MARC details
| 000 -LEADER |
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| fixed length control field |
03316cam a2200349 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
17168569 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20220527085007.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120216s2012 deua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2012002488 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780872074781 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn769419952 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| Modifying agency |
YDX |
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BTCTA |
| -- |
YDXCP |
| -- |
BWX |
| -- |
CDX |
| -- |
OCLCO |
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SGB |
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TTU |
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BDX |
| -- |
FDA |
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KMS |
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SCO |
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OCLCF |
| -- |
GYG |
| -- |
OCLCQ |
| -- |
OCLCO |
| -- |
IG# |
| -- |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1573.7 |
| Item number |
.F56 2012 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
372.47 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Fisher, Douglas |
| Dates associated with a name |
1965- |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
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| Title |
Text complexity: raising rigor in reading |
| Remainder of title |
raising rigor in reading |
| Statement of responsibility, etc. |
Douglas Fisher, Nancy Frey, and Diane Lapp. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
USA |
| Name of publisher, distributor, etc. |
International Reading Association, |
| Date of publication, distribution, etc. |
2012. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xi, 140 p. : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Text complexity is the new black: -- Text complexity defined -- Revisiting how we match readers and texts -- Text complexity and the common core state standards -- The case for struggle -- Conclusion -- Quantitative measures of text complexity: -- Word-level analysis -- Sentence-level analysis --Conventional readability formulas -- Readability formulas that also measure readers -- Measuring coreference and cohesion -- Cautions and criticism of readability formulas -- Readability for early readers -- Conclusion -- Qualitative measures of text complexity: -- Considerate texts -- But not all texts are considerate -- Levels of meaning and purpose -- Structure -- Language conventionality and clarity -- Knowledge demands -- Returning to the hunger games, qualitatively -- Cautions and criticisms of qualitative analysis of text complexity -- Conclusion -- Matching readers to texts and tasks: -- Exploring the reader -- Exploring the task -- Exploring the question -- Shifting expectations -- Cautions and criticisms of matching readers with texts and tasks -- Conclusion -- A close reading of complex texts: Close reading -- Close reading up close in fourth grade : "post-it-notes" -- Close reading up close in ninth grade : "The road not taken" -- Conclusion. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
The Common Core State Standards place an emphasis on teaching students to read and understand increasingly complex texts. That teaching requires more than just assigning students hard books and hoping they get better at reading. Teaching starts with a deep understanding about what makes text complex. In this book, you'll learn about the quantitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. The book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Reading comprehension. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Reading comprehension. |
| Source of heading or term |
fast |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Frey, Nancy, |
| Dates associated with a name |
1959- |
| Relator term |
author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Lapp, Diane, |
| Relator term |
author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
copycat |
| d |
2 |
| e |
epcn |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Books |