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What Is a Balanced Approach to Literacy Instruction? | |
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Becoming an Effective Teacher of Reading | |
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Vignette: Fourth Graders Participate in a Yearlong Author Study | |
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Effective Teachers Understand How Children Learn | |
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Behaviorism | |
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Constructivism | |
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Interactive Theory | |
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Sociolinguistics | |
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Reader Response | |
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Critical Literacy | |
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Effective Teachers Support Children's Use of the Four Cueing Systems | |
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The Phonological System | |
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The Syntactic System | |
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The Semantic System | |
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The Pragmatic System | |
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Effective Teachers Create a Community of Learners | |
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Characteristics of Classroom Communities | |
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How to Create a Classroom Community | |
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Effective Teachers Adopt a Balanced Approach to Literacy Instruction | |
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Effective Teachers Scaffold Children's Reading and Writing Experiences | |
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Modeled Reading and Writing | |
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Shared Reading and Writing | |
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Interactive Reading and Writing | |
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Guided Reading and Writing | |
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Independent Reading and Writing | |
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Effective Teachers Organize Literacy Instruction in Four Ways | |
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Basal Reading Programs | |
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Literature Focus Units | |
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Literature Circles | |
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Reading and Writing Workshop | |
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Effective Teachers Connect Instruction and Assessment | |
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Preassessing | |
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Monitoring | |
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Assessing | |
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Effective Teachers Become Partners With Parents | |
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Providing Literacy Information to Parents | |
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Parent Volunteers | |
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Supporting Literacy at Home | |
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Family Literacy | |
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Review: How Effective Teachers Teach Reading and Writing | |
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Professional References | |
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Children's Book References | |
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Teaching the Reading and Writing Processes | |
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Vignette: Mrs. Goodman's Seventh Graders Read The Giver | |
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The Reading Process | |
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Prereading | |
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Reading | |
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Responding | |
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Exploring | |
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Applying | |
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The Writing Process | |
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Prewriting | |
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Drafting | |
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Revising | |
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Editing | |
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Publishing | |
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Qualities of Good Writing | |
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Reading and Writing Are Similar Processes | |
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Comparing the Two Processes | |
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Classroom Connections | |
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Review: How Effective Teachers Teach the Reading and Writing Processes | |
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Professional References | |
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Children's Book References | |
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How Do Children Learn to Read and Write? | |
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Working With Young Readers and Writers | |
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Vignette: Ms. McCloskey's Students Become Readers and Writers | |
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Fostering Young Children's Interest in Literacy | |
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Concepts About Print | |
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Concepts About Words | |
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Concepts About the Alphabet | |
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How Children Develop as Readers and Writers | |
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Emergent Reading and Writing | |
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Beginning Reading and Writing | |
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Fluent Reading and Writing | |
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Instructional Practices | |
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Shared Reading | |
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Language Experience Approach | |
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Interactive Writing | |
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Manuscript Handwriting | |
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Writing Centers | |
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Review: How Effective Teachers Support Young Children's Literacy Development | |
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Professional References | |
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Children's Book References | |
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Cracking the Alphabetic Code | |
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Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program | |
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Phonemic Awareness | |
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Components of Phonemic Awareness | |
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Teaching Phonemic Awareness | |
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Why Is Phonemic Awareness Important? | |
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Phonics | |
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Phonics Concepts | |
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Teaching Phonics | |
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What Is the Role of Phonics in a Balanced Literacy Program? | |
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Spelling | |
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Stages of Spelling Development | |
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Teaching Spelling | |
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Weekly Spelling Tests | |
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What Is the Controversy About Spelling Instruction? | |
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Review: How Effective Teachers Assist Students in "Cracking the Code" | |
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Professional References | |
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Children's Book References | |
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Developing Fluent Readers and Writers | |
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Vignette: Ms. Williams's Students Learn High-Frequency Words | |
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Teaching Students to Read and Write Words | |
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Word Recognition | |
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Word Identification | |
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What Is Fluency? | |
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Promoting Reading Fluency | |
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Developing Writing Fluency | |
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Assessing Students' Reading and Writing Fluency | |
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Review: How Effective Teachers Develop Fluent Readers and Writers | |
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Professional References | |
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Children's Book References | |
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Expanding Students' Knowledge of Words | |
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Vignette: Mrs. Sanom's Word Wizards Club | |
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How Do Students Learn Vocabulary Words? | |
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Levels of Word Knowledge | |
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Incidental Word Learning | |
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Context Clues | |
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Word-Learning Strategies | |
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Why Is Vocabulary Knowledge Important? | |
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Teaching Students to Unlock Word Meanings | |
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Characteristics of Effective Instruction | |
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Components of Word Study | |
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Choosing Words to Study | |
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Spotlighting Words on Word Walls | |
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Activities for Exploring Words | |
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Review: How Effective Teachers Expand Students' Knowledge of Words | |
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Professional References | |
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Children's Book References | |
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Facilitating Students' Comprehension: Reader Factors | |
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Vignette: Mrs. Donnelly Teaches Comprehension Strategies | |
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What Is Comprehension? | |
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Reader and Text Factors | |
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Background Knowledge | |
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Purpose | |
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Fluency | |
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Comprehension Strategies | |
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Making Inferences | |
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Motivation and Attention | |
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Comparing Capable and Less Capable Readers and Writers | |
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Teaching Comprehension | |
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Explicit Comprehension Instruction | |
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Developing Comprehension Through Reading | |
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Developing Comprehension Through Writing | |
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Review: How Effective Teachers Facilitate Students' Comprehension | |
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Professional References | |
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Children's Book References | |
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Facilitating Students' Comprehension: Text Factors | |
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Vignette: Mr. Abrams's Fourth Graders Learn About Frogs | |
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Stories | |
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Narrative Genres | |
