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Foreword | |
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Preface | |
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Acknowledgments | |
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BUILDING | |
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Powerful Relationships | |
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Introduce Engaging Tools | |
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Emphasize How Students Treat One Another | |
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Get To Know Your Students | |
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Let Your Students Get To Know You | |
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Start With Strength | |
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For Further Study | |
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Find the Clarity. . . | |
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How Are Reading And Writing The Same? | |
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Both reading and writing are purposeful activities | |
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Both reading and writing are a process | |
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Readers and writers use similar sources of information (cueing systems) | |
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How Are Reading And Writing Different? | |
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Writers express text for a purpose. Readers access text for a purpose | |
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Writers always produce a product. Readers sometimes produce a product | |
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Writing is a slower process. Reading is a quicker process | |
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Writers must choose their topic. Readers must read about the topic that the writer chose | |
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Writers choose their own structures. Readers are introduced to new structures | |
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Writers go from sound to print. Readers go from print to sound | |
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For Further Study | |
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. . .And Then Blur the Lines | |
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What Common Thinking Strategies Do Reading And Writing Share? | |
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Readers and writers make decisions independently | |
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Readers and writers activate relevant prior knowledge | |
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Readers and writers determine importance | |
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Readers and writers infer | |
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Readers and writers envision | |
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Readers and writers synthesize | |
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Readers and writers ask questions of themselves and the writers and readers of their texts | |
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Readers and writers monitor their reading and writing processes | |
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Readers and writers activate their knowledge of letters and sounds | |
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How Can I Use This Information? | |
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For Further Study | |
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Planning | |
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Listening, Speaking, Reading, and Writing | |
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How Does Speaking Connect To Writing? | |
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How Does Speaking Connect To Reading? | |
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How Does Listening Connect To Reading? | |
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How Does Listening Connect To Writing? | |
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Supporting Speaking And Listening Throughout Your Day | |
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Choice time | |
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Sharing sessions | |
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Informal conversations | |
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Reading And Writing Partnerships: A Powerful Structure | |
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Launching partnerships | |
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For Further Study | |
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The Components of Balanced Literacy | |
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What Are The Components Of Balanced Literacy? | |
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What Does Balanced Literacy Actually Mean? | |
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Looking At Components That Connect | |
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Shared Writing: Highlighting meaning and structure sources of information | |
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Read-Aloud: Highlighting meaning and structure sources of information | |
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Interactive Writing: Highlighting visual sources of information | |
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Shared Reading: Highlighting visual sources of information | |
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Reading Workshop and Writing Workshop: Putting it all together | |
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Using Assessment To Plan The Components Of Balanced Literacy | |
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How Many Times Per Week Should I Do Each Component? | |
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For Further Study | |
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Units of Study | |
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What Is A Unit Of Study? | |
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Planning Reading And Writing Units Of Study | |
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Emergent literacy Units of Study | |
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Revision Units of Study in reading | |
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Series books Units of Study | |
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Nonfiction Units of Study | |
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Rereading Units of Study | |
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Immersion: Letting Reading Complement Writing | |
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Immersion Lesson 1: Teaching students to notice the structures within texts | |
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Immersion Lesson 2: Teaching students how to internalize the structures within texts | |
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Immersion Lesson 3: Teaching students how to look at books to get new topic ideas | |
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Immersion Lesson 4: Teaching students how to study one particular text structure | |
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Immersion Lesson 5: Teaching students how to produce these structures through talking | |
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Immersion Lesson 6: Teaching students how to produce these structures while writing | |
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Planning Reading And Writing Units Of Study Side By Side | |
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Plan clear reading and writing goals for both Units of Study | |
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Plan to teach reading and writing thinking strategies at similar times | |
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Plan the order of your reading and writing minilessons | |
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For Further Study | |
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Yearly Curriculum | |
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What Is A Curriculum Calendar? | |
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General Principles For Planning Curriculums | |
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Curriculum calendars should have some genre Units of Study and some non-genre | |
