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Reading Street -- Unit 4 (Indiana)
by Pearson Scott ForesmanLiterature Anthology Textbook for First Grade
Reading Street (West Virginia)
by Peter Afflerbach Camille Blachowicz Candy Dawson Boyd Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore P. David Pearson Sam Sebesta Deborah Simmons Sharon Vaughn Susan Watts-Taffe Karen Kring WixsonNIMAC-sourced textbook
Reading Students' Lives: Literacy Learning across Time (Expanding Literacies in Education)
by Catherine Compton-LillyReading Students’ Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students’ lives across time. The final book in a series of four that track a group of low-income African American students and their parents across a decade, it follows the same children into high school, bringing to the forefront issues and insights that are invisible in shorter-term projects. This is a free-standing volume that breaks new ground both theoretically and methodologically and has important implications for children, schools, and educational research. Its significant contributions include the unique longitudinal nature of the study, the lens it casts on family literacy practices during high school years, the close and situated look at the experiences of children from communities that have been historically underserved by schools, and the factors that alltoooften cause many of these children to move further and further away from school, eventually dropping out or failing to graduate.
Reading Style: A Life in Sentences
by Jenny DavidsonA professor, critic, and insatiable reader, Jenny Davidson investigates the passions that drive us to fall in love with certain sentences over others and the larger implications of our relationship with writing style. At once playful and serious, immersive and analytic, her book shows how style elicits particular kinds of moral judgments and subjective preferences that turn reading into a highly personal and political act. Melding her experiences as reader and critic, Davidson opens new vistas onto works by Jane Austen, Henry James, Marcel Proust, and Thomas Pynchon; adds richer dimension to critiques of W. G. Sebald, Alan Hollinghurst, Thomas Bernhard, and Karl Ove Knausgaard; and allows for a sophisticated appreciation of popular fictions by Stephen King, Neil Gaiman, Lionel Shriver, George Pelecanos, and Helen DeWitt. She privileges diction, syntax, point of view, and structure over plot and character, identifying the intimate mechanics that draw us in to literature's sensual frameworks and move us to feel, identify, and relate. Davidson concludes with a reading list of her favorite titles so others can share in her literary adventures and get to know better the imprint of her own reading style.
Reading Style
by Jenny DavidsonA professor, critic, and insatiable reader, Jenny Davidson investigates the passions that drive us to fall in love with certain sentences over others and the larger implications of our relationship with writing style. At once playful and serious, immersive and analytic, her memoir/critique shows how style elicits particular kinds of moral judgments and subjective preferences, which turn reading into a highly personal and political act.Melding her experiences as reader and critic, Davidson opens new vistas onto works by Jane Austen, Henry James, Marcel Proust, and Thomas Pynchon; adds richer dimension to critiques of W. G. Sebald, Alan Hollinghurst, Thomas Bernhard, and Karl Ove Knausgaard; and allows for a sophisticated appreciation of popular fictions by Stephen King, Neil Gaiman, Lionel Shriver, George Pelecanos, and Helen DeWitt. She privileges diction, syntax, point of view, and structure over plot and character, identifying the intimate mechanics that draw us in to literature's sensual frameworks and move us to feel, identify, and relate. Davidson concludes with a reading list of her favorite titles so others can share in her literary adventures and get to know better the imprint of her own reading style.
Reading Success for All Students
by Thomas G. GunningHelp for reading teachers in continuous monitoring, assessment and instruction that targets students' problem areas This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so that teachers know exactly how to teach necessary skills. Tests and other evaluative devices are aligned with Common Core State Standards and state frameworks. Offers a proven model for monitoring and assessing students Assessments and instructional strategies are easy to implement as part of any curriculum Practical strategies are modeled on a tested approach for helping students work through their problem areas
Reading Success in the Early Primary Years: A Teacher's Guide to Implementing Systematic Instruction
by Jocelyn SeamerReading Success in the Early Primary Years is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it. Structured in three parts, the book breaks down complex concepts in a concise, accessible manner, guiding teachers on eight key actions to take to get every child on the path to reading proficiency. These include instruction in phonics, phonological and phonemic awareness, integrated reading and spelling opportunities, and the use of decodable texts. Highly practical, Reading Success in the Early Primary Years offers over 20 explicit instructional routines that teachers can implement in their classrooms and guidance on how to get the most out of instructional time. These practical elements are further supported by a summary of relevant research and theories about how reading develops, including an outline of high impact, explicit teaching that draws on cognitive load theory. Rich with sample lesson plans, tools, and examples from real classrooms, this book allows teachers to get on with the business of teaching reading. This is a must-have resource for all who are responsible for children’s reading instruction in the first three years of school.
Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention (Springerbriefs In Education Ser.)
by Marleen F. Westerveld Rebecca M. Armstrong Georgina M. BartonThis open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting. It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants’ perspectives gathered throughout the project. Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students’ strengths and weaknesses in spoken and written language skills that can be used to guide targeted intervention This book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading
Reading Surprise Me! Level 1.6
by Scott ForesmanQuality literature, built-in skill instruction, and test preparation help every child become a successful reader who is prepared for state and national tests. The Grade 1 On-Level Readers provide six weeks of review for the skills previously covered in kindergarten.
Reading Swift's Poetry
by Daniel CookPoets are makers, etymologically speaking. In practice, they are also thieves. Over a long career, from the early 1690s to the late 1730s, Jonathan Swift thrived on a creative tension between original poetry-making and the filching of familiar material from the poetic archive. The most extensive study of Swift's verse to appear in more than thirty years, Reading Swift's Poetry offers detailed readings of dozens of major poems, as well as neglected and recently recovered pieces. This book reaffirms Swift's prominence in competing literary traditions as diverse as the pastoral and the political, the metaphysical and the satirical, and demonstrates the persistence of unlikely literary tropes across his multifaceted career. Daniel Cook also considers the audacious ways in which Swift engages with Juvenal's satires, Horace's epistles, Milton's epics, Cowley's odes, and an astonishing array of other canonical and forgotten writers.
Reading T. S. Eliot
by G. Douglas AtkinsThis book offers an exciting new approach to T. S. Eliot's Four Quartets through both a close reading and a comparison to Eliot's other works, notably the poems "The Waste Land," "The Hollow Men," and "Ash-Wednesday. " G. Douglas Atkins reveals that in Four Quartets, incarnation is the universal, timeless pattern in Eliot's work.
Reading The Tale of Genji: Sources from the First Millennium
by Haruo Shirane Thomas HarperThe Tale of Genji, written one thousand years ago, is a masterpiece of Japanese literature, is often regarded as the best prose fiction in the language. Read, commented on, and reimagined by poets, scholars, dramatists, artists, and novelists, the tale has left a legacy as rich and reflective as the work itself. This sourcebook is the most comprehensive record of the reception of The Tale of Genji to date. It presents a range of landmark texts relating to the work during its first millennium, almost all of which are translated into English for the first time. An introduction prefaces each set of documents, situating them within the tradition of Japanese literature and cultural history. These texts provide a fascinating glimpse into Japanese views of literature, poetry, imperial politics, and the place of art and women in society. Selections include an imagined conversation among court ladies gossiping about their favorite characters and scenes in Genji; learned exegetical commentary; a vigorous debate over the morality of Genji; and an impassioned defense of Genji's ability to enhance Japan's standing among the twentieth century's community of nations. Taken together, these documents reflect Japan's fraught history with vernacular texts, particularly those written by women.
The Reading Teacher's Book of Lists
by Edward B. Fry Jacqueline E. KressThe essential handbook for reading teachers, now aligned with the Common Core The Reading Teacher's Book of Lists is the definitive instructional resource for anyone who teaches reading or works in a K-12 English language arts-related field. Newly revised and ready for instant application, this top seller provides up-to-date reading, writing, and language content in more than 240 lists for developing targeted instruction, plus section briefs linking content to research-based teaching practices. This new sixth edition includes a guide that maps the lists to specific Common Core standards for easy lesson planning, and features fifty brand-new lists on: academic and domain-specific vocabulary, foundation skills, rhyming words, second language development, context clues, and more. This edition also includes an expanded writing section that covers registers, signal and transition words, and writers' craft. Brimming with practical examples, key words, teaching ideas, and activities that can be used as-is or adapted to students' needs, these lists are ready to differentiate instruction for an individual student, small-group, or planning multilevel instruction for your whole class. Reading is the center of all school curricula due to recent state and federal initiatives including rigorous standards and new assessments. This book allows to you skip years of curating content and dive right into the classroom armed with smart, relevant, and effective plans. Develop focused learning materials quickly and easily Create unit-specific Common Core aligned lesson plans Link classroom practice to key research in reading, language arts and learning Adapt ready-made ideas to any classroom or level It's more important than ever for students to have access to quality literacy instruction. Timely, up to date, and distinctively smart, The Reading Teacher's Book of Lists should be on every English language arts teacher's desk, librarian's shelf, literacy coach's resource list, and reading professor's radar.
