Write To Read

Use reader response strategies to help students build understanding of complex literary and informational text, and provide supporting evidence in their writing—all goals of the Common Core.

"You want to write a nonfiction book that matters. A book that resonates with readers. A book that changes lives. And you're not sure where to begin. In Write a Must-Read, AJ Harper shares the method she developed and used for more than a decade to ghostwrite and edit bestselling books for some of the foremost thought leaders of our time. She gives you the complete framework she shares with her workshop students--the same framework she used with newbies, big-deal deal authors, small presses, and the Big Five. The secret: It's not about you. When you put your reader first--their desires, their challenges, their point of view, and even their experience of reading your book--you create the connection and trust required to transform their lives. This method also simplifies the writing and editing process and helps keep your inner critic at bay. The payoff: a must-read book, and a massive readership who serve as ambassadors for your message and your brand."--

"This book shows teachers how to apply a five-phase project-based inquiry framework to disciplinary literacy for students in grades 6-12. The use of project-based inquiry helps students build discipline-specific skills and knowledge across fields. The authors incorporate their experience in using the model for professional development with over 3,000 teachers, offering practical examples and classroom vignettes to illustrate the model. Given the current focus on disciplinary literacy across multiple sets of standards, including the Next Generation science Standards, the 3C Framework for Social Studies, and the Common Core State Standards, this book provides a clear blueprint for teachers in meeting these standards while providing students with deep leaning specific to these disciplines"--

Write That They May Read is a collection of essays written in honor of our mentor, friend, and fellow scholar, Professor Alan R. Millard. Respectful of his contribution to our understanding of writing and literacy in the ancient biblical world, all the essays deal with some aspect of this issue, ranging in scope from archeological artifacts that need to be "read," to early evidence of writing in Israel's world, to the significance of reading and writing in the Bible, including God's own literacy, to the production of books in the ancient world, and the significance of metaphorical branding of God's people with his name. The contributors are distributed among Professor Millard's peers and colleagues in a variety of institutions, his own students, and students of his students. They represent a variety of disciplines including biblical archeology, Egyptology, Assyriology, Hebrew and other Northwest Semitic texts, and the literature of the Bible, and reside in North America, Japan, the United Kingdom, Denmark, and Germany. Write That They May Read contains contributions by: Section 1: Artifacts and Minimalist Literacy 1. "See That You May Understand": Artifact Literacy--The Twin-cup Libation Vessels from Khirbet Qeiyafa Gerald Klingbeil, Research Professor of Old Testament and Ancient Near Eastern Studies, Andrews University Martin Klingbeil, Professor of Biblical Studies and Archaeology, and Associate Director, Institute of Archaeology Southern Adventist University 2. Ketiv-Qere: The Writing and Reading of EA 256 and Its Place in Reflecting the Realia of Power and Polity in the LBA-IA Golan and Peripheries Timothy M. Crow, Senior Lecturer in History, University of Akron; Professional Fellow Old Testament, Ashland Theological Seminary 3. Another Inscribed Arrowhead in the British Museum Terrence C. Mitchell†. Former Keeper of Western Asiatic Antiquities, The British Museum, London, England 4. Earliest Literary Allusions to Homer and the Pentateuch from Ischia in Italy and Jerusalem Paul J. N. Lawrence, Translation Consultant, Summer Institute of Linguistics International 5. The Etymology of Hebrew lōg and the Identity of Shavsha the Scribe Yoshiyuki Muchiki, Professor of Biblical Theology, Japan Bible Seminary, Tokyo Section 2: Artifacts and Official Literacy 6. The Writing/Reading of the Stone Tablet Covenant in the Light of the Writing/Reading/Hearing of the Silver Tablet Treaty Gordon Johnston, Professor of Old Testament, Dallas Theological Seminary 7. For Whose Eyes? The Divine Origins and Function of the Two Tablets of the Israelite Covenant Daniel I. Block, Gunther H. Knoedler Professor Emeritus of Old Testament, Wheaton College 8. Write That They May Judge? Applying Written Law in Biblical Israel Jonathan Burnside, Professor of Biblical Law, Law School, University of Bristol. 9. "And Samuel Wrote in the Book" (1 Samuel 10:25) and His Apology in First Samuel 1-15 Wolfgang Ertl, Dozent am Bibelseminar Bonn, Bornheim/Germany; Associate Professor of Old Testament, Southwestern Baptist Theological Seminary 10. "For the one who will read it aloud will be able to run with it" (Habakkuk 2:2c) David Toshio Tsumura, Professor of Old Testament, Japan Bible Seminar Section 3: The Rise of Literary Literacy 11. The History and Pre-History of the Hebrew Language in the West Semitic Literary Tradition Richard E. Averbeck, Professor of Old Testament and Semitic Languages, Trinity Evangelical Divinity School 12. Divine Action in the Hebrew Bible: "Borrowing" from Ancient Near Eastern Cultures and "Inspiration" C. John Collins, Professor of Old Testament, Covenant Theological Seminary 13. Encoding and Decoding Culture Jens Bruun Kofoed, Professor of Old Testament, Fjellhaug International University College, 14. No Books, No Authors: Literary Production in a Hearing-Dominant Culture John H. Walton, Professor of Old Testament, Wheaton College 15. The Discovery of the Book of the Law in 2 Kings 22:8-10 in the Light of the Literary Renaissance of the Eighth to Seventh Centuries in the Ancient Near East James K. Hoffmeier, Emeritus Professor of Old Testament and Near Eastern Archaeology, Trinity Evangelical Divinity School 16. "Read This Torah" (Deuteronomy 31:11): The Importance and Function of Israel's Primary Scripture in Early Spiritual Growth David C. Deuel, Academic Dean Emeritus, The Master's Academy International 17. What is a "Messianic Text"? The Uruk Prophecy and the Old Testament Ernest C. Lucas, Vice-Principal Emeritus, Bristol Baptist College, UK 18. "Joshua 24 and Psalm 81 as Intertexts" Cheryl Eaton, PhD Candidate, Trinity College, Bristol 19. "Much Study is a Weariness of the Flesh": To Read or not to Read in Ecclesiastes 12:11-12 Knut Heim, Professor of Old Testament, Denver Seminary Section 4: Metaphorical Literacy 20. Belonging to YHWH: Real and Imagined Inscribed Seals in Biblical Tradition Carmen Joy Imes, Associate Professor of Old Testament, Prairie College, Three Hills, Alberta 21. Reading the Eye: Optic Metaphorical Agency in Deuteronomic Law A. Rahel Wells, Associate Professor of Biblical Studies, Andrews University 5. Epilogue 22. Literacy and Postmodern Fallacies Richard S. Hess, Distinguished Professor of Old Testament and Semitic Languages, Denver Seminary Abstract: 23. In Praise of a Venerable Scribe: A Tribute to Alan R. Millard Edwin M. Yamauchi, Professor of History Emeritus, Miami University, Oxford, Ohio [with contributions from Daniel I. Block and Paul J. N. Lawrence]

