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| Prologue | |
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| The Authors Meet | |
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| What the Book Is Really About | |
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| Meet the Authors | |
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| Teaching with Literature in a Classroom of English Learners | |
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| A First Visit to Senor B.-B.'s Third-Grade Class of English Learners | |
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| A Thought from Carole | |
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| The Classroom Day | |
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| Teaching with Literature | |
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| A Thought from Carole | |
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| A First Conversation Between Carole and Paul | |
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| A Change in Thinking About Teaching with Literature | |
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| A New Literature Plan | |
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| More Conversation Between Carole and Paul | |
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| What Happened with the Problem Javier Was Having with the Story? | |
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| A Thought from Paul | |
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| Exploring Ideas | |
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| Children's Books | |
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| References | |
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| Reader Response and Learning English as a Second Language | |
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| Reader-Response Theory | |
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| The Reader and the Text | |
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| The Transactional Theory | |
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| Theories of Learning English as a Second Language | |
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| Grammar | |
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| Communication | |
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| Mapping the Crossroads of Reader Response and Learning English as a Second Language | |
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| Transmission and Social Construction of Knowledge | |
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| In the Classroom | |
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| Exploring Ideas | |
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| References | |
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| Bridging Theory and Research into Practice | |
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| The Reader and the Text when Teaching with Literature | |
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| The Text | |
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| The Reader-Plus-Text | |
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| Comparison of Two Classrooms | |
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| Engaging English Learners | |
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| Exploring Literature: The Ripple Effect | |
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| A Thought from Paul | |
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| Developing Literacy | |
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| Differentiating Instruction | |
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| A Thought from Paul | |
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| Exploring Ideas | |
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| Children's Books | |
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| References | |
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| Components of Student-Centered Instruction | |
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| Knowing the English Learner for Differentiated Instruction | |
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| Jackie's Experience as an Intermediate English Learner | |
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| Literature Circles with English Learners | |
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| Scheduling | |
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| Management | |
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| Materials for Literature Circles | |
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| Conferencing with Small Groups | |
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| The Literature Circle Plan | |
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| Product-Driven Differentiation and Assessment | |
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| A Thought from Carole | |
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| Exploring Ideas | |
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| References | |
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| Engaging English Learners with Literature Circles in the Classroom | |
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| A Morning in Paul's Classroom | |
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| Whole-Group Instruction | |
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| Individual and Small-Group Instruction | |
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| A Journey of Discovery, Expression, and Literacy | |
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| An In-Depth Discussion of a Story | |
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| Personal Expression in Response to a Story | |
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| Retracing Jackie's Path to Interpretation | |
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| Jackie as Author, Artist, and Explorer | |
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| A Thought from Carole | |
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| Exploring Ideas | |
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| Children's Books | |
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| References | |
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| Compendium of Case Studies | |
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| Case Study of Juan: The Beginning English Learner | |
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| Meet Juan | |
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| Background and Home Influences | |
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| Language Development: English as a Second Language | |
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| Juan as a Student | |
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| Juan's Response Style: Makes Personal Connections | |
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| Exploring Ideas | |
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| Case Study of Anne: The Native English Speaker | |
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| Meet Anne | |
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| Background and Home Influences | |
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| Language Development: Native English Speaker | |
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| Anne as a Student | |
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| Anne's Response Style: Challenges the Text | |
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| Exploring Ideas | |
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| Case Study of Eduardo: The Intermediate/Advanced English Learner | |
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| Meet Eduardo | |
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| Background and Home Influences | |
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| Language Development: Fluent in English and Spanish | |
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| Eduardo as a Student | |
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| Eduardo's Response Style: Tells His Own Stories | |
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| Exploring Ideas | |
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| Children's Books | |
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| Subject Index | |
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| Name Index | |