In some language groups, Bible commentaries and translations are of lesser quality, often due to the lack of training in Greek, Hebrew, and Aramaic for their authors and translators. Additionally, many commentaries are authored by those who are unfamiliar with the language, church, and culture of the target audience. Further, some language groups struggle with the quality of translations even of the biblical text itself. A translation may not be based on the biblical languages but on a Bible translation in another modern language. This can result in the theological perspective of the previous translators being unwittingly written into the subsequent translation. How can these challenges be addressed? In this volume of the Tyndale Theological Seminary Theses Series, two brothers, Bogdan and Alexandru Costea, address these types of biblical studies issues in Romania. Bogdan writes about the importance of having a Romanian commentary series that compares the biblical languages with the Romanian Bible versions used by Evangelicals and interacts with the Church Fathers. Alexandru evaluates the meaning and implications of σῴζω as translated in the Romanian Orthodox Bible, a word commonly translated as “save” in many English contexts. These two men thus grapple with the core issues related to commentary production suitable for the Romanian context as well as provide a model for other language contexts. Their interest, in conjunction with that of Dr. Octavian Baban and Dr. H. H. Drake Williams III, has helped to produce the Seria Comentarii Exegetice Româneşti (Oradea, RO: Decenu, 2023–).

Foreword by Colby Sharp In the decade since the first edition of Still Learning to Read was published, the prevalence of testing and the Common Core State Standards have changed what is expected of both teachers and students. The new edition of Still Learning to Read focuses on the needs of students in grades 3-6 in all aspects of reading workshop, including reading workshop, read-aloud, classroom design, digital tools, fiction, nonfiction, and close reading. The book stays true to its original beliefs of slowing down and knowing our readers, but it also takes into account the sense of urgency that changing times and standards impose on classrooms. This edition examines current trends in literacy, includes a new section on intentional instructional planning, and provides expanded examples of mini-lessons and routines that promote deeper thinking about learning. It also includes a brand new chapter on scaffolding for reading nonfiction and showcases the authors' latest thinking on close reading and text complexity. Online videos provide glimpses into classrooms as students make book choices, work in small groups, and discuss their reading notebooks. Expanded and updated book lists, recommendations for digital tools, lesson cycles, and sections specifically written for school leaders round out this foundational resource.

Harper's informs a diverse body of readers of cultural, business, political, literary and scientific affairs.

Reprint of the original, first published in 1867.

Use reader response strategies to achieve Common Core goals in reading and in writing! Response journals—brief, personal writing in response to reading—can significantly improve reading comprehension. What′s more, when scaffolded over the year, reader response strategies promote engagement, build understanding of complex literary and informational text, and even help students provide supporting evidence in their writing—all goals of the Common Core. For educators eager to use reader response strategies, veteran teacher Lesley Roessing presents a unique, step-by-step approach that inspires thoughtful reading and skillful writing in Grades 5–12. Based on research and her own classroom experience, Roessing′s innovative writing exercises encourage students to read more deeply, develop questions, and participate actively in class. Beginning with simple response tasks and moving toward more complex assignments, the book provides a scaffolded curriculum for the full academic year. Developed for language arts and content area teachers, as well as literacy specialists, this resource includes: Examples of response journals for a wide range of genres, including fiction, nonfiction, poetry, and students′ personal reading Strategies for using reader response to guide classroom discussions, group work, book clubs, and journal writing at home Adaptations for students with diverse abilities Numerous classroom-ready templates and samples of student work Discover a well-structured writing curriculum that promotes confident learning and the joy of reading.

Reading Comprehension 1-3 is a resource that provides step-by-step instruction in reading comprehension strategies through the use of graphic organizers, modeled and guided practice, and literature selections.