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Biblioteca

MARC Lista (tabellare)
20 literacy strategies to meet the common core [[electronic resource] ] : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
20 literacy strategies to meet the common core [[electronic resource] ] : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
Autore McEwan-Adkins Elaine K. <1941->
Pubbl/distr/stampa Bloomington, Ind., : Solution Tree Press, c2013
Descrizione fisica 1 online resource (328 p.)
Disciplina 428.0071/2
Altri autori (Persone) BurnettAllyson
Soggetto topico Language arts (Middle school) - United States
Language arts (Secondary) - United States
Language arts - Standards - United States
Soggetto genere / forma Electronic books.
ISBN 1-936764-30-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto pt. I. Overview of key ideas and details -- pt. II. Overview of craft and structure -- pt. III. Integration of knowledge and ideas -- pt. IV. Range of reading and text complexity.
Record Nr. UNINA-9910463335203321
McEwan-Adkins Elaine K. <1941->  
Bloomington, Ind., : Solution Tree Press, c2013
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
20 literacy strategies to meet the common core : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
20 literacy strategies to meet the common core : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
Autore McEwan-Adkins Elaine K. <1941->
Pubbl/distr/stampa Bloomington, Ind., : Solution Tree Press, c2013
Descrizione fisica 1 online resource (xv, 307 pages) : color ill
Disciplina 428.0071/2
Collana Gale eBooks
Soggetto topico Language arts (Middle school) - United States
Language arts (Secondary) - United States
Language arts - Standards - United States
ISBN 1-936764-30-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto pt. I. Overview of key ideas and details -- pt. II. Overview of craft and structure -- pt. III. Integration of knowledge and ideas -- pt. IV. Range of reading and text complexity.
Record Nr. UNINA-9910787670103321
McEwan-Adkins Elaine K. <1941->  
Bloomington, Ind., : Solution Tree Press, c2013
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
20 literacy strategies to meet the common core : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
20 literacy strategies to meet the common core : increasing rigor in middle & high school classrooms / / Elaine K. McEwan-Adkins, Allyson J. Burnett
Autore McEwan-Adkins Elaine K. <1941->
Pubbl/distr/stampa Bloomington, Ind., : Solution Tree Press, c2013
Descrizione fisica 1 online resource (xv, 307 pages) : color ill
Disciplina 428.0071/2
Collana Gale eBooks
Soggetto topico Language arts (Middle school) - United States
Language arts (Secondary) - United States
Language arts - Standards - United States
ISBN 1-936764-30-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto pt. I. Overview of key ideas and details -- pt. II. Overview of craft and structure -- pt. III. Integration of knowledge and ideas -- pt. IV. Range of reading and text complexity.
Record Nr. UNINA-9910819360703321
McEwan-Adkins Elaine K. <1941->  
Bloomington, Ind., : Solution Tree Press, c2013
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Autore Tantillo Sarah <1965->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (282 p.)
Disciplina 428.4
Soggetto topico Reading - United States
Language arts - Curricula - United States
Language arts - Standards - United States
Soggetto genere / forma Electronic books.