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Elements of Story Structure | |
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Literary Devices | |
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Informational Books | |
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Nonfiction Genres | |
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Expository Text Structures | |
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Text Features | |
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Poetry | |
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Types of Poetry Books | |
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Poetic Forms | |
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Review: How Effective Teachers Focus on Text Factors | |
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Professional References | |
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Children's Book References | |
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Assessing Students' Literacy Development | |
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Vignette: Mrs. McNeal Conducts Second-Quarter Assessments | |
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Literacy Assessment Tools | |
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Assessing Students' Concepts About Print | |
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Assessing Students' Phonemic Awareness and Phonics | |
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Assessing Students' Word Identification and Fluency | |
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Determining Students' Instructional Reading Level | |
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Assessing Students' Comprehension | |
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Assessing Students' Vocabulary | |
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Assessing Students' Writing | |
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Assessing Students' Spelling | |
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Assessing Students' Attitudes and Motivation | |
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Monitoring Students' Progress | |
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Implementing Portfolios in the Classroom | |
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Why Are Portfolio Programs Worthwhile? | |
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Collecting Work in Portfolios | |
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Involving Students in Self-Assessment | |
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Showcasing Students' Portfolios | |
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Assigning Grades | |
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Unit Assignment Sheets | |
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Review: How Effective Teachers Assess Students' Literacy Development | |
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Professional References | |
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Children's Book References | |
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How Do Teachers Organize Literacy Instruction? | |
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Teaching With Basal Reading Textbooks | |
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Vignette: Mrs. Ohashi Teaches Reading Using Basal Readers | |
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Teaching With Basal Reading Textbooks | |
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Components of Basal Reading Programs | |
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Materials Included in Basal Reading Programs | |
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Benefits of Using Basal Reading Programs | |
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Differentiating Instruction | |
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Guided Reading | |
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Literacy Centers | |
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Review: How Effective Teachers Use Basal Reading Textbooks | |
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Professional References | |
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Children's Book References | |
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Teaching Literature Focus Units | |
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Vignette: Mrs. Dillon's Students Read "The Three Little Pigs" | |
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Choosing Literature for Units | |
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The Best of the Best | |
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Multicultural Literature | |
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Framework for a Literature Focus Unit | |
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Steps in Developing a Unit | |
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Units Featuring a Picture Book | |
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Units Featuring a Chapter Book | |
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Units Featuring a Genre | |
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Units Featuring an Author or Illustrator | |
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Benefits of Literature Focus Units | |
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Review: How Effective Teachers Use Literature Focus Units | |
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Professional References | |
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Children's Book References | |
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Orchestrating Literature Circles | |
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Vignette: Mrs. Donnelly's Students Read in Book Clubs | |
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Key Features of Literature Circles | |
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Choice | |
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Literature | |
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Response | |
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Implementing Literature Circles | |
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Using Literature Circles With Young Children | |
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Monitoring and Assessing Students' Learning | |
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Benefits of Using Literature Circles | |
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Review: How Effective Teachers Orchestrate Literature Circles | |
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Professional References | |
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Children's Book References | |
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Implementing Reading and Writing Workshop | |
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Vignette: First Graders Participate in Writing Workshop | |
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Reading Workshop | |
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Reading | |
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Responding | |
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Sharing | |
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Teaching Minilessons | |
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Reading Aloud to Students | |
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Is Sustained Silent Reading the Same as Reading Workshop? | |
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Writing Workshop | |
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Writing | |
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Sharing | |
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Teaching Minilessons | |
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Managing a Workshop Classroom | |
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Benefits of Reading and Writing Workshop | |
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Review: How Effective Teachers Conduct Reading and Writing Workshop | |
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Professional References | |
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Children's Book References | |
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Reading and Writing in the Content Areas | |
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Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects | |
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Connecting Reading and Writing | |
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Writing as a Learning Tool | |
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Writing to Demonstrate Learning | |
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Content-Area Textbooks | |
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Unique Conventions of Content-Area Textbooks | |
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Making Content-Area Textbooks More Comprehensible | |
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Learning How to Study | |
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Why Aren't Content-Area Textbooks Enough? | |
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Thematic Units | |
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How to Develop a Thematic Unit | |
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A First-Grade Unit on Trees | |
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A Fourth-Grade Unit on Desert Ecosystems | |
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A Sixth-Grade Unit on Ancient Egypt | |
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Review: How Effective Teachers Use Reading and Writing in the Content Areas | |
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Professional References | |
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Children's Book References | |
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Compendium of Instructional Procedures | |
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Anticipation Guides | |
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Book Talks | |
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Choral Reading | |
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Class Collaborations | |
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Cubing | |
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Data Charts | |
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Directed Reading-Thinking Activity (DRTA) | |
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Double-Entry Journals | |
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Exclusion Brainstorming | |
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GIST Procedure | |
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Grand Conversations | |
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Graphic Organizers | |
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Guided Reading | |
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Instructional Conversations | |
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Interactive Writing | |
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K-W-L Charts | |
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Language Experience Approach (LEA) | |
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Learning Logs | |
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Making Words | |
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Minilessons | |
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Open-Mind Portraits | |
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Prereading Plan | |
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Question-Answer Relationships (QARs) | |
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Quickwriting | |
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Quilts | |
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Read-Arounds | |
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Readers Theatre | |
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Reading Logs | |
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Reciprocal Teaching | |
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Repeated Readings | |
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Running Records | |
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Semantic Feature Analysis | |
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Shared Reading | |
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SQ3R Study Strategy | |
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Story Boards | |
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Sustained Silent Reading (SSR) | |
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Word Sorts | |
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Word Walls | |
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Writing Groups | |
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Professional References | |
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Glossary | |
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Author and Title Index | |
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Subject Index | |