Sentences with phrase «close reading of texts»

Effective teachers assign writing and oral language tasks that require close reading of texts: for example, a letter or diary entry by a historical figure, a skit that takes place during a particular historical event, a travel brochure, or a matching game.

For things that are more subject - specific, such as the close reading of texts and the balance of fiction and nonfiction, I included those only in the examples for particular critical attributions.

Support close reading of texts with a carefully curated set of 76 field - tested books.

Year 2 is designed to extend analytical thinking skills through close reading of texts, oral commentary and analytical essay writing.

His former life as a youth revivalist had prepared him for close readings of text in ways that are rare among those who were not trained in exegesis.

We learn from a close reading of the text about the formal conditions for aesthetic enjoyment and symbolic significance.

Freely admitting its opacity, we turn to a close reading of the text.

This requires a close reading of the text, over against what people remember from the story.

When PBL teachers design and conduct projects, we need to be sure that our projects are rooted in the verbs targeted in CCSS - specific skills, such as close reading of text and writing in response to text.

Worksheet contains pre-reading, mid-reading and post-reading tasks where students make predictions about the outcome, boost their vocabulary, do a close reading of the text.

The first step is to do a close reading of the text of the standards themselves.

In this lesson, the teacher conducts a close reading of the text, with a focus on vocabulary and author's craft.

Citing evidence in a text is an important goal for students under the Common Core State Standards (CCSS), which call for close reading of a text, making logical inferences, and citing pertinent evide... Read More...

TPP novice teachers had students do close readings of the text and developed students» content knowledge more often than the control novice teachers.

In your grade - level team, discuss how you would approach a close reading of a text in each category.

Not exact matches

After reading several of the posts on the «interpretation of mythical texts into a book called the bible» one is left to wonder how a being who is supposed to have created the universe would permit what is often referred to as «his inerrant words»... to get so screwed up... you would think he / she / it would have been keeping a close eye on a book that he / she / it wanted to have in print for... mass distribution... it is not not a womder the bible is messed up the way it is... it is a «human» construct... only humans could mess a book up that badly... gods do nor make mistakes... except for Rick Santorum

While I do not consider myself an expert on all the religious writings of all of the main religions in the world, I have read most of the main religious texts for most of the main world religions, and while it is not uncommon to find violent events being described in these other religious books, no other set of religious writings comes even close to describing the violence and bloodshed that one finds within the pages of the Hebrew Scriptures.

University of Notre Dame Press, 248 pages, $ 34.95 This is a splendid example of the close reading of classical texts taught» or formerly taught» in the theological graduate schools of Yale.

A close and careful reading of the Hebrew text also helps.

In his own wide - ranging and nuanced criticism of both biblical and secular texts, Ricoeur himself moves easily from a close reading of symbols to theoretical reflection, thereby modeling for an entire generation a more conceptually sophisticated way of joining religion and art than had heretofore been practiced.

Prayer and the reading of sacred texts, for example, are prescribed ways of drawing closer to God.

Though they may accuse me of not reading the Bible literally, I firmly believe that my explanation is quite close to the way the original author and audience would have understood the text and is therefore, the best and most literal reading of the text.

Even there, Hempton suggests, we come closest to the living pulse of Wesley's thinking not by reading his texts but by asking what he was willing to fight for.

In an excited letter to Spalatin (on this occasion he was considered highly suitable for a discussion of the text), dated 14 December 1516, Luther wrote: «If reading a pure and solid theology, which is available in German and is of a quality closest to that of the Fathers, might please you, then get yourself the sermons of Johann Tauler, the Dominican... I have seen no theological work in Latin or German that is more sound and more in harmony with the gospel than this... Taste it and see how sweet the Lord is, [a quotation from the Psalms] after you have first tried and realised how bitter is whatever we are».

mistrusting generalizations and theoretical constructions, exploring particular situations revealed by close reading of specific texts in the light of all I could learn about social and cultural contexts.»

The term contrasts with the traditional technique of close reading, in which individual texts are examined in detail.

In one of the core texts that many modern stage magicians read while in training, Professor Hoffmann's Modern Magic, the wand is described as an ideal prop for distracting the eyes, for granting an excuse to close the hand and hide something within it, and to provide the illusion of having real magical power.