The Reading Teacher's Book of Lists (J-B Ed: Book of Lists)
by Jacqueline E. Kress Edward B. FryThe essential handbook for reading teachers, now aligned with the Common Core The Reading Teacher's Book of Lists is the definitive instructional resource for anyone who teaches reading or works in a K-12 English language arts-related field. Newly revised and ready for instant application, this top seller provides up-to-date reading, writing, and language content in more than 240 lists for developing targeted instruction, plus section briefs linking content to research-based teaching practices. This new sixth edition includes a guide that maps the lists to specific Common Core standards for easy lesson planning, and features fifty brand-new lists on: academic and domain-specific vocabulary, foundation skills, rhyming words, second language development, context clues, and more. This edition also includes an expanded writing section that covers registers, signal and transition words, and writers' craft. Brimming with practical examples, key words, teaching ideas, and activities that can be used as-is or adapted to students' needs, these lists are ready to differentiate instruction for an individual student, small-group, or planning multilevel instruction for your whole class. Reading is the center of all school curricula due to recent state and federal initiatives including rigorous standards and new assessments. This book allows to you skip years of curating content and dive right into the classroom armed with smart, relevant, and effective plans. Develop focused learning materials quickly and easily Create unit-specific Common Core aligned lesson plans Link classroom practice to key research in reading, language arts and learning Adapt ready-made ideas to any classroom or level It's more important than ever for students to have access to quality literacy instruction. Timely, up to date, and distinctively smart, The Reading Teacher's Book of Lists should be on every English language arts teacher's desk, librarian's shelf, literacy coach's resource list, and reading professor's radar.
Reading Testimony, Witnessing Trauma: Confronting Race, Gender, and Violence in American Literature
by Eden WalesWinner of the 2020 Eudora Welty PrizeTheorists emphasize the necessity of writing about—or witnessing—trauma in order to overcome it. To this critical conversation, Reading Testimony, Witnessing Trauma: Confronting Race, Gender, and Violence in American Literature treats reader response to traumatic and testimonial literature written by and about African American women and adds insight into the engagement of testimonial literature. Eden Wales articulates a theory of reading (or dual-witnessing) that explores how narrators and readers can witness trauma together. She places these original theories of traumatic reception in conversation with the African American literary tradition to speak to the histories, cultures, and traumas of African Americans, particularly the repercussions of slavery, as witnessed in African American literature. The volume also considers intersections of race and gender and how narrators and readers can cross such constructs to witness collectively. Reading Testimony, Witnessing Trauma’s innovative examinations of raced-gendered intersections open and speak with those works that promote dual-witnessing through the fraught (literary) histories of race and gender relations in America. To explicate how dual-witnessing converses with American literature, race theory, and gender criticism, the book analyzes emancipatory narratives by Sojourner Truth, Harriet Jacobs, and Elizabeth Keckley and novels by William Faulkner, Zora Neale Hurston, Margaret Walker, Toni Morrison, and Jesmyn Ward.
Reading the 21st Century
by Stan PerskyIn wide-ranging and innovative criticism, Stan Persky examines international non-fiction and fiction to engage with both the triumphs and tensions of reading and writing today. Evaluating works by established authors Philip Roth, Orhan Pamuk, J.M. Coetzee, and José Saramago, as well as emerging writers like Naomi Klein, Javier Cercas, and Chimamanda Adichie, Persky also showcases a remarkable group of reporters - Steve Coll, Dexter Filkins, and Rajiv Chandrasekaran - who have written essential books about global issues. An illuminating and accessible work about the present age, Reading the 21st Century introduces new ways of thinking about the world's most significant cultural, political, and moral problems.
Reading the 21st Century: Books of the Decade, 2000-2009
by Stan PerskyIn wide-ranging and innovative criticism, Stan Persky examines international non-fiction and fiction to engage with both the triumphs and tensions of reading and writing today. Evaluating works by established authors Philip Roth, Orhan Pamuk, J.M. Coetzee, and José Saramago, as well as emerging writers like Naomi Klein, Javier Cercas, and Chimamanda Adichie, Persky also showcases a remarkable group of reporters - Steve Coll, Dexter Filkins, and Rajiv Chandrasekaran - who have written essential books about global issues. An illuminating and accessible work about the present age, Reading the 21st Century introduces new ways of thinking about the world's most significant cultural, political, and moral problems.
