PPT-Distant Reading Texts

Adam Crymble Distant Reading Outline Historical Corpora Linguistics and Statistics Patterns and Anomalies Historical Corpora Cincinnati Library Historical Corpora Google Books Historical Corpora Old Bailey Online. 4. , 2014 . Sponge. . You have been chosen to describe your school in a brochure that will be given to students who live across the country. Assume that your reader . knows . nothing about your city or school. . Ehrenworth. , and . Christopher . Lehman. . Pathways . to the. . Common . Core: . Accelerating Achievement. . . Portsmouth. , NH: . Heinemann. , 2012. Print.. Summary . of Common Core Reading . Directives from. ’. t teach ‘literature’. What can be done about it?. Dr. Rob Waring. Notre Dame Seishin University. LiberLIT. , February 18, 2012. Meiji . Gakuin. University, Tokyo. Why teach / use literature?. Dr. Rob Waring. This presentation introduces the completely new web-based Compass Media Reading Oceans series of graded readers. This exciting new 600 title series at 30 levels with 20 phonics stories and 50 nursery rhymes will be a perfect complement to any kinder-elementary course. The presentation will show how multi-media reading online materials in our new digital reading age can vastly improve the reading experience and improve their digital literacy.. Michael Heilman, Le Zhao, Juan . Pino. , Maxine Eskenazi. Language Technologies Institute. Carnegie Mellon University. 1. The Goal. To help . ESL teachers . find reading materials for a particular curriculum or set of students.. Timothy Shanahan. University of Illinois at Chicago. www.shanahanonliteracy.com. Common Core ELA Shifts. Complex Text. Close Reading. . Informational Text. Disciplinary Literacy . . Writing from Sources. Lesson 2: Unit 2 Tackling Complexity of Nonfiction. Teaching point. Today I want to teach you that when readers orient themselves to complex nonfiction texts, they use text features and their knowledge of the topic to help. But a you begin reading, you also need to live in the gray area for a while, to tolerate confusion, knowing the focus of the text may revealed slowly. . Timothy Shanahan. University of Illinois at Chicago. www.shanahanonliteracy.com. CCSS shifts . attention . to . skills in the context of reading complex text. Past . standards specified cognitive skills to . State Standards. Adapted from Achieve the Core and presented to Directors of Special Education. February 6, 2014. The Background of the Common Core. Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles. Macbeth. Conflict Poetry. The context of English:. KS4 Changes: Curriculum . 2017. Key Points. Greater focus on . unseen extracts . across both language and literature. . Contextual knowledge . essential to ‘unlocking’ extracts and constitutes 15% of English Literature marks.. . You have been chosen to describe your school in a brochure that will be given to students who live across the country. Assume that your reader . knows . nothing about your city or school. . Write a paragraph(6-8 sentences) addressing . To improve standards of reading across school.. Aims: . To embed a culture of reading across school.. To promote reading for pleasure.. To implement further opportunity for children to improve their fluency and comprehension.. Parent Empowerment Workshop. Stockbridge Middle School Title I program. Struggling Readers. What percentage of students in the United States are behind in reading?. Frightening Facts…. According to the most recent report released in late 2011, 33% of all 4. Does a consumer who bought a shirt made in another nation bear any moral responsibility when the women who sewed that shirt die in a factory fire or in the collapse of the building? Many have asserted, without explanation, that because markets cause harms to distant others, consumers bear moral responsibility for those harms. But traditional moral analysis of individual decisions is unable to sustain this argument. Distant Harms, Distant Markets presents a careful analysis of moral complicity in markets, employing resources from sociology, Christian history, feminism, legal theory, and Catholic moral theology today. Because of its individualistic methods, mainstream economics as a discipline is not equipped to understand the causality entailed in the long chains of social relationships that make up the market. Critical realist sociology, however, has addressed the character and functioning of social structures, an analysis that can helpfully be applied to the market. The True Wealth of Nations research project of the Institute for Advanced Catholic Studies brought together an international group of sociologists, economists, moral theologians, and others to describe these causal relationships and articulate how Catholic social thought can use these insights to more fully address issues of economic ethics in the twenty-first century. The result was this interdisciplinary volume of essays, which explores the causal and moral responsibilities that consumers bear for the harms that markets cause to distant others.