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Children Are Investigators | |
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First Objective for Your Teaching Success | |
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Bringing Creativity to State Standards | |
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Children's Literature to the Rescue | |
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Getting the Students Engaged | |
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Children's Literature to the Rescue | |
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Understanding How Young Children Learn | |
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Vygotsky Leads the Way | |
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Listening to Learn Language | |
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Communication and Problem Solving | |
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The Effect of Language Development on Thinking | |
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Why Early Readers Are Early | |
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Piaget Identified Concrete and Abstract Stages of Thinking | |
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Children Need to Be Apprentices | |
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Young Children Teach Themselves | |
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Young Children Learn by Correcting Their Own Mistakes | |
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Teachers Can Teach as Mentors | |
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Young Children Play the Role of Reader | |
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Reading and Writing Become Natural Forms of Play | |
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Children Play the Role of Writer, Too | |
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Writing May Be Play, but It's Also Challenging | |
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Children First Distinguish Between Writing and Drawing | |
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Kids Discover the Purpose of Letters | |
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Children Learn to Show Differences in Meaning with Words | |
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Learn More About the Second Level of Writing | |
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Children Become Creative Constructivists | |
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Imagination Becomes the Core of Learning | |
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Why Creative Thinking Is So Important to You and Your Students: In Praise of Paul Torrance | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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'The Nature of Reading, Writing, and Creativity | |
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Second Objective for Your Teaching Success | |
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The Connection Between Reading and Writing and Listening and Speaking | |
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Five Magical Clues for Understanding What an Author Means | |
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First Clue: Phonemes | |
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Second Clue: Graphemes | |
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Third Clue: Syntax | |
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Fourth Clue: Semantics | |
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Fifth Clue: Memories and Minitheories from Prior Experiences | |
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The Importance of Prediction | |
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Predicting as We Read | |
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Checking Our Predictions | |
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Reading Without Correct Schemas | |
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An Illusive Ingredient of Reading Imagination | |
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Why Kids Make Mistakes | |
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A Mini-Case Study of a Skillful Reader | |
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Why Skillful Readers Keep Looking Ahead | |
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A Mini-Case Study of a Struggling Reader | |
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How Struggling Readers Approach Reading | |
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How Successful Teachers Think and Teach Creatively | |
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The Evolution Method of Creative Thinking and Teaching | |
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The Synthesis Method of Creative Thinking and Teaching | |
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The Revolution Method of Creative Thinking and Teaching | |
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The Reapplication Method of Creative Thinking and Teaching | |
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The Changing-Direction Method of Creative Thinking and Teaching | |
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The Ingredients for Thinking and Teaching Creatively | |
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Characteristics of Creative Adults and Children | |
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Experiences That Can Lead to Greater Creativity | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Phonemic Awareness and Other Avenues to Phonics | |
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Third Objective for Your Teaching Success | |
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The Power of Phonemic Awareness | |
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Teaching Phonological Awareness | |
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Teaching Sentences, Compound Words, and Syllables | |
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Teaching Phonemic Awareness | |
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Trusting Researchers' Recommendations | |
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Moving Boldly Toward Phonics | |
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Use Creative Approaches | |
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Test Assumptions | |
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Explore Rhymes, Alliteration, and More Rhymes | |
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Try Some Advanced Challenges | |
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Segment Phonemes Differently | |
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Teach the Alphabetic Principle | |
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Assess Print Concepts That Beginners Need to Learn | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Phonics, Decoding, Vowel Patterns, and Spelling Go Together | |
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Fourth Objective for Your Teaching Success | |
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Using Both Sides of the Brain: A Fabulous High | |
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What Really Happens When a Person Decodes a Word | |
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Common Methods of Teaching Phonics | |
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The Difference Between Analytic and Synthetic Phonics | |
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A Carefully Planned Lesson Using the Analytic Method | |
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Easy Planning Steps for Using the Synthetic Method | |
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Using the Phonogram Method | |
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Using the Vowel-Pattern Method of Advanced Phonics | |
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Using Phonograms and Vowel Patterns to Attack Multisyllable Words | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Sugggested Readings | |
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The Recognition and Spelling of the Most Frequent Words | |
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Fifth Objective for Your Teaching Success | |
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But What Are Sight Words? | |
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How Sight Words Help You Think and Read | |
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Sight Words and Vocabulary | |
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Sight Words and Spelling | |
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Which Sight Words to Teach First | |
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How Important Are the Top 100 Words? | |
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How Many Instant Words Should Students Master? | |
