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| The Personal Side of Reading | |
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| Start Strong: Taking Charge of Success in College Building Your Strengths | |
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| Selection: Study Secrets for College Success, Josh Johnson | |
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| Being a Successful Student | |
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| Set Your Goals | |
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| Manage Your Time | |
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| Control Your Concentration | |
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| Monitor Your Progress | |
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| Discover Your Learning Style | |
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| Engage with Your School | |
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| Connect with Your Campus | |
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| Connect with Your Professors | |
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| Connect with Your Peers | |
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| You're On Your Way | |
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| Selection: Speaking of Success, Robert Feldman | |
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| Wrap It Up | |
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| Comprehension and Critical Reading Skills | |
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| Get Ready to READ? Active Reading Strategies for Managing College Texts | |
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| Focus on the Learning Process | |
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| Become an Active reader | |
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| What Do Active Reader's Do? | |
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| Metacognition | |
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| Survey Your Textbooks | |
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| Access Your Prior Knowledge | |
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| Preview Your Reading | |
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| Previewing College Textbook Chapters: THIEVES | |
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| Previewing Magazine Articles and Essays | |
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| Selection: "Learning Disorder"? Just Say No, Jan Hunt | |
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| Previewing Newspaper Articles | |
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| Selection: Self-Control Presages Math Gains in Young, Nicholas Bakalar | |
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| Previewing Novels and Non-Fiction Books | |
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| Selection: Tuesdays with Morrie, Mitch Albom | |
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| Reading for a Purpose: Ask and Answer Your Own Questions | |
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| Preview Questions | |
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| Guide Questions | |
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| Monitoring Questions | |
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| Study Questions | |
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| Discipline Specific Questions | |
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| Essay Questions | |
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| Selection: The Theory of Multiple Intelligences,Howard Gardner | |
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| Managing Your College Reading: Highlight, Annotate, and Make Marginal Notes | |
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| Highlighting | |
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| Annotating and Marginal Notes | |
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| Wrap It Up | |
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| Give It Some Thought | |
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| The Power of Words: Understanding College Vocabulary | |
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| Focus on Diversity | |
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| Language of the Academy | |
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| Using Context Clues to Learn the Meaning of Words | |
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| Definition Clues | |
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| Synonym Clues | |
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| Contrast and Antonyms Clues | |
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| Example Clues | |
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| Inference Clues | |
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| Student Checklist for Application of Skills | |
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| A Word About Word Parts | |
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| Prefixes | |
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| Roots | |
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| Suffixes | |
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| Compound Words | |
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| Wrap It Up | |
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| Get the BIG Picture: Identifying the Main Idea in College Reading | |
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| Focus on Physical Health and Well Being | |
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| The Main Idea | |
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| Two Steps to Identify the Main Idea | |
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| Step 1: Identify the Topic | |
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| The Topic in Lists | |
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| The Topic in a Sentence | |
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| Topics in Paragraphs | |
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| Topics in Longer Passages | |
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| Step 2: Determine the Main Idea | |
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| Finding the Stated Main Idea in Paragraphs: Topic Sentences | |
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| Finding the Stated Main Idea in Longer Readings: Thesis Statements | |
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| Implied Main Ideas | |
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| Stating the Implied (Unstated) Main Idea in Paragraphs and Longer Passages | |
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| Wrap It Up | |
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| Finding the Right Support: Locating and Using Important Details | |
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| Focus on Emotional Wellness | |
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| Supporting Details | |
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| Identifying Supporting Details | |
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| Details in a Sentence | |
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| Major Supporting Details in Paragraphs | |
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| Minor Supporting Details in Paragraphs | |
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| Using Transitions to Locate Supporting Details | |
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| Types of Transitions | |
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| Additional Items | |
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| Examples | |
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| Explanations and Reasons | |
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| Sequence | |
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| Comparison and Contrast | |
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| Studying Supporting Details | |
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| Wrap It Up | |
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| Mapping the Course of Action: Identifying Writing Patterns | |
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| Focus on Code of Conduct | |
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| Organizational Patterns in Writing | |
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| Organizational Patterns in Textbook Writing | |
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| Definition Pattern | |
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| Listing or Enumeration Pattern | |
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| Sequence Pattern | |
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| Chronological Order | |
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| Process Order | |
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| Spatial Order | |
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| Order of Importance | |
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| Classification Pattern | |
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| Classification and Graphics | |
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| Comparison and Contrast Pattern | |
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| Comparison and Contrast and Graphics | |
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| Cause and Effect Pattern | |
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| Mixed Patterns | |
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| Wrap It Up | |
