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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 /
Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)'teaching students the skills they need to be college and career ready. Each anchor...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco, CA :
Jossey-Bass, A Wiley Brand,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title page; Copyright page; Contents; Dedication; Preface; Acknowledgments; About the Author; 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; CHAPTER 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?; CHAPTER 2: The Common Core's Broadest Answer to Its Central, Burning Question; Demonstrate Independence; Build Strong Content Knowledge.
- Respond to Task, Audience, Purpose, and DisciplineComprehend 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; Technical Meanings; Connotative and Denotative Meanings; Figurative Meanings; 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; Topically Linked Texts from Multiple Genres; Topically Linked Articles; Thematically Linked Texts from Multiple Genres; 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 WritingW. 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.