ISBN 1-118-83908-0
1-118-83909-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Machine generated contents note: Acknowledgments About the Author Preface: Why I Felt Compelled to Write This Book Introduction: What Problems This Book Attempts to Solve, and How PART ONE BASIC INGREDIENTS One Strategic Planning To Strengthen Curriculum Strategic Action-Planning: How to Make Things Happen How to Keep Track of the Standards Curriculum Resources Two School-Wide Approaches To Reading What to Consider When Selecting Texts for K-12 Human Resources: The Varsity Reading Coach Strategic Reading and Writing Class How to Get Two Thousand Students to Fall in Love with Reading Three Bridging The Gap When Students Are Not On Grade Level What You Need to Know about Text Complexity A Strategic Approach How to Engage and Support Parents Low-Hanging Fruit: Classroom Discourse and Vocabulary Instruction Why and How to Maximize Cross-Content Connections A Word to School Leaders Four Unit-Planning The Big Picture Annotated Curriculum Overview Map Sample Curriculum Overview Map Annotated Unit Plan Template Sample ELA Unit Plan From-Units-to-Lessons Logistics Five Lesson-Planning Why Lesson-Planning Habits Matter Annotated Lesson Plan Template How to Avoid Kidnapping Your Students: Rigorous, Purposeful, Measurable (RPM) Objectives Objectives and Lesson-planning with the Metaphor of Your Choice Designing Effective Do Nows Using Do Nows to Strengthen the Four Key Critical Reading Skills Some Truths About "I Do, We Do, You Do" Exit Tickets A Few Thoughts on Homework PART TWO APPETIZERS Six First Bites Of The Common Core Diving In Which Standards Should We Start With? Tasty Morsels for Staff Training Outlining Your First Unit Seven Close Reading Strategies Quadrant Analysis as a Way to Boost Comprehension Annotation Revisited: Why and How We Read The Overlooked Skill of Skimming What "Text-Dependent" Really Means The Most Important Skill You Could Possibly Teach More Bites at Inquiry PART THREE ENTRE acute;ES Eight Argument Vs. Evidence: The Big Picture And Six Essential Steps Argument vs. Evidence: The Big Picture Argument vs. Evidence: Step 1 Argument vs. Evidence: Step 2 Argument vs. Evidence: Step 3 Argument vs. Evidence: Step 4 Argument vs. Evidence: Step 5 Argument vs. Evidence: Step 6 Nine Quote Sandwiches Why Everyone Needs to Know the Recipe for Quote Sandwiches The Recipe for Quote Sandwiches Examples and Non-Examples of Quote Sandwiches Drawing a Picture of "Context" Ten Open-Ended Response Writing Common Problems and Solutions What is "RACER"? A Handy Open-ended Response Rubric Eleven DBQs (Document-Based Questions) For One And All Topic-Driven Assignments vs. Question-Driven Assignments How and Why to Take the Document-Based Question (DBQ) Approach Twelve How To Translate The Ela Common Core Standards For Actual Use Step 1: Trajectory Analysis Step 2: Unpack Standards and Design Objectives and Activities to Meet Them Step 3: Compare and Contrast Standards for Literature and Informational Text Models of Unpacked Standards: K-2, Grades 3-5, Grades 6-8, Grades 9-12 PART FOUR DESSERTS Thirteen Appendix Strategic Reading Time (SRT) Users' Manual Trajectory Analysis Charts for Reading Informational Text (RIT) Standards Notes Index How to Use the CD How to Use The Literacy Cookbook Website .
Record Nr. UNINA-9910464615503321
Tantillo Sarah <1965->  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Autore Tantillo Sarah <1965->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (282 p.)