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| Give it Some Thought | |
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| You Be the Judge: Becoming a Critical Reader | |
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| Focus on Relationships | |
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| Being a Critical Reader | |
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| Making Inferences | |
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| Determining an Author's Purpose for Writing | |
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| Writing to Inform | |
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| Writing to Instruct | |
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| Writing to Entertain | |
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| Writing to Persuade | |
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| Consider the Audience | |
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| Distinguishing Between Facts and Opinions | |
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| Facts | |
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| Opinions | |
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| Facts and Opinions | |
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| Detecting the Tone | |
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| Denotation and Connotation | |
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| Recognizing Bias | |
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| Evaluating the Author's Argument | |
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| Understanding Figurative Language: Inferring the Meaning Behind the Words | |
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| Metaphors | |
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| Similes | |
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| Personification | |
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| Hyperbole | |
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| Idioms | |
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| Wrap It Up! Critical Reading | |
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| Give It Some Thought | |
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| A Tangled Web: Assessing Internet Sources | |
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| Focus on Emotional and Physical Health | |
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| Finding Information on the Internet | |
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| Evaluating Web Resources | |
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| Purpose and Authority | |
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| Currency | |
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| Accuracy | |
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| MLA and APA Works Cited Models | |
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| MLA Documentation | |
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| APA Documentation | |
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| The Value of the Internet | |
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| Wrap It Up | |
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| Give It Some Thought | |
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| Put the Pieces Together: Reorganizing Information for Reading and Studying | |
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| |
| Focus on the World of Work | |
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| Rehearsing Information | |
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| Paraphrasing | |
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| Outlining | |
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| |
| Summarizing | |
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| |
| Use Visuals to Organize Information | |
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| |
| Concept Maps | |
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| |
| Charts | |
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| Timelines | |
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| |
| Process Diagrams or Flow Charts | |
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| Venn Diagrams | |
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| |
| Wrap It Up | |
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| |
| Give It Some Thought | |
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| Make Your Mark: Becoming an Effective Test Taker | |
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| |
| Focus on Strategies for Exam Preparation | |
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| |
| Prepare for Exams | |
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| Exam Formats | |
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| Objective Questions | |
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| Essay Questions | |
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| |
| Reduce Test Anxiety | |
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| Selection: TBA | |
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| Wrap It Up | |
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| Modules: Theme Based Reading Selections | |
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| Code of Conduct | |
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| |
| Get Acquainted with the Issue | |
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| |
| Guided Reading: Bounced from Preschool, by Thomas Fields-Mayer | |
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| |
| Before You Read | |
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| |
| Prepare to Read | |
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| |
| Check Out the Vocabulary | |
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| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
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| |
| Actively Process While You Read: Guided Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms or Similar Expressions | |
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| |
| Using New Vocabulary | |
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| |
| Make Personal Connections Through Writing and Discussion | |
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| |
| Surf the Web for More | |
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| |
| Self-Monitored Reading: Lying as America's Pastime, by Joe Saltzman | |
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| Before You Read | |
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| |
| Prepare to Read | |
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| Check Out the Vocabulary | |
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| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
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| |
| Make Personal Connections Through Writing and Discussion | |
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| |
| Surf the Web for More | |
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| |
| Independent Reading: Navigating the Minefield of Harassment at Work, by Hanah Cho | |
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| |
| Before your Read | |
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| |
| Prepare to Read | |
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| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
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| |
| Actively Process as You Read: Independent Reading | |
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| After Your Read | |
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| |
| Answer Your Preview Questions | |
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| |
| Review Important Points | |
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| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Use Context Clues | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections through Writing and Discussion | |
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| |
| Surf the Web for More | |
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| |
| Reflect and Respond: Synthesize the Readings | |
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| |
| |
| Resilience | |
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| |
| Get Acquainted with the Issue | |
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| |
| Guided Reading: Reversal of Fortune: Attitude Can Reverse Adversity | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Guided Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms or Similar Expressions | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Self Monitored Reading: Decoding Dyslexia: Dyslexia Sabatages the Reading Skills of Millions of People | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Independent Reading: Confessions of a Quit Addict | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Reflect and Respond: Synthesize the Readings | |
| |
| |
| |
| Diversity | |
| |
| |
| Get Acquainted with the Issue | |
| |
| |
| Guided Reading: First Steps Toward a Brighter Future, Anupreet Kaur | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read | |
| |
| |
| Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Self-Monitored Reading: Home Alone, Erica Goode | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Independent Reading: First Steps Toward a Brighter Future, Anupreet Kaur | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Reflect and Respond: Synthesize the Readings | |
| |
| |
| |
| School and Learning | |
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| |
