Georgia Journal of Literacy最新文献_第6页

Teachers Use IRIs to Help Struggling Readers 教师使用IRIs帮助困难的读者

Georgia Journal of Literacy Pub Date : 2014-10-30 DOI: 10.56887/galiteracy.58

Carolyn Russell, Barbara Griesheim, Nancy Lee

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The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 Ela Standards 共同核心指导书:帮助教师解决K-5 Ela标准的策略

Georgia Journal of Literacy Pub Date : 2014-10-30 DOI: 10.56887/galiteracy.61

C. Draper, L. Soares

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Quantum Shifts 量子变化

Georgia Journal of Literacy Pub Date : 2014-03-30 DOI: 10.56887/galiteracy.36

Gerald L. Boyd

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The Effect of Explicit Instruction with Writing Conventions Among Preservice Teachers 职前教师写作习惯显性教学的效果

Georgia Journal of Literacy Pub Date : 2014-03-30 DOI: 10.56887/galiteracy.32

L. Sharp

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Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student's Response to a Poem 先验知识激活的意义:双语幼儿园学生对一首诗的反应

Georgia Journal of Literacy Pub Date : 2014-03-30 DOI: 10.56887/galiteracy.31

Alma D. Stevenson

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Tacky and a Tambourine: Enhancing First Grade Literacy Through Music 俗气和手鼓:通过音乐提高一年级学生的读写能力

Georgia Journal of Literacy Pub Date : 2014-03-30 DOI: 10.56887/galiteracy.33

N. Arrington

引用次数: 1

Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers 识字辅导:为下一代教师提供领导和支持

Georgia Journal of Literacy Pub Date : 2014-03-30 DOI: 10.56887/galiteracy.30

Katie Stover, C. Glover

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Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8 信息性课文的细读:3-8年级的评估导向教学

Georgia Journal of Literacy Pub Date : 2013-10-30 DOI: 10.56887/galiteracy.42

L. Soares, C. Draper

{"title":"Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8","authors":"L. Soares, C. Draper","doi":"10.56887/galiteracy.42","DOIUrl":"https://doi.org/10.56887/galiteracy.42","url":null,"abstract":"The role of close reading in the 21st century has become a necessary component of reading comprehension more than ever. Given the extraordinary amount of informational texts presented in print and digital formats that students encounter in today’s classrooms, the need for students to engage in critical reading to determine what a text says explicitly is essential for students to become critical consumers of information. In addition, the Common Core State Standards (CCSS) place further emphasis on the importance of teaching students to engage in “close, attentive reading” as critical text analysis relates to 80% of the Reading standards at each grade level (International Reading Association Common Core State Standards [CCSS] Committee, 2012). Sunday Cummins’ (2013) Close Reading of Informational Texts; Assessment- Driven Instruction in Grades 3-8 offers teachers a wealth of tools to teach close reading wrapped in one book. According to Cummins, close reading is the process of understanding how the words on a page fit together to support the author’s central ideas. Students examine the text’s structure, key vocabulary to build conceptual meaning, and connect to their own prior knowledge to use the information and ideas drawn from texts as the basis to grasp meaning. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133939891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The ABCs of Literacy: Creating Excitement About Learning Through Reading, Writing and Poetry in an Early Learning College Literacy Session 识字的abc:在早期学习大学识字课程中通过阅读，写作和诗歌创造对学习的兴奋

Georgia Journal of Literacy Pub Date : 2013-10-30 DOI: 10.56887/galiteracy.41

A. Katz

引用次数: 0

Helping Struggling Readers Track Their Own Learning Growth 帮助苦苦挣扎的读者追踪自己的学习成长

Georgia Journal of Literacy Pub Date : 2013-10-30 DOI: 10.56887/galiteracy.40

S. Szabo

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引用次数: 0