Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically…

An effective text dependent question first and foremost embraces the key principle of close reading embedded in the Common Core State Standards (CCSS) Anchor Reading Standards by asking students to provide evidence from complex text and draw inferences based on what the text explicitly says (Standards 1 and 10). A close look at the intervening…

What is meant by text complexity is a measurement of how challenging a particular text is to read. There are a myriad of different ways of explaining what makes text challenging to read, from the sophistication of the vocabulary employed to the length of its sentences to even measurements of how the text as a whole coheres. Research shows that no…

The College and Career Ready Standards of the CCSS articulate a range of expectations regarding what students should be able to do with regards to academic vocabulary: (1) Interpret technical, connotative, and figurative meanings of words and phrases; (2) Analyze how specific word choices shape meaning or tone; (3) Determine or clarify the meaning…

This paper reports the integration of supplementary training in academic literacy, for those without the assumed entry standard, into a standard electrical engineering program without compromising any other educational objectives. All students who commenced an engineering degree were tested as part of their first session's assessment activities.…

A sampling of the literature on reading objectives shows a weak sense of direction beyond elementary school. After assessing the problem, the Bureau of Language Arts of the Chicago Board of Education selected inference as the focus of high school reading. To develop a taxonomy of inferences, the Chicago committee began inductively, by writing or…

The reading and listening program described in this Montgomery County, Maryland, curriculum guide is based on sets of instructional and performance objectives for each grade level from kindergarten to eighth grade. Within each grade level set, the guide organizes the objectives into major categories that represent important areas of instruction:…

This revised collection contains 91 objectives and evaluations for kindergarten through grade 12. Objectives appear in four sections: (1) Literal Comprehension, (2) Interpretation, (3) Vocabulary and Word Meaning, and (4) Comprehension of Non-written Materials. In Literal Comprehension the objectives contain location of specific information and…

Developed for Boston high school students, the English objectives in this booklet are presented in a two-column format. General objectives are stated in the left-hand column while specific examples of ways to evaluate student mastery of the objectives are presented in the right. Integrating reading, writing, listening, speaking, and critical…

Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts which do not have curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains curriculum materials for teaching reading in content areas to grades 9-12. The objectives listed…

The curriculum guide for Ohio's secondary level programs in English as a second language (ESL) begins with background information on factors to consider in developing an ESL curriculum, including limited-English-proficient students' characteristics, the language acquisition process, skill areas to be covered, instructional goals for four major…

Outlines the educational values of educational theater in high schools in terms of the audience as well as the performer, including such areas as motivation, reading comprehension, literary analysis, the value of repetition, the ability to meet deadlines, and accepting responsibility for one's own work. (JMF)

Consistent with the philosophy that reading is an integral aspect of the total curriculum, the objectives listed in this handbook (developed by the Utah State Office of Education as part of a total course of reading study) are related to four dimensions of reading comprehension: literal, inferential, critical, and creative. For each of the listed…

A major problem in the teaching of reading is to determine the scope or breadth of the curriculum--how broad to develop the objectives of instruction becomes paramount in curriculum development. Breadth of the curriculum may then be represented by points on a continuum with a wider scope on one end and narrowing down toward the other end. This…

A guide to assist teachers of Polish language arts as the first language of students in the Chicago public schools' transitional bilingual education program follows objectives parallel to those set out for English language instruction, to preserve the integrity of the Polish language. Lessons are presented as suggestions for teaching toward the…