Teaching students to make connections across related texts promotes engagement and improves reading comprehension and content learning. This practical guide explains how to select and teach a wide range of picture books as paired text--two books related by topic, theme, or genre--in grades K-8. The author provides mini-lessons across the content areas, along with hundreds of recommendations for paired text, each linked to specific Common Core standards for reading literature and informational texts. In a large-size format for easy photocopying, the book includes 22 reproducible graphic organizers and other useful tools. Purchasers also get access to a Web page where they can download and print the reproducible materials.
Teaching students to make connections across related texts promotes engagement and improves reading comprehension and content learning. This practical guide explains how to select and teach a wide range of picture books as paired text--two books related by topic, theme, or genre--in grades K-8. The author provides mini-lessons across the content areas, along with hundreds of recommendations for paired text, each linked to specific Common Core standards for reading literature and informational texts. In a large-size format for easy photocopying, the book includes 22 reproducible graphic organizers and other useful tools. Purchasers also get access to a Web page where they can download and print the reproducible materials.
Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
In the late Renaissance and Early Modern period, man’s relationship to nature changed dramatically. An important part of this change occurred in the way that beauty was perceived in the natural world and in the particular features which became privileged objects of aesthetic gratification. This study explores the shift in aesthetic attitude towards the mountain that took place between 1450 and 1750. Over the course of these 300 years the mountain transformed from a fearful and ugly place to one of beauty and splendor. Accepted scholarly opinion claims that this change took place in the vernacular literature of the early and mid-18th century. Based on previously unknown and unstudied material, this volume now contends that it took place earlier in the Latin literature of the late Renaissance and Early Modern period. The aesthetic attitude shift towards the mountain had its catalysts in two broad spheres: the development of an idea of ‘landscape’ in the geographical and artistic traditions of the 16th century on the one hand, and the increasing amount of scientific and theological investigation dedicated to the mountain on the other, reaching a pinnacle in the late 17th and early 18th centuries. The new Latin evidence for the change in aesthetic attitude towards the mountain unearthed in the course of this study brings material to light which is relevant for the current philosophical debate in environmental aesthetics. The book’s concluding chapter shows how understanding the processes that produced the late Renaissance and Early Modern shift in aesthetic attitude towards the mountain can reveal important information about the modern aesthetic appreciation of nature. Alongside a standard bibliography of primary literature, this volume also offers an extended annotated bibliography of further Latin texts on the mountains from the Renaissance and Early Modern period. This critical bibliography is the first of its kind and constitutes an essential tool for further study in the field.
This contribution to the global history of ideas uses biographical profiles of 18th-century contemporaries to find what Salafist and Sufi Islam, Evangelical Protestant and Jansenist Catholic Christianity, and Hasidic Judaism have in common. Such figures include Muḥammad Ibn abd al-Waḥhab, Count Nikolaus Zinzendorf, Jonathan Edwards, John Wesley, Jean-Jacques Rousseau, and Israel Ba’al Shem Tov. The book is a unique and comprehensive study of the conflicted relationship between the “evangelical” movements in all three Abrahamic religions and the ideas of the Enlightenment and Counter-Enlightenment. Centered on the 18th century, the book reaches back to the third century for precedents and context, and forward to the 21st for the legacy of these movements. This text appeals to students and researchers in many fields, including Philosophy and Religion, their histories, and World History, while also appealing to the interested lay reader.
The 1982 statistics on the use of family planning and infertility services presented in this report are preliminary results from Cycle III of the National Survey of Family Growth (NSFG), conducted by the National Center for Health Statistics. Data were collected through personal interviews with a multistage area probability sample of 7969 women aged 15-44. A detailed series of questions was asked to obtain relatively complete estimates of the extent and type of family planning services received. Statistics on family planning services are limited to women who were able to conceive 3 years before the interview date. Overall, 79% of currently mrried nonsterile women reported using some type of family planning service during the previous 3 years. There were no statistically significant differences between white (79%), black (75%) or Hispanic (77%) wives, or between the 2 income groups. The 1982 survey questions were more comprehensive than those of earlier cycles of the survey. The annual rate of visits for family planning services in 1982 was 1077 visits /1000 women. Teenagers had the highest annual visit rate (1581/1000) of any age group for all sources of family planning services combined. Visit rates declined sharply with age from 1447 at ages 15-24 to 479 at ages 35-44. Similar declines with age also were found in the visit rates for white and black women separately. Nevertheless, the annual visit rate for black women (1334/1000) was significantly higher than that for white women (1033). The highest overall visit rate was for black women 15-19 years of age (1867/1000). Nearly 2/3 of all family planning visits were to private medical sources. Teenagers of all races had higher family planning service visit rates to clinics than to private medical sources, as did black women age 15-24. White women age 20 and older had higher visit rates to private medical services than to clinics. Never married women had higher visit rates to clinics than currently or formerly married women. Data were also collected in 1982 on use of medical services for infertility by women who had difficulty in conceiving or carrying a pregnancy to term. About 1 million ever married women had 1 or more infertility visits in the 12 months before the interview. During the 3 years before interview, about 1.9 million women had infertility visits. For all ever married women, as well as for white and black women separately, infertility services were more likely to be secured from private medical sources than from clinics. The survey design, reliability of the estimates and the terms used are explained in the technical notes.
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