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Reading Street [Grade 4.2]
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Connie Juel Donald Leu Sam Sebesta Deborah Simmons Karen Kring Wixson Peter Afflerbach P. David Pearson Jeanne R. Paratore Elena Izquierdo Alfred Tatum Susan Watts Taffe Edward Kame'enuiNIMAC-sourced textbook
Reading Street [Grade 5]
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonNIMAC-sourced textbook
Reading Street [Grade 5]
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonNIMAC-sourced textbook
Reading Street [Grade 5]
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonNIMAC-sourced textbook
Reading Street [Grade 5] Oregon
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonNIMAC-sourced textbook
Reading Street [Grade 6]
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonNIMAC-sourced textbook
Reading Street: Common Core, Grade 5. 2
by Scott Foresman and CompanyReading Street: Common Core, Grade 5.2
Reading Street: Grade 4, Florida Edition
by Candy Dawson Boyd Sharon Vaughn Camille Blachowicz Wendy Cheyney Connie Juel Edward Kame'Enui Donald Leu Jeanne Paratore Sam Sebesta Deborah Simmons Susan Watts-Taffe Karen Kring Wixson Peter Afflerbach P. David PearsonA Florida edition reader for Grade 4.
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
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 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 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 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 Early Republic
by Robert A. FergusonReading the Early Republic focuses attention on the forgotten dynamism of thought in the founding era. In every case, the documents, novels, pamphlets, sermons, journals, and slave narratives of the early American nation are richer and more intricate than modern readers have perceived. <p><p> Rebellion, slavery, and treason--the mingled stories of the Revolution--still haunt national thought. Robert Ferguson shows that the legacy that made the country remains the idea of what it is still trying to become. He cuts through the pervading nostalgia about national beginnings to recapture the manic-depressive tones of its first expression. He also has much to say about the reconfiguration of charity in American life, the vital role of the classical ideal in projecting an unthinkable continental republic, the first manipulations of the independent American woman, and the troubled integration of civic and commercial understandings in the original claims of prosperity as national virtue. <p> Reading the Early Republic uses the living textual tradition against history to prove its case. The first formative writings are more than sacred artifacts. They remain the touchstones of the durable promise and the problems in republican thought
Reading The Legal Case: Cross-Currents between Law and the Humanities
by Marco WanThis volume examines the nature, function, development and epistemological assumptions of the legal case in an interdisciplinary context. Using the question of ‘reading’ as a guiding principle, it opens up new ways of understanding case law and the doctrine of precedent by bringing the law into dialogue with the humanities. What happens when a legal case is read not only by lawyers, but by literary critics, by linguists, by philosophers, or by historians? How do film makers and writers adapt and transform legal cases in their work? How might one interpret fiction in the context of the historical development of the common law? The essays in this volume test the boundaries of the legal case as a genre by inviting perspectives from other disciplines, and in doing so also raise more fundamental questions of what constitutes law and legal thinking. This book will be of interest to anyone seeking a better understanding of the common law, the humanities, and the intersection between them.
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.
Reading The Waste Land From The Bottom Up
by Allyson BoothReading The Waste Land from the Bottom Up is a guidebook to the footnotes of T. S. Eliot's notoriously allusive poem. While information on The Waste Land sources can be daunting when heaped at the bottom of the page in an anthology, using the notes as starting points can open up the poem in unexpected ways. This book provides a summary of each source and a discussion aimed at reconfiguring our sense of the poem. Organized according to Eliot's line numbers, chapters are free-standing and canbe read in any order. The book, which is designed to be both useful to academics and accessible to undergraduates, gives readers a working knowledge of the poem's footnotes and suggests that beginning with its sources - far from making The Waste Land intractable - actually offers a productive, surprisingly understandable approach to it.
Reading The World: Contemporary Literature From Around The Globe
by Carol FrancisReading The World: Contemporary Literature From Around The Globe
Reading The World: Ideas That Matter (Second Edition)
by Michael AustinWestern and non-Western, classic and contemporary, longer and shorter, verbal and visual, accessible and challenging. With 72 readings by thinkers from around the world--Plato to Toni Morrison, Lao Tzu to Aung San Suu Kyi--Reading the World is the only great ideas reader for composition students that offers a truly global perspective. The Second Edition offers more contemporary readings and provides more help to make the texts accessible for undergraduate readers. Brief overviews of each reading give students a sense of what the piece is about, and detailed headnotes call attention to the rhetoric of each reading to help students focus not only on what the authors say but also on how they say it.