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How to Help Students Master Sight Words | |
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Research on Predictable Patterned Books | |
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Easy Literature | |
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Games Versus Worksheets | |
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Direct Teaching of Spelling | |
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Use of Flash Cards | |
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Personal Key Words | |
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Environmental Print: Another Writing Experience | |
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Creating Your Own Sight Words as You Write | |
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Special Help for Special Students | |
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Sight Words and Spanish Words in Diverse Classrooms | |
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Differences That Cause Confusion | |
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Spanish Speaking Errors Caused by English Sounds | |
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Now Let's Look at Vowel Sounds | |
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Teaching Spanish- and English-Speaking Students at the Same Time | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Creating Vocabularies with Concept-Laden Words | |
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Sixth Objective for Your Teaching Success | |
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Abstract Words and Hidden Concepts | |
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Teaching Difficult Words | |
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A Teaching Example of Choosing the Best Difficult Words | |
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Using Dale's Cone to Teach the Meaning of Concept-Laden Words | |
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The Rozaga Hunt | |
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Knowing Words in Context | |
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Vocabulary as Seen from the Perspective of Communication | |
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Scaffolding: Helping Students Become Independent Vocabulary Learners | |
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Modeling a Strategy | |
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Engaging a Child in One-on-One Guided Practice | |
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Prompting the Child's Problem Solving | |
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Suggesting a Strategy | |
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Asking What Should Be Done | |
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Moving On to Direct Instruction: What Does Research Say? | |
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Using Effective Strategies to Build Vocabulary | |
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Read to Your Students | |
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Teach Semantic Mapping | |
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Model Context Cue Awareness | |
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Is the Dictionary a Good Way to Learn Words? | |
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Consider the Researchers' Results | |
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Building Vocabulary in a Diverse Classroom | |
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Functional Experiences | |
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Functional Vocabulary | |
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Summary of Main Ideas | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Creative and Intriguing Comprehension Strategies | |
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Seventh Objective for Your Teaching Success | |
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What Are Strategies and How Can They Be Learned? | |
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Strategy: Help Students Create Mental Images | |
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Strategy Use: Poetry to Help Students Learn | |
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Louise Fulton's Experience with Haiku | |
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Sets of Poems for Teachers to Use | |
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Strategy: Use Open-Ended Discussion More Than Oral Testing | |
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Discussions for Wide Open Thinking Together | |
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But How Practical Is Time on Discussion? | |
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Effective Discussion Webs | |
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Strategy: Help Students Learn the K-W-L Method Matching Through Self-Questioning | |
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Strategy: Encourage Students to Use a Variety of Individual Comprehension Techniques | |
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Strategy: Engage Students in Repeated Reading | |
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Strategy: Consider the Directed Reading-Thinking Activity | |
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Strategy: Help Students Use Story Grammar as a Comprehension Strategy | |
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A Direct or Indirect Approach | |
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A Framework for Discussion Questions | |
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Strategy: Try Reciprocal Teaching | |
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An Important Study | |
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Other Ways to Use Reciprocal Teaching | |
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Some Evaluative Comments | |
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Strategy: Teach Inferential Thinking and Reading | |
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A Demonstration Teaching Episode on Thinking | |
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Strategy: Help Students Search for the Main Idea | |
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Strategy: Teach Comprehension Monitoring | |
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Variations in Students' Metacognitive Abilities | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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The Importance of Fluency in Reading | |
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Eighth Objective for Your Teaching Success | |
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The Important Characteristics of Fluent Readers | |
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Modeling Fluent Reading | |
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Encourage Fluent Reading with Predictable Text | |
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Patterned Books | |
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Predictable Books for Older Students | |
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Research on Predictable Books | |
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Check Out This Teaching Plan for Young Students | |
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Predictable Student Writing | |
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Encourage Fluent Reading of Expository Text | |
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What Are the Patterns of Explanation? | |
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Increase Students' Use of Mental Imaging | |
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Use Trade Books to Improve Information | |
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Develop Fluency Through Oral Reading | |
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Echo Reading: A Natural Way to Learn | |
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Choral Reading: A Joyful Way to Learn to Read | |
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Repeated Reading: A Wonderful Partnership | |
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Paired Reading: Readers Helping Readers | |
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Modeled Reading: A Bond Between Teacher and Students | |
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The Read-Aloud: Classroom Clue | |
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Poetry Reading in an Old-Time Coffee House | |
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Readers' Theater: Everybody's Favorite | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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| |
Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Teach Reading Through Literature | |
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Ninth Objective for Your Teaching Success | |