For the past 10 years, the Camera Culture group at MIT's Media Lab has been developing innovative imaging systems — from a camera that can see around corners to one that can read text in closed books — by using «time of flight,» an approach that gauges distance by measuring the time it takes light projected into a scene to bounce back to a sensor.

If I read a lot of the texts on managing T1 and exercise, they talk about 100g / hr of carbs whereas with my actions above I'm closer to 20g / hr carbs while exercising.

Compared to the original games, textures are now clear when viewed up close: you can even read some of the small text on the ships for the first time.

While it's true that Common Core emphasizes «close reading» of grade - level texts, this should not be the only type of reading kids engage with.

Though he sees potential in the «commonness» of the Common Core, he argues that true learning gains will only follow if states turn more demanding ELA standards into a mandate for knowledge - rich curricula and if test makers understand that «close reading» of texts could make things worse unless those texts are integrated with such a curriculum.

Instead of the teacher spending as much time on background and stage setting, I think there'll be more close reading and analysis of text and how it was written.

Denise — A close read puts most or all of the attention on figuring out the text with information in the text (less focus on background information or information that the teacher tells you about this story or article).

Although the task is not extended over the typical length of time of a project, and does not include student - generated questions, it does involve the investigation of an issue through close reading of several diverse texts.

Here's a example of something I recently had to say, «Hey, we are talking a lot about close reading of complex text, but the standards also call for reading a large variety of grade - level texts, which we know can greatly improve reading skills.

But if you look at the data in Amazon books, you will see that the bestselling books about the Common Core are «skills - centric» ones that claim to prepare teachers for the new language arts standards by advocating techniques for «close reading» and for mastering «text complexity» as though such skills were the main ones for understanding a text no matter how unfamiliar a student might be with the topic of the text.

In short, the CCSS has reclaimed a technique popular in the 1940s, close reading, or sustained interpretation of, in particular, the wording of a text.

Although the Common Core ELA standards are comprehensive and address a broad range of communication skills, they place particular emphasis on five key areas: reading informational text, reading complex text, close reading and citing text evidence, writing arguments, and research.

Where, she wondered, «is the research to support: close reading, increased Lexile levels, the use of informational texts, and other questionable practices in the primary grades?»

«When close reading is done well, you have weak readers who never would never have had the chance to deal with rich, complex text in the ballgame, grasping it, learning from it, and feeling good about it,» notes reading specialist David Liben of Student Achievement Partners.

Close reading is «an intensive analysis of a piece of text, in order to come to terms with what it says, how it says it, and what it means,» writes literacy expert Tim Shanahan of the University of Illinois at Chicago.

This close reading activity is designed to enable students to dissect and understand the complex text of Woodrow Wilson's Fourteen Points speech.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

The texts themselves were chosen by the leadership of my charter school network, Uncommon Schools, with guidance from both the Common Core text - selection criteria and the network's own curricular team The lesson plan sequence, questioning, activities, close reading passages, schema, and focuses were up to me and my co-teacher.

THINK Literacy includes Reading Workshop (independent reading and small - group direct instruction); Guided Reading (students read more - challenging books, with help from teachers); Read Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary technReading Workshop (independent reading and small - group direct instruction); Guided Reading (students read more - challenging books, with help from teachers); Read Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary technreading and small - group direct instruction); Guided Reading (students read more - challenging books, with help from teachers); Read Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary technReading (students read more - challenging books, with help from teachers); Read Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary techniquread more - challenging books, with help from teachers); Read Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary techniquRead Aloud (teachers read books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary techniquread books aloud, and students discuss the major ideas); and Shared Text (close reading of short texts, emphasizing central meaning and literary technreading of short texts, emphasizing central meaning and literary techniques).

Since the standards are complex texts and demand a «close» reading, we recommend that staff carefully examine the table of contents and the organizational structure; the headers (e.g., Design Considerations; What is Not Covered, etc.), the components (e.g., Anchor Standards and Foundational Skills for ELA; Standards for Mathematical Practice), and the Appendices (ELA).

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?

This lesson is focused on a theme of community, lessons learned, analysis of text / close reading, and feelings but can easily be modified for other uses.

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now / Motivation student - centered question • The Algonquian reading passage with graphic organizer • Application / Closing / Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?