| Get Acquainted with the Issue | |
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| |
| Guided Reading: Mourning the death of Handwriting, Claire Suddath | |
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| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Self-Monitored Reading: Sparking Creativity in Your Child, Thomas Armstrong, Ph. D. | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Independent Reading: Charles, Shirley Jackson | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Reflect and Respond: Synthesize the Readings | |
| |
| |
| |
| The World of Work | |
| |
| |
| Get Acquainted with the Issue | |
| |
| |
| Guided Reading: Majorly Unique: Lost in a Sea of English Major | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Self-Monitored Reading: About that First Job | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Independent Reading: Characteristics of Effective Leaders | |
| |
| |
| Before You Read | |
| |
| |
| Prepare to Read | |
| |
| |
| Check Out the Vocabulary | |
| |
| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
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| Reflect and Respond: Synthesize the Readings | |
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| Physical Health and Well Being | |
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| Get Acquainted with the Issue | |
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| Guided Reading: Brain Stays Young Into Old Age if You Stay Physically Fit, from Medical News Today | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| Establish Your Purpose | |
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| Actively Process While You Read: Self-Monitored Reading | |
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| After Your Read | |
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| Review Important Points | |
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| Organize the Information | |
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| Integrate the Vocabulary | |
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| Integrating Vocabulary | |
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| Learning Synonyms, Other Expressions and Word Forms | |
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| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Self-Monitored Reading: Should the Legal Drinking Age Be Lowered to 18? Yes! Drinking 'Licenses' Promote Responsible Behavior, David J. Hanson | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| Establish Your Purpose | |
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| Actively Process While You Read: Self-Monitored Reading | |
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| After Your Read | |
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| Review Important Points | |
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| Organize the Information | |
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| Integrate the Vocabulary | |
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| Integrating Vocabulary | |
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| Learning Synonyms, Other Expressions and Word Forms | |
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| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Independent Reading: Should the Drinking Age Be Lowered to 18? No! It's Not Safe For Youth, Nor on the Roads, William De Jong | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| Establish Your Purpose | |
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| Actively Process While You Read: Self-Monitored Reading | |
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| After Your Read | |
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| Review Important Points | |
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| Organize the Information | |
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| Integrate the Vocabulary | |
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| Integrating Vocabulary | |
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| Learning Synonyms, Other Expressions and Word Forms | |
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| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Reflect and Respond: Synthesize the Readings | |
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| Risks and Responsibilities | |
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| Get Acquainted with the Issue | |
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| Guided Reading: Eco-therapy for Environmental Depression: Go Jump Off a Pier | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| Establish Your Purpose | |
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| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
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| |
| Review Important Points | |
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| |
| Organize the Information | |
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| |
| Integrate the Vocabulary | |
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| Integrating Vocabulary | |
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| |
| Learning Synonyms, Other Expressions and Word Forms | |
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| |
| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Self Monitored Reading: Why Overcoming Phobias Can Be So Daunting | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| |
| Establish Your Purpose | |
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| |
| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
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| |
| Integrate the Vocabulary | |
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| |
| Integrating Vocabulary | |
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| |
| Learning Synonyms, Other Expressions and Word Forms | |
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| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Independent Reading: Textbook Selections: Humanistic Psychotherapies: Client-Centered Therapy | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| |
| Establish Your Purpose | |
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| |
| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
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| |
| Integrate the Vocabulary | |
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| Integrating Vocabulary | |
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| |
| Learning Synonyms, Other Expressions and Word Forms | |
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| |
| Using New Vocabulary | |
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| |
| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| |
| Reflect and Respond: Synthesize the Readings | |
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| Relationships | |
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| Get Acquainted | |
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| Guided Reading: Textbook Selection: Courtship and Mate Selection | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You Read | |
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| |
| Establish Your Purpose | |
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| |
| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
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| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
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| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Self Monitored Reading: Friendship: Awkward Encounters of the Friendly Kind | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| As You | |
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| Read | |
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| Establish Your Purpose | |
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| Actively Process While You Read: Self-Monitored Reading | |
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| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
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| |
| Make Personal Connections Through Writing and Discussion | |
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| Surf the Web for More | |
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| Independent Reading: The Last Word: Growing Up Bin Laden | |
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| Before You Read | |
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| Prepare to Read | |
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| Check Out the Vocabulary | |
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| |
| As You Read | |
| |
| |
| Establish Your Purpose | |
| |
| |
| Actively Process While You Read: Self-Monitored Reading | |
| |
| |
| After Your Read | |
| |
| |
| Review Important Points | |
| |
| |
| Organize the Information | |
| |
| |
| Integrate the Vocabulary | |
| |
| |
| Integrating Vocabulary | |
| |
| |
| Learning Synonyms, Other Expressions and Word Forms | |
| |
| |
| Using New Vocabulary | |
| |
| |
| Make Personal Connections Through Writing and Discussion | |
| |
| |
| Surf the Web for More | |
| |
| |
| Reflect and Respond: Synthesize the Readings | |
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| Appendices | |
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| Word Parts and Compound Words | |
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| Using Resources and Strategies to Improve Your Vocabulary | |
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| Active Textbook Reading | |
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| Sample textbook Chapter | |