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Reading the Bible: A Study Guide
by Timothy R. Carmody<P>An engaging biblical text in order to better understand and interpret it, and to enter into the process of learning how to do this.<P> Ideal for introductory Bible courses, adult education groups, and readers of any faith.
Reading the Epistles of James, Peter, John & Jude as Scripture: The Shaping and Shape of a Canonical Collection
by Robert W. Wall David NienhuisThrough a detailed examination of the historical shaping and final canonical shape of seven oft-neglected New Testament letters, Reading the Epistles of James, Peter, John, and Jude as Scripture introduces readers to the historical, literary, and theological integrity of this indispensable apostolic witness.While most scholars today interpret biblical texts in terms of their individual historical points of composition, David Nienhuis and Robert Wall argue that a theological approach to this part of Scripture is better served by attending to these texts' historical point of canonization -- those key moments in the ancient church's life when apostolic writings were grouped together to maximize the Spirit's communication of the apostolic rule of faith to believers everywhere.Reading the Epistles of James, Peter, John, and Jude as Scripture is the only treatment of the Catholic Epistles that approaches these seven letters as an intentionally designed and theologically coherent canonical collection.
Reading the Good Book Well: A Guide to Biblical Interpretation
by Jerry Camery-HoggattThe state of teaching biblical interpretation in colleges and seminaries is generally a mess, and many conventional approaches can be alarming for religious students. The sources of this difficulty are wide ranging, but a quick summary would include at least the following: jargon that is unnecessarily technical; competing and contradictory methodologies; and a failure on the part of Biblical scholarship to demonstrate the direct relevance of its methods to the pastoral life of the Church. As a consequence, biblical scholarship is often opaque at best and distressing at worst to the student and beginning theologian. And because pastors and lay people are trained within this cobweb of methods, they are often functionally unable to draw clear conclusions from most teaching resources. Jerry Camery-Hoggatt addresses this problem with several solutions: a return to a conscious affirmation of authorial intention as the beginning place for interpretation; a careful examination of the actual workings of communication; a concept of text to include the assumptions and cultural knowledge upon which the text depends for meaningful communication; an examination of the various academic disciplines with an eye toward correlating their conclusions with the necessary activities of reading; and easily accessible language that makes sense to the beginning student and the lay reader alike. Here is a single, accessible volume that explains the basic vocabulary and logic of biblical interpretation, shows how the various methodologies can be fitted together into a seamless interpretive model for exegesis, and then reflects carefully on the implications of that method for the various issues of reading, teaching, reflection, and preaching.Through common and practical examples Jerry Camery-Hoggatt teaches students a way of reading the Bible that replicates the activities the biblical authors expected their readers would perform, and he uses a model that is applicable across linguistic boundaries, genres, and various cultural contexts; that is, throughout the human experience of language there exists a common set of mental activities that can be identified and studied, and these are fundamental to reading and interpreting the Bible.The prose style is conversational, non-technical, and is intended to be inviting to the beginning student, and refreshing for advanced students and teachers.
Reading the Hebrew Bible with Animal Studies
by Ken StoneAnimal studies may be a recent academic development, but our fascination with animals is nothing new. Surviving cave paintings are of animal forms, and closer to us, as Ken Stone points out, animals populate biblical literature from beginning to end. This book explores the significance of animal studies for the interpretation of the Hebrew Bible. The field has had relatively little impact on biblical interpretation to date, but combined with biblical scholarship, it sheds useful light on animals, animal symbolism, and the relations among animals, humans, and God—not only for those who study biblical literature and its ancient context, but for contemporary readers concerned with environmental, social, and animal ethics. Without the presence of domesticated and wild animals, neither biblical traditions nor the religions that make use of the Bible would exist in their current forms. Although parts of the Bible draw a clear line between humans and animals, other passages complicate that line in multiple ways and challenge our assumptions about the roles animals play therein. Engaging influential thinkers, including Jacques Derrida, Donna Haraway, and other experts in animal and ecological studies, Reading the Hebrew Bible with Animal Studies shows how prehumanist texts reveal unexpectedly relevant dynamics and themes for our posthumanist age.
Reading the New Testament
by Pheme PerkinsA complete revision of the first edition, includes additional chapters on individual books of the New Testament; information from archaeology and social history that has come to light in the past decade.
Reading the New Testament for the First Time
by Ronald J. AllenThe purpose of this book is to introduce the New Testament to those who have never read it. Ronald Allen offers a truly elementary guide to the New Testament's world, its story, and its message. Reading the New Testament for the First Time walks readers through the New Testament, covering key topics like these: how to find one's way around the New Testamenthow and when the New Testament was writtenimportant characters like Jesus, Paul, and the twelve disciplesbig ideas found in the New Testament such as love, righteousness, and the realm of Godhow to apply the New Testament to our lives todayand much more!
