Praise for The Reading Teacher's Book of Lists, 6th Ed.
This comprehensive, invaluable volume should be in the hands of those involved in literacy instruction, those who examine the varied components of language, and those who revel in the sheer joy of language.
Bonnie Johnson, Ph.D., Co-Editor, The Reading Professor, an International Literacy Association SIG journal
The Reading Teacher's Book of Lists is a treasure box for reading professionals with some shiny new baubles. The sixth edition adds resources from technology, academic vocabulary, and the Common Core State Standards to an updated compendium of essential lists, making it a must have for literacy educators at all levels.
Camille Blachowicz, Ph.D., Co-director, The Reading Leadership Institute, National-Louis University
Teachers and parents must rush to get a copy of this fabulous resource, which will fuel every student's love of language and ensure success in reading and learning.
Diane Lapp, Ed.D., Distinguished Professor of Education, San Diego State University
Copyright 2016 by Jacqueline E Kress.
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Common Core State Standards
College and Career Readiness Anchor Standards for English Language Arts
Foundation Skills | List Numbers |
Print Concepts |
1 | Demonstrate understanding of the organization and basic features of print. | 1, 6, 7, 12, 86, 87 |
Phonological Awareness |
2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | 1, 2, 3, 4, 8, 9, 10, 11, 12, 16, 17, 18, 22, 177, 179, 180, 202, 203 |
Phonics and Word Recognition |
3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 1, 3, 4, 11, 12, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27 |
Fluency |
4 | Read with sufficient accuracy and fluency to support comprehension. | 1, 3, 4, 5, 6, 25, 26, 28, 38, 115, 116, 117, 118, 119, 120, 121 |
Author Standards for Reading | List Numbers |
Key Ideas and Details |
1 | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 96, 100, 102, 103, 104, 106, 108, 121 |
2 | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 96, 100, 101, 102, 103, 104, 106, 108 |
3 | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 6, 96, 100, 103, 104, 106, 108, 109, 110, 141, 142, 143 |
Craft and Structure |
4 | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 9, 36, 37, 39, 40, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 101, 103, 104, 109, 110, 141, 142, 143 |
5 | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 86, 87, 103, 104, 106, 108, 138, 144, 145, 230, 231, 232, 237, 238 |
6 | Assess how point of view or purpose shapes the content and style of a text. | 103, 104, 108, 111, 138 |
Integration of Knowledge and Ideas |
7 | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 6, 96, 106, 109, 110, 141, 142, 143, 226, 227, 233, 234, 235, 236 |
8 | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 96, 103, 104, 106, 108, 113 |
9 | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 87, 103, 104, 106, 108, 229 |
Range of Reading and Level of Text Complexity |
10 | Read and comprehend complex literary and informational texts independently and proficiently. | 3, 4, 5, 6, 87, 88, 89, 91, 94, 99, 164 |
Author Standards for Reading | List Numbers |
Text Types and Purposes |
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