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| Foreword | |
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| Acknowledgments | |
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| Real Journeys | |
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| Roberta's Story | |
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| Donna's Story | |
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| Collaborating to Find Answers | |
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| Real Situations, Real Times, Real Places | |
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| The Last Half of the Twentieth Century Revisited | |
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| TV, the Great Cultural Transmitter | |
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| The Lack of Predisposition Toward Literacy | |
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| An Ever-Changing Spectrum of Initiatives From Within | |
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| So, What's a Real Teacher to Do? | |
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| Real Destinations | |
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| Responding to the Students We Take on These Trips | |
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| The "Teacher" aka the "Coach": Process, Modeling, Strategies | |
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| Stamp Out Assumptive Teaching | |
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| Preparing Students For Real Life: Critical Questions to Guide Our Teaching | |
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| The Trip Starts Slowly | |
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| Let's Control What We Can | |
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| Reading: Conveying the Big Picture | |
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| Actively Engaging Students | |
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| What Do People Do When They Read? | |
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| Getting to Know Your Text | |
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| SQ3R: An Old Friend Revisited | |
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| Got the Picture? | |
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| Making Reading Happen: Before | |
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| BDA in a Nutshell | |
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| Tapping Into What They Already Know | |
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| Risk Taking Up Front | |
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| Things We Know, Things We Think We Know But Are Not Sure, Things We Don't Know | |
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| Comparing Prior Knowledge Before the Equipment Gets Broken | |
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| Word Webs | |
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| The Power of Prediction | |
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| Visualizing Directions Before the Fingers Get Burnt | |
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| Cartoons and Comics | |
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| A Change of Posture: Teacher not Tester | |
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| Making Reading Happen: During | |
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| Familiarity and Friendliness | |
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| Reading Guides: The Teacher at Your Side | |
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| QAD for Success with Fallible Texts | |
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| Active Involvement Through Charts | |
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| No Prior Knowledge? Text Boxes to the Rescue! | |
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| Punctuation Pause | |
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| Virus Partners | |
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| The Naked-Scientist Mystery | |
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| End-of-the-Year Independence Day | |
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| Making Reading Happen: After | |
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| Pick a Card, Any Card | |
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| Rummy | |
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| Reverse Crosswords | |
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| Riddles and Review Circles | |
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| The Yes-and-No Game | |
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| Sensory Impressions: The Other Side of the Brain | |
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| Music and Multiple Intelligences | |
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| Venn Diagrams | |
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| Hidden Messages: An Excuse for Friendly Nagging | |
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| Vocabulary Bingo | |
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| A, B, C ... Simple! And Jigsawing | |
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| The Carousel Walk | |
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| Our Questioning Nature | |
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| The Big After | |
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| Aftermath | |
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| Selling Reading: Creating a Lifetime Habit | |
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| Be a Reader | |
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| The Community-of-Readers Ethos | |
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| We Are the Giants | |
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| Slipping Writing Into the Content Area | |
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| Understanding Writing | |
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| Thinking on Paper in Science: A Journey Begins | |
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| Purposeful Writing to an Audience | |
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| Floating on RAFTs | |
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| Extra! Extra! Read All About It! | |
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| Time-Travel Letters | |
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| From English Class to Science Class | |
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| Coming to Terms with Assessment | |
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| They All Want to Write--Will We Let Them Get Good at It? | |
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| Learning for a Lifetime | |
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| Learning to Look It Up and Tell About It | |
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| Learning from the Past to Inform the Present | |
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| Learning to Write Business Letters--In Science? | |
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| Learning Beyond the Classroom | |
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| Learning to Inform the Public | |
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| Learning to Interweave Curricula | |
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| Learning Through the Arts | |
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| Shaping Lifetimes | |
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| Lifelong Teaching | |
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| Roberta: My Continuing Journey as a Middle School Science Teacher | |
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| Donna: My Continuing Journey as a Literacy Professor and Researcher | |
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| The Ongoing Collaborative Journey | |
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| Surveying Your Textbook | |
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| Reading Guide: Cells and Structure | |
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| Review Circles | |
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| Review--A, B, C ... Simple! | |
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| Student Favorites | |
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| Works Cited | |