Gregory Berry teaches English at South Salem High School, where he has also served as teacher leader, instructional coach, and department coordinator, and is an adjunct English instructor at Chemeketa Community College. He received his BA in English, BS in Education, and MS is education from Eastern Oregon University and his doctorate in educational leadership, curriculum, and instruction from Portland State University in 2009. He is the author of Literacy for Learning: A Handbook of Content Area Strategies for Middle and High School Teachers, published by Rowman & Littlefield in 2014.
Inhaltsangabe
Preface Acknowledgements Introduction Chapter One: English Language Arts, Educational Reform, and the Common Core State Standards Movement Cycles of ChangeThe Common Core State Standards: Promise and ControversyHolding on To Literature in the English CurriculumChapter Two: Cultivating Literacy Learning through Close Reading The Importance of Integrating Reading and WritingClose Reading Strategies for Literary and Informational Text Close Reading: What it Is and Why It's ImportantClose Reading ControversyWhat is Complex TextSuggested Close Reading StrategiesStrategy One: Four Basic QuestionsStrategy Two: Think-AloudStrategy Three: Vocabulary: Structural Analysis and Context CluesStrategy Four: Reading Like a WriterStrategy Five: Text MarkingStrategy Six: Charting the TextStrategy Seven: Interactive Shared ReadingStrategy Eight: Monitoring ComprehensionStrategy Nine: Multiple ReadingsStrategy Ten: Using Evidence from TextStrategy Eleven: Student-Determined Text-Dependent QuestionsStrategy Twelve: Teaching Text StructureStrategy Thirteen: Color Coding of TextStrategy Fourteen: CommentaryStrategy Fifteen: Analyzing a SourceStrategy Sixteen: ParaphrasingStrategy Seventeen: KNOWSStrategy Eighteen: Apps for Promoting Reading SkillStrategy Nineteen: The One PagerChapter Three: Textual Evidence and Elaboration Textual Evidence: What it is and Why it's ImportantSimple Ways to Teach Textual EvidenceSample Strategies Color Coding StrategyPoetry Explication: Supporting Your Reading by Citing Textual EvidenceUsing TransitionsA Time to Dig Deeper: Answering Text-Based QuestionChapter Four: Performance Tasks for Specific Literary Texts What are Performance Tasks?Performance Tasks for Specific TextsHuckleberry Finn and 19th Century Literature Performance Task Cyrano De Bergerac Performance TaskThe Great Gatsby Performance TaskOur Town Performance TaskOf Mice and Men Performance TaskThe Crucible Performance TaskRicochet River Performance TaskThe Bean TreesHouse on Mango Street Performance TaskPoetry Performance TasksPart One: Literary Analysis of ThemePart Two: Layered CurriculumPoverty Performance TaskAfterword: Letting Our Garden Grow
Preface Acknowledgements Introduction Chapter One: English Language Arts, Educational Reform, and the Common Core State Standards Movement Cycles of ChangeThe Common Core State Standards: Promise and ControversyHolding on To Literature in the English CurriculumChapter Two: Cultivating Literacy Learning through Close Reading The Importance of Integrating Reading and WritingClose Reading Strategies for Literary and Informational Text Close Reading: What it Is and Why It's ImportantClose Reading ControversyWhat is Complex TextSuggested Close Reading StrategiesStrategy One: Four Basic QuestionsStrategy Two: Think-AloudStrategy Three: Vocabulary: Structural Analysis and Context CluesStrategy Four: Reading Like a WriterStrategy Five: Text MarkingStrategy Six: Charting the TextStrategy Seven: Interactive Shared ReadingStrategy Eight: Monitoring ComprehensionStrategy Nine: Multiple ReadingsStrategy Ten: Using Evidence from TextStrategy Eleven: Student-Determined Text-Dependent QuestionsStrategy Twelve: Teaching Text StructureStrategy Thirteen: Color Coding of TextStrategy Fourteen: CommentaryStrategy Fifteen: Analyzing a SourceStrategy Sixteen: ParaphrasingStrategy Seventeen: KNOWSStrategy Eighteen: Apps for Promoting Reading SkillStrategy Nineteen: The One PagerChapter Three: Textual Evidence and Elaboration Textual Evidence: What it is and Why it's ImportantSimple Ways to Teach Textual EvidenceSample Strategies Color Coding StrategyPoetry Explication: Supporting Your Reading by Citing Textual EvidenceUsing TransitionsA Time to Dig Deeper: Answering Text-Based QuestionChapter Four: Performance Tasks for Specific Literary Texts What are Performance Tasks?Performance Tasks for Specific TextsHuckleberry Finn and 19th Century Literature Performance Task Cyrano De Bergerac Performance TaskThe Great Gatsby Performance TaskOur Town Performance TaskOf Mice and Men Performance TaskThe Crucible Performance TaskRicochet River Performance TaskThe Bean TreesHouse on Mango Street Performance TaskPoetry Performance TasksPart One: Literary Analysis of ThemePart Two: Layered CurriculumPoverty Performance TaskAfterword: Letting Our Garden Grow
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