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Units of Study | |
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Planning yearlong curriculums and assessing your students should be simultaneous | |
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Curriculum calendars should be used as guides and should be revised and fine-tuned when necessary | |
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Curriculum calendars should have between eight and twelve studies. Each Unit of Study should last from three to five weeks | |
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Units of Study should build on one another | |
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Mapping Reading And Writing Curriculums Together 96 | |
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Connect reading and writing curriculums by genre | |
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Connect reading and writing curriculums by strategies | |
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Connect reading and writing curriculums by process | |
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For Further Study | |
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TEACHING | |
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Crafting Your Teaching | |
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Listen To Your Students | |
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Structure Your Teaching In Consistent Ways | |
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Connect the known to the unknown | |
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Have one clear and brief teaching point | |
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Ensure that both you and your students are active | |
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Teachers Teach Using The Qualities Of Good Writing And The Common | |
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Thinking Strategies Across Reading And Writing | |
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Teachers Teach The Same Concept Over Time Across Reading And Writing | |
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Teachers Assess And Reflect Upon The Effectiveness Of Their Teaching | |
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For Further Study | |
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Minilessons | |
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The Purpose Of Your Minilessons Must Be Clear To Your Students | |
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The Structure Of Your Minilessons Should Be Consistent | |
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The connection | |
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The teach | |
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The active engagement | |
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The link | |
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Connecting The Reading Minilesson To The Writing Minilesson | |
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Just tell the students how the two minilessons connect | |
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Retell a previous reading minilesson | |
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Use the same or similar language across minilessons | |
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Use materials from the reading minilesson in your writing minilesson | |
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Connecting The Writing Minilesson To The Reading Minilesson | |
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Extend Minilessons Across Time And Across Subject Areas | |
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Teaching minilessons across time in the Writing Workshop | |
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Teaching minilessons across time in the Reading Workshop | |
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Should The Writing Minilesson Or The Reading Minilesson Come First? | |
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How Can I Create Useful Charts That Document Reading And Writing Minilessons? | |
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For Further Study | |
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Conferences | |
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Structure Of A Conference: Research, Decide, And Teach 133 | |
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Research | |
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Decide | |
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Teach | |
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Types Of Conferences | |
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Content conference | |
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Strategy conference | |
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Coaching conference | |
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Conferring Across Reading And Writing | |
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Angela: Strong writer/not as strong reader | |
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Tan: Strong reader/not as strong writer | |
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Tynia: Similar needs across reading and writing | |
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For Further Study | |
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Small Group Work | |
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What Are The Benefits Of Small Group Work? | |
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The Story Begins: Assessing Writers | |
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The Story Continues: Forming Groups | |
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Deciding On Methods Of Teaching | |
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Teaching Small Groups | |
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Small groups should teach a strategy that some but not all students need | |
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Small group instruction should be structured in ways similar to your minilessons | |
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Blur The Lines: Moving Small Groups Between Writing And Reading | |
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Continuing with Group 3: Small group instruction in both writing and reading | |
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Continuing with Group 6: Small group instruction in both writing and reading | |
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For Further Study | |
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Final Thoughts | |
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Blur The Lines In Your Methods And Structures Of Teaching | |
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Blur The Lines In Your Planning And Your Assessments | |
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Blur The Lines In Your Strengths | |
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Blur The Lines In Your Materials | |
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Blur The Lines In Your Professional Reading | |
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Appendixes | |
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Recommended Professional Literature | |
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Transcript Of Rehearsal And Revision In Reading | |
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Strategies To Teach Meaning, Structure, And Adding Sources Of Information | |
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Thinking Strategies That Readers And Writers Use | |
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Planning Sheet For The Components Of Balanced Literacy | |
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Planning A Unit Of Study | |
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Planning Reading And Writing Units Of Study | |
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Planning A Curriculum Calendar | |
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Sample Curriculum Calendars | |
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Transcripts Of A Connected Reading And Writing Minilesson | |
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Conferring With Students Across Reading And Writing | |
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Small Group Work Planning Sheets | |
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References | |
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Index | |