | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching English as an additional language in secondary schools : theory and practice / / Sean Bracken, Catherine Driver and Karima Kadi-Hanifi
| Teaching English as an additional language in secondary schools : theory and practice / / Sean Bracken, Catherine Driver and Karima Kadi-Hanifi |
| Autore | Bracken Sean |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (189 pages) : illustrations, tables |
| Disciplina |
428.0071/2
428.00712 |
| Altri autori (Persone) |
DriverCatharine
Kadi-HanifiKarima |
| Soggetto topico |
English language - Study and teaching (Secondary) - Foreign speakers
Second language acquisition |
| ISBN |
1-138-78353-6
1-315-76864-X 1-317-66705-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. English as an additional language : what does it mean, who is it for and how is it acquired? -- 2. Policy perspectives : a changing nation changing schools -- 3. Whole school policy, leadership and research-informed practice -- 4. EAL pedagogy and practice in the classroom -- 5. Enhancing EAL learning and teaching : using TEL and online resources -- 6. Advancing learning throught assessment -- 7. Conclusion : key learning for practitioners. |
| Record Nr. | UNINA-9910150344903321 |
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Bracken Sean
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| London ; ; New York : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching Secondary School Literacies with ICT [[electronic resource]]
| Teaching Secondary School Literacies with ICT [[electronic resource]] |
| Autore | Monteith Moira |
| Pubbl/distr/stampa | Maidenhead, : McGraw-Hill Education, 2004 |
| Descrizione fisica | 1 online resource (187 p.) |
| Disciplina | 428.00712 |
| Soggetto topico | Literacy |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-94731-4
9786610947317 0-335-22651-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Half title; Title; Copyright; Contents; Introduction; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Introduction to chap-9; Chapter 9; Index |
| Record Nr. | UNINA-9910457413603321 |
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Monteith Moira
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| Maidenhead, : McGraw-Hill Education, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching the Content Areas to English Language Learners in Secondary Schools : English Language Arts, Mathematics, Science, and Social Studies / / edited by Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira
| Teaching the Content Areas to English Language Learners in Secondary Schools : English Language Arts, Mathematics, Science, and Social Studies / / edited by Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (334 pages) |
| Disciplina |
428.00712
428.0071 |
| Collana | English Language Education |
| Soggetto topico |
Language and education
Teaching Language and languages—Study and teaching Language Education Teaching and Teacher Education Language Teaching |
| ISBN | 3-030-02245-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Language-Content Integration across School Subjects: Approaches to Teaching English Language Learners; Luciana C. de Oliveira, Kathryn Obenchain, Rachael Kenney, Alandeom W. Oliveira -- Part I: English Language Arts -- Multimodal literacies in the English language arts classroom for English language learners; Luciana C. de Oliveira, Loren Jones, and Sharon Smith -- From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6-12); Brandy Gibb, Guofang Li -- A Genre-Based Approach to Teaching Argument Writing; Kathleen Ramos -- Six High-leverage Writing Practices for Teaching English Language Learners in English Language Arts; Julie Goldman -- Using Multicultural Nonfiction and Multimedia to Develop Intercultural Competence; Vicky Giouroukakis, Maureen Connolly -- Part II: Mathematics -- Keying English Learner Students into Mathematical Content: The Things I Notice Approach; Jill A. Perry, Beth A. Wassell -- Doing and Talking Mathematics: Engaging ELLs in the Academic Discourse of the Mathematical Practices; Rita MacDonald, Sarah Lord, Emily Miller -- A Framework for Improving the Teaching of Mathematics to Bi/Multilingual Learners; Kara Mitchell Viesca, Nicole M. Joseph, Nancy Commins -- Culturally Supporting Latinas and Korean Girls in Mathematics; Woong Lim, Kyeong-Hwa Lee, Paula Guerra -- Linguistically Responsive Teaching to Foster ELL Engagement, Reasoning, and Participation in a Mathematics Discourse Community; Mary A. Avalos, Walter G. Secada -- Part III: Science -- Activating Bilingual English Language Learners’ Strengths in Science: The Pedagogy of Argument Driven Inquiry (ADI); Rebecca M. Callahan, Victor Sampson, Stephanie Rivale -- Supporting English Language Learners through Inquiry-Based Science: Three Strategies for Your Classroom; Joshua W. Reid, Cindi Smith-Walters, Katherine A. Mangione, Alison Dorris, Terri Tharp -- Engaging English Language Learners in Model-Based Science Instruction; Magdalena Pando, Zenaida Aguirre-Muñoz -- Scaffolding English Language Learners’ Literacy Development Through a Science Inquiry Approach; Sandra Mercuri, Natascha Mercuri -- Using Communication Models to Teach ELLs Science; Alandeom W. Oliveira, Molly Weinburgh -- Part IV: Social Studies -- Engaging ELL’s Positionality through Critical Geography and History in the Social Studies Classroom; J. Spencer Clark, G. Sue Kasun, Fallon Farokhi -- Developing Literacy through Contemporary Art: Promising Practices for English Language Learners in Social Studies Classrooms; Bárbara C. Cruz, Robert W. Bailey -- Visual Biography and Citizenship: Biography Driven Instruction in the Social Studies Classroom; Jillian Baldwin Kim, Alexander Cuenca, Amy Yun-Ping Chen -- Thinking Inside the Box: Using Graphic Novels to English Language Learners in the Social Studies Classroom; Carla K. Meyer, Laura Mahalingappa, Kristy A. Brugar -- Multiple Perspectives: Engaging Diverse Voices in the Social Studies Classroom; Paul J. Yoder, Ashley Taylor Jaffee. |
| Record Nr. | UNINA-9910337743703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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