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The Astonishing Advantages of Literature | |
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Literature Provides Meaningful Reading Practice for Different Students | |
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Literature Offers Abundant Models with Whom Children Can Identify | |
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Literature Is an Important Supplement for Textbooks | |
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Literature Can Send Thrills Down Your Spine | |
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Literature Brings the Social Cohesion So Desperately Needed | |
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Literature Can Be a Great Teacher of Ethical and Moral Responsibility | |
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Reminder: Exposition Is Literature, Too | |
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Protect Your Students from the Monsters of Exposition | |
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The Challenge of Content Area Vocabulary | |
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Reap the Benefits of a Good Classroom Library | |
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Four Excellent Classroom Libraries | |
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Know Children's Literature Intimately | |
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Provide Plenty of Time to Read | |
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The SSR and DEAR Approaches | |
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Why SSR May Not Always Work | |
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Get Students to Respond to Literature | |
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Book Projects: The Power of Choice | |
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Reading Workshops: Learning from Each Other | |
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Literature Circles: Book Clubs for Kids | |
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A Combination of Reading Workshop and Literature Circle | |
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Let Technology Motivate Reading | |
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Family: The Originating Source of Literacy | |
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Let Social Scientists "Talk" to Parents | |
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Involve Parents in Teaching Their Children | |
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The Homeless Child: An Extreme Need for Literacy and Literature | |
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Cultural Differences in Diverse Classrooms | |
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Abundant Resources Are Available | |
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Focus on Students with Special Needs: Comments from Louise Fulton | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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| |
Field Experiences | |
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References | |
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Other Suggested Readings | |
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Writing as a Critical Connection to Literacy | |
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Tenth Objective for Your Teaching Success | |
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Introduce the Art of Writing with the Wonder of Poetry | |
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Examine the Writing/Reading Connection | |
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What Research Shows | |
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One Unified Process: Writing and Reading | |
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Teach Writing Creatively | |
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A Literate Environment | |
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The Importance of Teachers' Beliefs | |
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Try a Kindergarten Writing Workshop | |
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Use Patterned Books | |
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Inspire Students with Other Types of Literature | |
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Let your Students Write a Movie | |
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Try Informational Text, Too | |
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Model and Teach Good Writing | |
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Help Students Learn What Good Writers Do | |
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What About the Basic Steps of Writing? | |
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Help Students See Themselves as Writers | |
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Bring Spelling into Writing | |
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Allow Invented Spelling | |
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Use the Phonogram Method | |
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Encourage Children to Create Their Own Spelling Strategies | |
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Develop Literacy Through Journal Writing | |
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Start with Dictation from Child to Adult | |
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Create a Positive Classroom Environment | |
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Include Older Students, Too | |
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Respond Skillfully to Children's Journals | |
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Inspire Writing Through Activities | |
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Integrated Projects | |
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Language-Experience Activities | |
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Involve Budding Authors with Technological Sites | |
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Excite Your Students with the Author's Computer Chair | |
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Summary of Main Ideas | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Literacy Through Technology | |
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| |
Application Experiences for Your Course | |
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| |
Creativity Training Session | |
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| |
Field Experiences | |
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References | |
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Other Suggested Readings | |
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A Performance Point of View in Assessing Literacy | |
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Eleventh Objective for Your Teaching Success | |
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Creative Portfolios | |
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Tracking Personal Progress | |
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Other Benefits of Literacy Portfolios | |
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Reviewing Literacy Portfolios | |
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Observation Tools | |
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Informal Observations | |
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Quickly Recording What You Observe | |
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Miscue Analysis | |
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Consider Three Minicases | |
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Examine Reading Miscues Together: Teacher with Student | |
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Assess Only Two Types of Miscues | |
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Retelling and Storytelling | |
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Use Modeling and Encourage Practice | |
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Think-Alouds | |
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Assess Comprehension Strategies | |
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Standardized State Tests (Only If You "Hafta") | |
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| |
The Negative Effects of Political Agendas | |
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| |
Profiles of Struggling Readers | |
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| |
Equitable Assessment of Latino Students | |
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| |
Informal Paper-and-Pencil Assessments | |
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| |
Self-Correction and Self-Evaluation | |
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The Benefits of Self-Teaching | |
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Coaches | |