Reading the Adolescent Romance: Sweet Valley High and the Popular Young Adult Romance Novel (Children's Literature and Culture)
by Amy PatteeReading the Adolescent Romance provides an exhaustive study of the developments in young adult literature since the 1980s with a focus on Francine Pascal’s "Sweet Valley High" series, which has become a cultural and literary touchstone for both fans and critics of the novels. Pattee carefully examines the series’ content, structure, and readers, allowing her to investigate an influential marketing and literary phenomenon and to interrogate the intersecting influences of history, audience positioning, and readability that allowed "Sweet Valley" and other teen series to flourish. This book demonstrates that, as a series of generic romance novels, "Sweet Valley High" exhibits tropes associated with both adolescent and adult romance and, as a product of the early 1980s, has and continues to espouse the conservative romantic ideologies associated with the time period. While erstwhile readers of the series recall the novels with pleasure, re-readers of Pascal’s novels — who remember reading the series as young people and have re-visted the books as adults — are more critical. Interestingly, both populations continue to value "Sweet Valley High" as an identity touchstone. Amy Pattee is an associate professor of library and information science at the Graduate School of Library and Information Science at Simmons College in Boston, Massachusetts. There, she teaches children’s and young adult literature in both the library school and in a dual degree program affiliated with Simmons College’s Center for the Study of Children’s Literature.
Reading the Allegorical Intertext: Chaucer, Spenser, Shakespeare, Milton
by Judith H. AndersonJudith H. Anderson conceives the intertext as a relation between or among texts that encompasses both Kristevan intertextuality and traditional relationships of influence, imitation, allusion, and citation. Like the Internet, the intertext is a state, or place, of potential expressed in ways ranging from deliberate emulation to linguistic free play. Relatedly, the intertext is also a convenient fiction that enables examination of individual agency and sociocultural determinism. Anderson’s intertext is allegorical because Spenser’s Faerie Queene is pivotal to her study and because allegory, understood as continued or moving metaphor, encapsulates, even as it magnifies, the process of signification. Her title signals the variousness of an intertext extending from Chaucer through Shakespeare to Milton and the breadth of allegory itself. Literary allegory, in Anderson’s view, is at once a mimetic form and a psychic one—a process thinking that combines mind with matter, emblem with narrative, abstraction with history. Anderson’s first section focuses on relations between Chaucer’s Canterbury Tales and Spenser’s The Faerie Queene, including the role of the narrator, the nature of the textual source, the dynamics of influence, and the bearing of allegorical narrative on lyric vision. The second centers on agency and cultural influence in a variety of Spenserian and medieval texts. Allegorical form, a recurrent concern throughout, becomes the pressing issue of section three. This section treats plays and poems of Shakespeare and Milton and includes two intertextually relevant essays on Spenser.How Paradise Lost or Shakespeare’s plays participate in allegorical form is controversial. Spenser’s experiments with allegory revise its form, and this intervention is largely what Shakespeare and Milton find in his poetry and develop. Anderson’s book, the result of decades of teaching and writing about allegory, especially Spenserian allegory, will reorient thinking about fundamental critical issues and the landmark texts in which they play themselves out.
Reading the American Novel 1780 - 1865 (Reading the Novel)
by Shirley SamuelsReading the American Novel 1780-1865 provides valuable insights into the evolution and diversity of fictional genres produced in the United States from the late 18th century until the Civil War, and helps introductory students to interpret and understand the fiction from this popular period. Offers an overview of early fictional genres and introduces ways to interpret them today Features in depth examinations of specific novels Explores the social and historical contexts of the time to help the readers’ understanding of the stories Explores questions of identity - about the novel, its 19th-century readers, and the emerging structure of the United States - as an important backdrop to understanding American fiction Profiles the major authors, including Louisa May Alcott, Charles Brockden Brown, James Fenimore Cooper, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe, alongside less familiar writers such as Fanny Fern, Caroline Kirkland, George Lippard, Catharine Sedgwick, and E. D. E. N. Southworth Selected by Choice as a 2013 Outstanding Academic Title
Reading the American Novel 1865 - 1914 (Reading the Novel #6)
by G. R. ThompsonAn indispensable tool for teachers and students of American literature, Reading the American Novel 1865-1914 provides a comprehensive introduction to the American novel in the post-civil war period. Locates American novels and stories within a specific historical and literary context Offers fresh analyses of key selected literary works Addresses a wide audience of academics and non-academics in clear, accessible prose Demonstrates the changing mentality of 19th-century America entering the 20th century Explores the relationship between the intellectual and artistic output of the time and the turbulent socio-political context