Talking Texts is a guide for teachers to the steps and strategies of implementing text clubs in many forms— fiction and nonfiction book clubs, textbook clubs, article clubs, and even poetry clubs—in the classroom. All strategies presented are applicable to any discipline so that text clubs can be employed across the curriculum in any grade level.

Here is the story of Jerry Weintraub: the self-made, Brooklyn-born, Bronx-raised impresario, Hollywood producer, legendary deal maker, and friend of politicians and stars. No matter where nature has placed him--the club rooms of Brooklyn, the Mafia dives of New York's Lower East Side, the wilds of Alaska, or the hills of Hollywood--he has found a way to put on a show and sell tickets at the door. "All life was a theater and I wanted to put it up on a stage," he writes. "I wanted to set the world under a marquee that read: 'Jerry Weintraub Presents.'" In When I Stop Talking, You'll Know I'm Dead, we follow Weintraub from his first great success at age twenty-six with Elvis Presley, whom he took on the road with the help of Colonel Tom Parker; to the immortal days with Sinatra and Rat Pack glory; to his crowning hits as a movie producer, starting with Robert Altman and Nashville, continuing with Oh, God!, The Karate Kid movies, and Diner, among others, and summiting with Steven Soderbergh and Ocean's Eleven, Twelve, and Thirteen. Along the way, we'll watch as Jerry moves from the poker tables of Palm Springs (the games went on for days), to the power rooms of Hollywood, to the halls of the White House, to Red Square in Moscow and the Great Palace in Beijing-all the while counseling potentates, poets, and kings, with clients and confidants like George Clooney, Bruce Willis, George H. W. Bush, Armand Hammer, Brad Pitt, Matt Damon, Bob Dylan, Led Zeppelin, John Denver, Bobby Fischer . . .well, the list goes on forever. And of course, the story is not yet over . . .as the old-timers say, "The best is yet to come." As Weintraub says, "When I stop talking, you'll know I'm dead." With wit, wisdom, and the cool confidence that has colored his remarkable career, Jerry chronicles a quintessentially American journey, one marked by luck, love, and improvisation. The stories he tells and the lessons we learn are essential, not just for those who love movies and music, but for businessmen, entrepreneurs, artists . . . everyone.

Writing activities involving topics children know and care about, including school, family, friends, favorite animals, holidays, weather and more. Teachers can use the reproducible pages.