This second edition helps educators build a successful reading culture by developing community collaborations that include parents, university partnerships, and libraries.

This young readers adaptation of the New York Times bestselling We Gather Together shares the true story of how Thanksgving became a national holiday and the way gratitude is looked at in America Fiction: Thanksgiving is an American holiday that began when the Pilgrims landed on Plymouth Rock and met the Indigenous tribes already living there. Fact: Thanksgiving celebrations existed before the United States of America and were celebrated in other countries as well. Fiction: American Thanksgiving was always on the fourth Thursday in November. Fact: Thanksgiving’s day, date, and even its existence was at the discretion of the president and other leaders until the date was officially established by Congress and signed into law by Franklin D. Roosevelt in 1941. Fiction: George Washington is the person who decided we should celebrate Thanksgiving as a nation at the same time each year. Fact: Sarah Josepha Hale, a magazine editor and author, petitioned five presidents until she convinced Abraham Lincoln to declare a national day of Thanksgiving in November of 1863, starting an annual tradition continuing to this day. There is much fiction surrounding the creation of Thanksgiving in America. Denise Kiernan debunks myths, provides facts, and explains how and why Thanksgiving evolved in the United States the way it did—and what gratitude means to society. This young readers adaptation of Kiernan’s We Gather Together should be required reading in every school in America today.

This second edition helps educators build a successful reading culture by developing community collaborations that include parents, university partnerships, and libraries.

Reading Scripture is a spiritual practice at the very heart of the Christian faith. But how is it possible to encounter God in reading the words of the Bible? Does reading the Christian Bible require a different approach from how one may read other texts or writings? What is required of the spiritual reader to read well? Seeking to answer such questions, Angela Lou Harvey provides a theological exploration of the idea of "spiritual reading" in the context of the Western church today. Drawing upon insights of theologians such as Karl Barth, Henri de Lubac, and Ellen F. Davis, the author suggests that the particulars of Christian belief profoundly shape the distinctive practice of the spiritual reading of the Bible.

Reading groups have grown rapidly in popularity and continue to be a significant cultural phenomenon. Reading groups in public libraries, linked to the learning and social inclusion agenda, have expanded to include a wide range of groups within society, including people with visual impairments (VIPs). This under-researched area is the focus of this book. Library-based VIP reading groups are interesting on many levels. Given that these groups predominantly use audio versions of the text (rather than print), this links to debates about the changing nature of reading in a multi-modal age. This book discusses whether contemporary society still defines reading as a visual activity or whether technological developments have led to a broadening of the definition of reading. The author goes on to discuss how policy is translated into practice within the library context and whether the wide range of reading groups linked to libraries suggests that libraries understand and are taking the social inclusion agenda seriously. She also explores how effectively libraries are using reading groups as a tool for delivering on the agenda for learning and how this sits within wider priorities for post-compulsory education and lifelong learning. Finally the book suggests ideas for future development for these groups, outlining ways in which their potential could be maximised for the benefit of both the library and the reading group members. The book will be of great interest to professional librarians as well as students and scholars of librarianship. It will also be of interest to those working on the emerging field of reading groups in literary studies. Those interested in the role of reading in education, as well as disability scholars, will also find the book useful.

This vol. explores reading practices in sch's where at-risk stud's beat the odds in learning to read. Some chapters take a broad view, compar. practices across sch's & classrooms, while others deal with the story of a single project over multiple sites.

When lectors, readers, and proclaimers of the Word need the most trusted, accurate, and user-friendly tool to help them prepare for the Sunday readings, they rely on Workbook. For over 20 years, Workbook has provided confidence to lectors and readers, giving them vital tools to feel prepared in their ministry as proclaimers of the Word. Workbook provides: -Full, large-print text of the first, second, and Gospel readings approved for use in Canada, and the responsorial psalm for context -Annotated pronunciation aids adjacent to the word in question—a helpful way to build skill and confidence -Proclamation advice with notes on pacing and tone -Commentaries by Scripture scholars for the first, second, and Gospel readings that provide historical, theological, and liturgical context -Bolded text, indicating where stress and emphasis can be placed within the reading -Ongoing formation when studied each week Proclaiming the Word of God is a vital ministry in the Church. Workbook provides the needed context, ease-of-use, and guidance that those who read at Mass need in order to proclaim with confidence and clarity. When lectors, readers, and proclaimers of the Word read confidently and with conviction, the Word of God enlivens the parish community and the lives of its members.

Covering a period of more than 45 years, this is the first collection of the writings of international figure Lloyd Geering--a premier public intellectual who was once found guilty of heresy by the Presbyterian Church. With never-before-seen material, this compendium demonstrates the remarkable consistency in the thought of this increasingly influential thinker. Provocative and heartfelt, this compilation provides a fascinating coverage of the engagement of religion and the modern world.

How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. This book is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms. Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.