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A Philosophical View of Assessment | |
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Focus on Students with Special Needs: Comments by Louise Fulton | |
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Summary of Main Ideas | |
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| |
Literacy Through Technology | |
| |
| |
Application Experiences for Your Course | |
| |
| |
Creativity Training Session | |
| |
| |
Field Experiences | |
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| |
References | |
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| |
Other Suggested Readings | |
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The Nature of Motivation for Reading and Writing | |
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Twelfth Objective for Your Teaching Success | |
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| |
Research on Motivation to Read | |
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Newman's Findings | |
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The Findings of Alexander, Filler, and Davis | |
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| |
An Interview with Curriculum Director Rebecca Silva | |
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| |
Provide a Variety of Models | |
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Motivational Modeling | |
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Encouraging Parental Models | |
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Other School Employees as Models | |
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Students' Book-Club Peers as Models | |
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Parents as Active Tutors | |
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Inspire Motivation Through the Use of Learning Principles | |
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Help Meet Students' Physiological Needs | |
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Help Meet Students' Security Needs | |
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Help Meet Students' Need for Love and Belonging | |
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Help Meet Students' Need for Self Esteem | |
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| |
Create a Motivational Learning Environment | |
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Inspire Motivation Through the Use of Teaching Principles | |
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Teach at the Appropriate Level of Difficulty | |
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Provide Frequent and Specific Feedback | |
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Add Novelty to Learning Experiences | |
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Pay Attention to Students' Basic Needs | |
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Get Everyone Engaged Each Step Along the Way | |
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| |
Differentiate Between Intrinsic and Extrinsic Teaching and Learning | |
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Intrinsic Motivation for Reading | |
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Extrinsic Motivation for Reading | |
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Anti-motivation for Reading | |
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Know the Results of Important Studies Related to Motivation | |
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| |
The Many Dimensions of Motivation | |
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The Importance of Interest and Autonomy | |
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| |
The Effects of Attitude and Training | |
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| |
What About Grades? | |
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What About Enjoyment? | |
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| |
What I've Learned About Motivation | |
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| |
Focus-on Students with Special Needs: Comments by Louise Fulton | |
| |
| |
Summary of Main Ideas | |
| |
| |
Literacy Through Technology | |
| |
| |
Application Experiences for Your Course | |
| |
| |
Creativity Training Session | |
| |
| |
Field Experiences | |
| |
| |
References | |
| |
| |
Other Suggested Readings | |
| |
| |
| |
Literacy in a Multi-Cultural Multi-Ability Classroom | |
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| |
Thirteenth Objective for Your Teaching Success | |
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Cultural Diversity | |
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| |
Responding to Differences | |
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| |
Communicating Between Cultures | |
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| |
Understanding Language Differences | |
| |
| |
Teaching Students in a Diverse Classroom | |
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| |
Important Reminders | |
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| |
A Switching, Bilingual Approach | |
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| |
The Benefits of Technology | |
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| |
High-Quality Instruction: Four Techniques | |
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| |
Ralph's Particular Problems | |
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| |
A Question of Concentration? My Findings | |
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| |
Ideas to Assist Students with Learning Disabilities | |
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| |
Children at Risk of Failure | |
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| |
Ways to Help Your Students Improve Their Self-Concepts | |
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| |
The Carbo Approach to Literacy | |
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Making Reading Meaningful | |
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Who Are the Gifted? | |
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What Researchers Recommend | |
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Tips for Success | |
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Differentiated Instruction | |
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A Sample Literacy Project Plan | |
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Other Applications | |
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A Community of Cooperation | |
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Old and New and Teaching Techniques for Diverse Students | |
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A Final Bundle of Ideas for Teaching in a Diverse Classroom | |
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Summary of Main Ideas | |
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Literacy Through Technology | |
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Application Experiences for Your Course | |
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Creativity Training Session | |
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Field Experiences | |
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References | |
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Other Suggested Readings | |
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Appendices | |
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International Reading Association Revised Standards for Reading Professionals | |
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A Strange but Wonderful Alphabet Exercise | |
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More Games for Learning Sight Words | |
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More Games for Learning Phonic Patterns | |
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More Ideas for Language Experience | |
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Book Projects for Children, Teachers, and Cooperative Groups | |
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Additional Comprehension Practice | |
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Six Common Sentence Patterns for Syntax Development | |
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Sample Lesson on Dictionary Guide Words | |
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Observation Checklist for Reading and Language Disabilities | |
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The RAD Test-Rapid Assessment of Disablement | |
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Phonics Tests | |
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Informal Assessment Procedure for Essential Sight Words | |
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More Than 200 Patterned Books | |
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Favorite Books from the Fulton-May Library | |
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Glossary | |
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Index | |