Disciplina 428.4
Soggetto topico Reading - United States
Language arts - Curricula - United States
Language arts - Standards - United States
ISBN 1-118-83908-0
1-118-83909-9
Classificazione EDU029000
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Machine generated contents note: Acknowledgments About the Author Preface: Why I Felt Compelled to Write This Book Introduction: What Problems This Book Attempts to Solve, and How PART ONE BASIC INGREDIENTS One Strategic Planning To Strengthen Curriculum Strategic Action-Planning: How to Make Things Happen How to Keep Track of the Standards Curriculum Resources Two School-Wide Approaches To Reading What to Consider When Selecting Texts for K-12 Human Resources: The Varsity Reading Coach Strategic Reading and Writing Class How to Get Two Thousand Students to Fall in Love with Reading Three Bridging The Gap When Students Are Not On Grade Level What You Need to Know about Text Complexity A Strategic Approach How to Engage and Support Parents Low-Hanging Fruit: Classroom Discourse and Vocabulary Instruction Why and How to Maximize Cross-Content Connections A Word to School Leaders Four Unit-Planning The Big Picture Annotated Curriculum Overview Map Sample Curriculum Overview Map Annotated Unit Plan Template Sample ELA Unit Plan From-Units-to-Lessons Logistics Five Lesson-Planning Why Lesson-Planning Habits Matter Annotated Lesson Plan Template How to Avoid Kidnapping Your Students: Rigorous, Purposeful, Measurable (RPM) Objectives Objectives and Lesson-planning with the Metaphor of Your Choice Designing Effective Do Nows Using Do Nows to Strengthen the Four Key Critical Reading Skills Some Truths About "I Do, We Do, You Do" Exit Tickets A Few Thoughts on Homework PART TWO APPETIZERS Six First Bites Of The Common Core Diving In Which Standards Should We Start With? Tasty Morsels for Staff Training Outlining Your First Unit Seven Close Reading Strategies Quadrant Analysis as a Way to Boost Comprehension Annotation Revisited: Why and How We Read The Overlooked Skill of Skimming What "Text-Dependent" Really Means The Most Important Skill You Could Possibly Teach More Bites at Inquiry PART THREE ENTRE acute;ES Eight Argument Vs. Evidence: The Big Picture And Six Essential Steps Argument vs. Evidence: The Big Picture Argument vs. Evidence: Step 1 Argument vs. Evidence: Step 2 Argument vs. Evidence: Step 3 Argument vs. Evidence: Step 4 Argument vs. Evidence: Step 5 Argument vs. Evidence: Step 6 Nine Quote Sandwiches Why Everyone Needs to Know the Recipe for Quote Sandwiches The Recipe for Quote Sandwiches Examples and Non-Examples of Quote Sandwiches Drawing a Picture of "Context" Ten Open-Ended Response Writing Common Problems and Solutions What is "RACER"? A Handy Open-ended Response Rubric Eleven DBQs (Document-Based Questions) For One And All Topic-Driven Assignments vs. Question-Driven Assignments How and Why to Take the Document-Based Question (DBQ) Approach Twelve How To Translate The Ela Common Core Standards For Actual Use Step 1: Trajectory Analysis Step 2: Unpack Standards and Design Objectives and Activities to Meet Them Step 3: Compare and Contrast Standards for Literature and Informational Text Models of Unpacked Standards: K-2, Grades 3-5, Grades 6-8, Grades 9-12 PART FOUR DESSERTS Thirteen Appendix Strategic Reading Time (SRT) Users' Manual Trajectory Analysis Charts for Reading Informational Text (RIT) Standards Notes Index How to Use the CD How to Use The Literacy Cookbook Website .
Record Nr. UNINA-9910786776403321
Tantillo Sarah <1965->  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Literacy and the Common Core : Recipes for Action / / Sarah Tantillo ; with illustrations by Sandy Gingras
Autore Tantillo Sarah <1965->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (282 p.)