Reading the New Testament: An Introduction (Third Revised Edition)
by Pheme Perkins Frank SabbatéAn introduction to the writings of the New Testament, written by a prominent scholar who is able to communicate the main ideas and results with a clear and simple style. This third edition, although leaving intact the structure of the book, has been rewritten extensively, updating the information and adding the results of new biblical approaches and research. Includes new maps and illustrations.
Reading the New Testament: Contemporary Approaches
by James G. CrossleyReading the New Testament offers an exciting and contemporary approach to New Testament Studies, which have changed dramatically in the past thirty years. James Crossley combines an introduction to traditional methods of source, form and social-scientific criticism with postcolonial, gender and political frameworks. He discusses reception-history, covering areas such as popular culture, party politics, historical theology and the politics of contemporary scholarship. He discusses Paul and Christian origins in continental philosophy, as well as offering a more traditional analysis of Paul’s theology and the quest for the historical Jesus. A selection of readings from contemporary scholarship is provided in the final chapter of the book. Reading the New Testament has been carefully designed to help students think critically and in wide-ranging ways about the texts of the New Testament and will prove a valuable resource for everyone engaged in serious study of the Bible.
Reading the OED: One Man, One Year, 21,730 Pages
by Ammon Shea"I'm reading theOEDso you don't have to. If you are interested in vocabulary that is both spectacularly useful and beautifully useless, read on. . . "So reports Ammon Shea, the tireless, word-obsessed, and more than slightly masochistic author ofReading the OED. The word lover's Mount Everest, theOEDhas enthralled logophiles since its initial publication 80 years ago. Weighing in at 137 pounds, it is the dictionary to end all dictionaries. In 26 chapters filled with sharp wit, sheer delight, and a documentarian's keen eye, Shea shares his year inside theOED, delivering a hair-pulling, eye-crossing account of reading every word, and revealing the most obscure, hilarious, and wonderful gems he discovers along the way.
Reading the Old Testament Through Jewish Eyes (Reading the Old Testament Through Jewish Eyes)
by Evan MofficRabbi Evan Moffic has a passion for sharing Judaism and its traditions with Christian audiences.In Reading the Old Testament Through Jewish Eyes, Rabbi Moffic explores the Torah, the first five books of the Hebrew Bible, and highlights points of interest to Christians. He describes the role of the Torah in Jewish worship and practice and explores the key themes of each book guided by the wisdom of Jewish interpreters through the centuries. Join Rabbi Moffic in this study of the Torah and find rich new insights into the biblical story. Discover how the Torah can be a source of wisdom, truth, and transformation in your life.Also available are a DVD and Leader Guide to facilitate a six-week study.
Reading the Old Testament Through Jewish Eyes Leader Guide (Reading the Old Testament Through Jewish Eyes)
by Evan MofficRabbi Evan Moffic has a passion for sharing Judaism and its traditions with Christian audiences.In Reading the Old Testament Through Jewish Eyes, Rabbi Moffic explores the Torah, the first five books of the Hebrew Bible, and highlights points of interest to Christians. He describes the role of the Torah in Jewish worship and practice and explores the key themes of each book guided by the wisdom of Jewish interpreters through the centuries. Join Rabbi Moffic in this study of the Torah and find rich new insights into the biblical story. Discover how the Torah can be a source of wisdom, truth, and transformation in your life.Also available are a book and DVD to facilitate a six-week study.
Reading the Parables
by Richard LischerParables make up one-third of Jesus' speech in the New Testament. In this volume, Richard Lischer provides an expert guide to these parables and proposes an important distinction between reading and interpreting the parables. Emphasizing the importance of reading the parables versus interpreting them, Lischer asserts that reading offers a kind of breathing space to explore historical, literary, theological, and socio-political dimensions of the parables and their various meanings, whereas interpreting implies an expert and critical position that must be defended. In this volume, Lischer lays out four theories for reading parables: 1) parables obscure truth; 2) parables teach many truths; 3) parables teach one truth; and 4) parables undermine the truth. Ultimately, he concludes that biblical parables undermine dominant myths called "the truth" to shine light on the Truth that is Jesus, God's presence with us.
Reading the Sermon on the Mount with John Stott: 8 Weeks for Individuals or Groups (Reading the Bible with John Stott)
by Douglas Connelly John StottThe Message of the Sermon on the Mount
Reading the Web, Second Edition
by Maya B. Eagleton Elizabeth Dobler Donald J. LeuToday's students need to know how to locate, comprehend, evaluate, and use online information efficiently and effectively. This widely used teacher guide and course text provides a framework for maximizing students' critical, creative use of the Web in grades 3-8. Research-based strategies for instruction and assessment across the content areas are clearly explained and linked to the Common Core State Standards (CCSS). In a large-size format for easy photocopying, the book is packed with graphics, sidebars, lesson plans, and more than 90 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Incorporates state-of-the-art research and Web resources. *Chapter on major Web 3.0 developments, such as the rise of social media and mobile devices. *Connections to the CCSS are identified throughout. *Stronger focus on Universal Design for Learning and differentiated instruction. *Larger format facilitates photocopying of the updated reproducible tools.
