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Foreword | |
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Acknowledgments | |
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Magic Versus Methodology: Or, Good Teachers Are Made, Not Born! | |
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Why Collaborate? | |
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Trial and Error | |
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Learning How to Teach Collaboration | |
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Getting Kids to Like Each Other and Work Together: Building a Positive Class Climate | |
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Trial and Error | |
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The Importance of Community Building | |
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Breaking the Ice: The Art of Getting to Know Others | |
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Trial and Error | |
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Establishing Classroom Behavior Norms | |
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Getting Organized | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Sustained Silent Reading: Creating a Community of Readers | |
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Finding Time to Read | |
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Out-of-Class Reading | |
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Attracting Kids to Books | |
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Encouraging Good Book Choices | |
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Trial and Error | |
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Creating Conversation about Books | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Teaching Students How to Collaborate Successfully | |
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Teaching Group Skills | |
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Trial and Error | |
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Refining Skills with Processing | |
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It Takes a While for a Skill to Stick | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Collaboration in Action: Student Led Book Talks | |
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Creating Authentic Discussion about Books | |
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Trial and Error | |
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Setting the Groundwork | |
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Book Talk Day | |
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Refining Student Led Book Talks | |
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How Do I Assess This? | |
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Parting Words | |
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The Elements of Group Design | |
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Positive Interdependence | |
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Individual Accountability | |
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Group Skills and Group Processing | |
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Trial and Error | |
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Face-to-Face Interaction | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Questioning: A Key Collaborative Skill | |
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Index Card Trade | |
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Card Pick | |
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Neighborhood Map and Life Graph | |
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Using Family History to Extend Beyond the Classroom | |
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Trial and Error | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Literature Circles: Getting Them Started and Keeping Them Going | |
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Training Students for Literature Circles | |
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Getting Literature Circles Up and Running | |
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The First Discussion | |
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Literature Circle Meeting #2 | |
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The Remaining Literature Circle Meetings | |
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Literature Circles and Group Design | |
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Refining Literature Circle Skills | |
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Trial and Error | |
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How Do I Assess This? | |
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Ideas for Replacing the Unit Test | |
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Parting Words | |
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Resources | |
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I Only Want to Read It Once: Writing and Conferencing Strategies That Do the Work for You | |
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Trial and Error | |
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Getting Peer Conferencing Groups Up and Running | |
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Using Partners for Grammar and Editing | |
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Using Peer Conference Groups for Narrative and Fiction Writing | |
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The Research Paper | |
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Expanding Nonfiction Writing | |
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How Do I Assess This? | |
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Parting Words | |
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Resources | |
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Portfolios: A Tool for Refining Collaborative Literacy Skills | |
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Maintaining the Binders | |
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Becoming Familiar with the Portfolio Content Categories | |
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Choosing the Artifacts | |
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Writing the Reflections | |
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The Cover Letter | |
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Trial and Error | |
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The Interview Process | |
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Turning in the Portfolio | |
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How Do I Assess This? | |
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Parting Words: Where's the Collaboration? | |
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Resources | |
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Collaborative Literacy in Action: Strategies to Remember and Practice | |
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Explain Your Strategy Choices | |
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Revisit Icebreaking Activities Often | |
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Think in Terms of Foundation Activities | |
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Negotiate with Students | |
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Provide Choices | |
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Model and Demonstrate: A Picture Is Worth a Thousand Words | |
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Use the Binders Every Day | |
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Teach Social Skills Explicitly | |
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Build Reflection into Daily Classroom Life | |
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Observe the Elements of Cooperative Learning | |
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Teach Students the Art of Asking Questions | |
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Find the Time for Sustained Silent Reading | |
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Make Sticky Notes a Way of Life | |
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Think of Assessment as an Ongoing Process | |
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Use Peer Conferencing Groups Regularly | |
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Monitor Collaborative Groups Carefully | |
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Give Yourself Permission to Fail | |
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Appendices | |
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Examples of T-Charts | |
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Skill Lesson Worksheet | |
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To Kill a Mockingbird Text Set | |
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Holocaust Text Set | |
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Learning About the Middle East Text Set | |
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Teen Pleasing Paperbacks | |
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Short Story: Night Club | |
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References | |