Disciplina 428.4
Soggetto topico Reading - United States
Language arts - Curricula - United States
Language arts - Standards - United States
ISBN 1-118-83908-0
1-118-83909-9
Classificazione EDU029000
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Machine generated contents note: Acknowledgments About the Author Preface: Why I Felt Compelled to Write This Book Introduction: What Problems This Book Attempts to Solve, and How PART ONE BASIC INGREDIENTS One Strategic Planning To Strengthen Curriculum Strategic Action-Planning: How to Make Things Happen How to Keep Track of the Standards Curriculum Resources Two School-Wide Approaches To Reading What to Consider When Selecting Texts for K-12 Human Resources: The Varsity Reading Coach Strategic Reading and Writing Class How to Get Two Thousand Students to Fall in Love with Reading Three Bridging The Gap When Students Are Not On Grade Level What You Need to Know about Text Complexity A Strategic Approach How to Engage and Support Parents Low-Hanging Fruit: Classroom Discourse and Vocabulary Instruction Why and How to Maximize Cross-Content Connections A Word to School Leaders Four Unit-Planning The Big Picture Annotated Curriculum Overview Map Sample Curriculum Overview Map Annotated Unit Plan Template Sample ELA Unit Plan From-Units-to-Lessons Logistics Five Lesson-Planning Why Lesson-Planning Habits Matter Annotated Lesson Plan Template How to Avoid Kidnapping Your Students: Rigorous, Purposeful, Measurable (RPM) Objectives Objectives and Lesson-planning with the Metaphor of Your Choice Designing Effective Do Nows Using Do Nows to Strengthen the Four Key Critical Reading Skills Some Truths About "I Do, We Do, You Do" Exit Tickets A Few Thoughts on Homework PART TWO APPETIZERS Six First Bites Of The Common Core Diving In Which Standards Should We Start With? Tasty Morsels for Staff Training Outlining Your First Unit Seven Close Reading Strategies Quadrant Analysis as a Way to Boost Comprehension Annotation Revisited: Why and How We Read The Overlooked Skill of Skimming What "Text-Dependent" Really Means The Most Important Skill You Could Possibly Teach More Bites at Inquiry PART THREE ENTRE acute;ES Eight Argument Vs. Evidence: The Big Picture And Six Essential Steps Argument vs. Evidence: The Big Picture Argument vs. Evidence: Step 1 Argument vs. Evidence: Step 2 Argument vs. Evidence: Step 3 Argument vs. Evidence: Step 4 Argument vs. Evidence: Step 5 Argument vs. Evidence: Step 6 Nine Quote Sandwiches Why Everyone Needs to Know the Recipe for Quote Sandwiches The Recipe for Quote Sandwiches Examples and Non-Examples of Quote Sandwiches Drawing a Picture of "Context" Ten Open-Ended Response Writing Common Problems and Solutions What is "RACER"? A Handy Open-ended Response Rubric Eleven DBQs (Document-Based Questions) For One And All Topic-Driven Assignments vs. Question-Driven Assignments How and Why to Take the Document-Based Question (DBQ) Approach Twelve How To Translate The Ela Common Core Standards For Actual Use Step 1: Trajectory Analysis Step 2: Unpack Standards and Design Objectives and Activities to Meet Them Step 3: Compare and Contrast Standards for Literature and Informational Text Models of Unpacked Standards: K-2, Grades 3-5, Grades 6-8, Grades 9-12 PART FOUR DESSERTS Thirteen Appendix Strategic Reading Time (SRT) Users' Manual Trajectory Analysis Charts for Reading Informational Text (RIT) Standards Notes Index How to Use the CD How to Use The Literacy Cookbook Website .
Record Nr. UNINA-9910827772703321
Tantillo Sarah <1965->  
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
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
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-9910812066103321
Stuart Dave, Jr.  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Reading, writing, and rigor : helping students achieve greater depth of knowledge in literacy / / Nancy Boyles
Reading, writing, and rigor : helping students achieve greater depth of knowledge in literacy / / Nancy Boyles
Autore Boyles Nancy N. <1948->
Pubbl/distr/stampa Alexandria, Virginia : , : ASCD, , [2018]
Descrizione fisica 1 online resource (227 pages)
Disciplina 379.2/40973
Soggetto topico Language arts - United States
Language arts - Standards - United States
Reading - Ability testing
Literacy - United States
Soggetto genere / forma Electronic books.
ISBN 1-4166-2343-4
1-4166-2556-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction. Wanted : rigor in literacy -- Evidence : supporting depth of knowledge -- Skills and concepts : supporting depth of knowledge -- Strategic reasoning : supporting depth of knowledge -- Extended thinking : supporting depth of knowledge -- Sample lessons and planning templates -- Books and other resources that inspire deep thinking -- Teaching tools and resources.
Record Nr. UNINA-9910466539303321
Boyles Nancy N. <1948->  
Alexandria, Virginia : , : ASCD, , [2018]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui