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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 |
| 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 | ||
| ||
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 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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.
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||