Reading to Learn in Secondary Classrooms: Increasing Comprehension and Understanding
by Daniel M. Perna Sarah F. MahurtCovering various disciplines and accompanied by classroom examples, these strategies help secondary teachers improve students' content learning and literacy skills before, during, and after reading.
Reading to Learn in a Foreign Language: An Integrated Approach to Foreign Language Instruction and Assessment (Routledge Research in Language Education)
by Keiko Koda Junko YamashitaThis book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment. It documents the development and implementation of a theory-guided approach designed to exploit cross-linguistically sharable competencies as resources for promoting FL learning. The volume delineates the processes of (a) identifying cross-linguistically sharable competencies, (b) exploring ways of exploiting sharable competencies as resources in promoting language skills through their purposeful use for content learning, (c) implementing the instructional approach in multiple EFL classrooms, and (d) evaluating the approach by comparing learning outcomes across classrooms. It presents a solid conceptual framework that integrates theories in multiple research domains, including second language acquisition, knowledge acquisition, and language assessment. It also provides detailed descriptions of framework construction and classroom implementation – the two processes that are integral to course design and development.
Reading to Learn: Through Video Cases (Routledge Library Editions: Literacy #10)
by Michael Smith Sheila Harri-Augstein Laurie ThomasOriginally published in 1982. This book is concerned with the new kinds of demands on our reading ability made by the work we undertake for A-level, or in college, or at university, or indeed at work. It is not a speed reading book, or a reading skills book. Anyone with a lot of reading to get through may not want to read all of it quickly. Some things can be skimmed through; others take a lot of reading. This book helps readers discriminate and gives techniques to assume responsibility for their own reading. The book takes the form of a reading workbook, and consists of a number of exercises together with an interleaving commentary, along with suggestions for further work. It can be used by the individual student, by students in groups or with a teacher, and as a sourcebook for courses in study skills.
Reading with Meaning: Teaching Comprehension in the Primary Grades
by Debbie MillerTen years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence.Reading with Meaning , Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQ's from the first edition.Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.In this book, Miller reflects on her professional experiences and judgement along withcurrent research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.
Reading with Meaning: Teaching Comprehension in the Primary Grades
by Debbie MillerTen years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence.Reading with Meaning , Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQ's from the first edition.Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.In this book, Miller reflects on her professional experiences and judgement along withcurrent research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.
Reading with Meaning: Teaching Comprehension in the Primary Grades
by Debbie S. MillerIf you have ever wondered how to teach comprehension strategies to primary-age children, read on. First, imagine a primary-grade classroom where all the children are engaged and motivated; where the buzz of excited, emerging readers fills the air; where simultaneously words are sounded out and connections are made between the books of their choice and the experiences of their lives. Then, open these pages. Welcome to Debbie Miller's real classroom where real students are learning to love to read, to write, and are together creating a collaborative and caring environment. In this book, Debbie focuses on how best to teach children strategies for comprehending text. She leads the reader through the course of a year showing how her students learn to become thoughtful, independent, and strategic readers. Through explicit instruction, modeling, classroom discussion, and, most important, by gradually releasing responsibility to her students, Debbie provides a model for creating a climate and culture of thinking and learning. Here you will learn: techniques for modeling thinking; specific examples of modeled strategy lessons for inferring, asking questions, making connections, determining importance in text, creating mental images, and synthesizing information; how to help children make their thinking visible through oral, written, artistic, and dramatic responses to literature; how to successfully develop book clubs as a way for children to share their thinking. Reading with Meaning shows you how to bring your imagined classroom to life. You will emerge with new tools for teaching comprehension strategies and a firm appreciation that a rigorous classroom can also be nurturing and joyful.
