practical heuristic 实用的探索启发
emanate from 来源于
posit intellectual growth =postulate 假设假定智力智识成长
practical heuristic/exploration 实际的探究
digital literacy 数字素养
social ramification/complication 社会结果/影响
harness the nature or emotion 利用自然或控制情感
antiquated norm 过时的教义
derogatory language 贬损的语言
written in vernacular 用方言土语写的
grievous oversight 严重的痛苦伤心的疏忽
ancient artifact/artefact 古代手工艺品
three-pronged strategies 三步/方面的策略 （-pronged分...部分的；prong部分方面，尖头牙齿；）
plucky girl 有勇气胆量的女孩
glean information from all sources从不同来源搜集信息
literal or figurative sense字面或比喻意义
mandated examination 被授权强制性的考试（命令授权）
hashtag on Twitter 推特上话题标签
pertain to form, genre and craft 与...有关；附属于
vicarious pleasure 间接感受的快乐
congruent with requirements 与要求一致的，合适的，全等的
annotate texts 给文本加注
revere, canonical text 受到尊敬，经典的文本
self-determination and grit 勇气（鼓起勇气）
Concepts in English Language Arts
*Ideas in Texts
——Inward focus(individual focus)
“Judgements based on first impressions can be inaccurate; humility is required to
change those initial judgements.”
. human relationships/relevance/experience
every story that we read is about human relationship – you’re human, you’ve got a great heart in there
“How does our past affect our present and future?”
“How can our society’s physical surroundings shape our actions and our lives?”
”the places people spend their youth shape their values and identity.”
“ if it’s going to be different and you want something, you have to be responsible making happen what you want to have happen. ”
——Outward focus（collective focus)
“Why do ordinary or good people sometimes do bad or even terrible things?”
“How might we deal with the darker impulses within ourselves and within others?”
“Our perceptions around evil, war, and violence are influenced by our contexts and experiences”
“How can we make sense of the darkness in humanity?”
“What makes a successful civilization?”
The conceptual territory could thus be either tight or loose
**Ideas about Texts
——Exploring the purpose of forms and genres.（fiction and non-fiction)
”An understanding of literature is key to an understanding of oneself, one’s community, and the world”
A tight approach :delving deeper into a more specific idea, but a right answer;
A loose approach:giving students room to explore( open-ended inquiry and own unique perspective. but the risk of remaining too global and overgeneralized.
——Elements of literary texts.
. “character change reveals theme”
. satire or irony
. Periodic Table of Storytelling Elements叙事元素周期表
. figure of speech(metaphor) figurative language 比喻
——Elements of transactional texts
.rhetoric appeals(emotion and reason) in argument ( Aristotle: 伦理诉求（Ethos）、情感诉求（Pathos）和理性诉求（Logos）)
“How can we best use written language to successfully synthesize, evaluate, and interpret our perspective on a topic or issue?”
“Dialogue and discussion develop, synthesize, and clarify ideas”
“Meaning making is a constructive and creative process; the quest for meaning making is never complete”
“consider the context, audience and purpose when crafting an appropriate message”
”Expression requires a form determined by purpose, medium, convention, and style. “
”Effective communicators choose and generate strategies depending on purpose and audience. “
. a second set of conceptual ideas, these ones about the form, genre, and craft for both literary and transactional texts. In most cases, teachers treated these ideas as secondary, parallel, or even as knowledge level outcomes compared with themes in texts.
**Ideas beyond Texts
All events have causes and effects that come before and lead up to them.
aspects of digital literacy.
gender equity or minority
“People understand text differently depending on their worldviews and perspectives”
When artifacts can communicate meaning, cultural dress, fashion, home design, tools
and technology all can be considered “texts”.
identity is very much a theme reflected in texts, good writing puts the focus on language and craft, and story-telling reflects critical thinking about the role of language and texts in culture.
Procedural Understanding in ELA
*Reading Comprehension and Response Skills
*Writing Process Skills and Strategies
*Inquiry and Collaboration Skills
How Resources Were Positioned
*Texts as Objects of Study 作为研究对象的文本
*Texts as Marquees 作为标牌的文本
*Texts as Catalysts 作为催化剂的文本