Reading the American Novel 1920-2010
by James PhelanThis astute guide to the literary achievements of American novelists in the twentieth century places their work in its historical context and offers detailed analyses of landmark novels based on a clearly laid out set of tools for analyzing narrative form.Includes a valuable overview of twentieth- and early twenty-first century American literary history Provides analyses of numerous core texts including The Great Gatsby, Invisible Man, The Sound and the Fury, The Crying of Lot 49 and FreedomRelates these individual novels to the broader artistic movements of modernism and postmodernismExplains and applies key principles of rhetorical readingIncludes numerous cross-novel comparisons and contrasts
Reading the Animal in the Literature of the British Raj
by Shefali RajamannarThis book explores representations of animals during British rule in India - the tigers, elephants, boars, furs, and feathers that so often all but obscured the human beneath and behind them, and that were such an important part of creating and maintaining the hierarchies that were the cornerstones of colonialism. The book exists on two levels: one offers a sophisticated view of how power and oppression work within constellations of species, race, class, gender, and nationhood, and the other is a deeply suggestive meditation on our humanness and how we locate it within a spectrum of relations. Drawing on a range of texts (hunting narratives, stories, poetry, novels, photographs, journals, paintings, and cartoons) the argument builds with a lucid and beautifully unintrusive feel for the telling example.
Reading the Archival Revolution: Declassified Stories and Their Challenges (Square One: First-Order Questions in the Humanities)
by Cristina VatulescuThe opening of classified documents from the Soviet era has been dubbed the "archival revolution" due to its unprecedented scale, drama, and impact. With a storyteller's sensibility, Cristina Vatulescu identifies and takes on the main challenges of reading in these archives. This transnational study foregrounds peripheral Eastern European perspectives and the ethical stakes of archival research. In so doing, it contributes to the urgent task of decolonizing the field of Eastern European and Russian studies at this critical moment in the region's history. Drawing on diverse work ranging from Mikhail Bakhtin to Tina Campt, the book enters into broader conversations about the limits and potential of reading documents, fictions, and one another. Pairing one key reading challenge with a particularly arresting story, Vatulescu in turn investigates Michel Foucault's traces in Polish secret police archives; tackles the files, reenactment film, and photo albums of a socialist bank heist; pits autofiction against disinformation in the secret police files of Nobel Prize laureate Herta Müller; and takes on the digital remediation of Soviet-era archives by analyzing contested translations of the Iron Curtain trope from its 1946 origins to the current war in Ukraine. The result is a bona fide reader's guide to Eastern Europe's ongoing archival revolution.
Reading the Bible Again for the First Time: Taking the Bible Seriously but Not Literally
by Marcus J. BorgOne of the vital challenges facing thoughtful people today is how to read the Bible faithfully without abandoning our sense of truth and history. Reading the Bible Again for the First Time provides a much-needed solution to the problem of how to have a fully authentic yet contemporary understanding of the scriptures. Many mistakenly believe there are no choices other than fundamentalism or simply rejecting the Bible as something that can bring meaning to our lives. Answering this modern dilemma, acclaimed author Marcus Borg reveals how it is possible to reconcile the Bible with both a scientific and critical way of thinking and our deepest spiritual needs, leading to a contemporary yet grounded experience of the sacred texts. This seminal book shows you how to read the Bible as it should be examined -- in an approach the author calls "historical-metaphorical." Borg explores what the Scriptures meant to the ancient communities that produced and lived by them. He then helps us to discover the meaning of these stories, providing the knowledge and perspective to make the wisdom of the Bible an essential part of our modern lives. The author argues that the conventional way of seeing the Bible's origin, authority, and interpretation has become unpersuasive to millions of people in our time, and that we need a fresh way of encountering the Bible that takes the texts seriously but not literally, even as it takes seriously who we have become. Borg traces his personal spiritual journey, describing for readers how he moved from an unquestioning childhood belief in the biblical stories to a more powerful and dynamic relationship with the Bible as a sacred text brimming with meaning and guidance. Using his own experience as an example, he reveals how the modern crisis of faith is itself rooted in the misinterpretation of sacred texts as historical record and divine dictation, and opens readers to a truer, more abundant perspective. This unique book invites everyone -- whatever one's religious background -- to engage the Bible, wrestle with its meaning, explore its mysteries, and understand its relevance. Borg shows us how to encounter the Bible in a fresh way that rejects the limits of simple literalism and opens up rich possibilities for our lives.