Reading with Patrick: A Teacher, A Student And A Life-changing Friendship
by Michelle KuoA memoir of race, inequality, and the power of literature told through the life-changing friendship between an idealistic young teacher and her gifted student, jailed for murder in the Mississippi Delta Recently graduated from Harvard University, Michelle Kuo arrived in the rural town of Helena, Arkansas, as a Teach for America volunteer, bursting with optimism and drive. But she soon encountered the jarring realities of life in one of the poorest counties in America, still disabled by the legacy of slavery and Jim Crow. In this stirring memoir, Kuo, the child of Taiwanese immigrants, shares the story of her complicated but rewarding mentorship of one student, Patrick Browning, and his remarkable literary and personal awakening. Convinced she can make a difference in the lives of her teenaged students, Michelle Kuo puts her heart into her work, using quiet reading time and guided writing to foster a sense of self in students left behind by a broken school system. Though Michelle loses some students to truancy and even gun violence, she is inspired by some such as Patrick. Fifteen and in the eighth grade, Patrick begins to thrive under Michelle’s exacting attention. However, after two years of teaching, Michelle feels pressure from her parents and the draw of opportunities outside the Delta and leaves Arkansas to attend law school. Then, on the eve of her law-school graduation, Michelle learns that Patrick has been jailed for murder. Feeling that she left the Delta prematurely and determined to fix her mistake, Michelle returns to Helena and resumes Patrick’s education—even as he sits in a jail cell awaiting trial. Every day for the next seven months they pore over classic novels, poems, and works of history. Little by little, Patrick grows into a confident, expressive writer and a dedicated reader galvanized by the works of Frederick Douglass, James Baldwin, Walt Whitman, W. S. Merwin, and others. In her time reading with Patrick, Michelle is herself transformed, contending with the legacy of racism and the questions of what constitutes a “good” life and what the privileged owe to those with bleaker prospects. Reading with Patrick is an inspirational story of friendship, a coming-of-age story of both a young teacher and a student, a deeply resonant meditation on education, race, and justice in the rural South, and a love letter to literature and its power to transcend social barriers.Advance praise for Reading with Patrick“This book is special and could not be more right on time. It’s an absorbing, tender, and surprisingly honest examination of race and privilege in America that helps articulate what is often lost, seemingly intentionally, in national debates over criminal justice and education: the inner life and imagination of a young person.”—Wes Moore, author of The Other Wes Moore “Every American should read Michelle Kuo’s remarkable memoir. Honest, generous, humble, and wise, Reading with Patrick will endure as a defining story for our times and, abidingly, a testament to the power of language and of books.”—Claire Messud, author of The Woman Upstairs“I delighted in this book and read it in a single weekend. Reading with Patrick is a significant work that could swell the ranks of highly motivated and qualified teachers—people who understand they are not just transferring information but transforming lives.”—Bill Moyers “Riveting . . . an essential addition to our national conversation about institutional racism.”—Elliott Holt, author of You Are One of Them
Reading with the Grain of Scripture
by Richard B. HaysChristianity Today Book Award in Biblical Studies (2021) &“All these essays illustrate, in one way or another, how I have sought to carry out scholarly work as an aspect of discipleship—as a process of faith seeking exegetical clarity.&” Richard Hays has been a giant in the field of New Testament studies since the 1989 publication of his Echoes of Scripture in the Letters of Paul. His most significant essays of the past twenty-five years are now collected in this volume, representing the full fruition of major themes from his body of work: the importance of narrative as the &“glue&” that holds the Bible togetherthe figural coherence between the Old and New Testamentsthe centrality of the resurrection of Jesusthe hope for New Creation and God&’s eschatological transformation of the worldthe importance of standing in trusting humility before the textthe significance of reading Scripture within and for the community of faithReaders will find themselves guided toward Hays&’s &“hermeneutic of trust&” rather than the &“hermeneutic of suspicion&” that has loomed large in recent biblical studies.
Reading, Language, and Literacy: Instruction for the Twenty-first Century
by Jean Osborn Fran LehrThe impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate. Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.
Reading, Thinking, and Writing About History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12
by Susan B. Neuman D. Ray Reutzel Mark Felton Chauncey Monte-Sano Susan De La PazAlthough the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students' development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials.
Reading, Writing and Resistance: Adolescence and Labor in a Junior High School (Routledge Library Editions: The Adolescent)
by Robert B. EverhartA story of everyday life in an American junior high school, originally published in 1983, this book demonstrates the ways in which the school culture of early adolescence both supports and denies the cultural and economic requirements of the parent society that surrounds it. It explores this school culture in relation to the local and national in political economy, to class, race and gender, and to the needs of the state. The author approaches the work of students in school as a labor process in the context of an advanced capitalist society. He describes such typical junior high activities as ‘goofing off’ and ‘bugging the teacher’ by examining the meaning of these activities to the students engaged in them, and brings acute observation and sensitivity to bear on the forms of resistance that arise among the students, showing that this resistance is a form of power which students exercise in the face of their estranged status. The nature and consequences of this resistance are examined in detail, especially as they relate to the context of a society in which estranged labor, in one form or another, is the dominant characteristic for most members. Throughout the book, the subtle pressures, the cliques, the vitality, the boredom and the ever-present humor of school life are explored. By integrating the insights of Habermas with the theories of Marx, the author is able to examine the tension between the ‘reified knowledge’ of the school and the ‘regenerative knowledge’ of the students in a sensitive ethnography which captures the student world in ways which have been missed in the past.