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Teaching Language Arts Today | |
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Introduction | |
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Classroom Close-Up | |
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Mrs. Miller-McColm Teaches Language Arts | |
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Essentials | |
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The Six Language Arts | |
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The Instructional Approaches | |
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Theory to Practice: Integrating the Language Arts in a First-Grade Classroom | |
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Literature Focus Unit | |
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Literature Circles | |
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Reading and Writing Workshop | |
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Thematic Units | |
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Strategies | |
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What Is a Strategy? | |
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Language Arts Strategies | |
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Skills Are Important, Too! | |
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What About Teaching Strategies and Skills? | |
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Classroom Practice | |
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What's the Relationship Between Language and Learning? | |
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The Goal of Language Arts Instruction | |
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Scaffolding English Learners: Ways to Scaffold English Learners | |
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Students Today: Culturally and Linguistically Diverse | |
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Critical Literacy: Using Language for Social Action | |
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A Is for Authentic Assessment | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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Listening | |
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Introduction | |
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Classroom Close-Up | |
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Second Graders Listen to Cook-A-Doodle-Doo! | |
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Essentials | |
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The Listening Process | |
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Purposes for Listening | |
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Strategies | |
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Listening Strategies | |
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Minilesson: Visualizing | |
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Minilesson: Getting Clues | |
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Classroom Practice | |
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Interactive Read-Alouds: Getting Students Engaged in Listening | |
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Theory to Practice: Using Interactive Read-Alouds in a Third-Grade Classroom | |
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Learning to "Do" School: Ways to Improve Students' Efferent Listening | |
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Scaffolding English Learners: Why Is Listening So Important for English Learners? | |
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Developing a Critical Ear | |
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A Is for Authentic Assessment: Does Anyone Assess Listening? | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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Talking | |
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Introduction | |
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Classroom Close-Up | |
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Third Graders Participate in Literature Circles | |
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Essentials | |
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Small-Group Conversations | |
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Levels of Questions | |
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Theory to Practice: Third Graders Ask Higher-Level Questions About a Story | |
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Strategies | |
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Talk Strategies | |
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Minilesson: Conversations | |
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Classroom Practice | |
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Academic Language: A Key to School Success | |
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Scaffolding English Learners: Teach Academic English Through Thematic Units | |
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Can We Talk? Discussing Stories in Grand Conversations | |
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Instructional Conversations: Using Talk to Learn | |
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K-W-L Charts: Building Knowledge Through Talk | |
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The Power of Drama | |
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A Is for Authentic Assessment: Retelling Stories to Check Comprehension | |
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Theory to Practice: Fifth Graders Become Pilgrims on the Mayflower | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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Reading | |
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Introduction | |
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Classroom Close-Up | |
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Fifth Graders Read Number the Stars | |
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Essentials | |
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What's Important in Reading? | |
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The Reading Process | |
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Elements of Story Structure | |
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Strategies | |
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Reading Strategies | |
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Scaffolding English Learners: How to Improve Students' Comprehension | |
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Minilesson: Theme | |
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Minilesson: Making Predictions | |
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Minilesson: Sequence | |
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Minilesson: Reading Poems | |
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Classroom Practice | |
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Language Experience Approach: It's Almost Foolproof! | |
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Three Ways to Promote Reading | |
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Reader Response: Dynamic Engagement With Literature | |
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Theory to Practice: Seventh Graders Respond in Reading Logs | |
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Nonfiction Books: More Than "Just the Facts" | |
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Walking in Another's Footsteps: Personalizing Reading and Learning | |
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Poems Are Like Onions | |
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A Is for Authentic Assessment: Making Comprehension Visible | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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Writing | |
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Introduction | |
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Classroom Close-Up | |
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A Sixth-Grade Poetry Workshop | |
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Essentials | |
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Types of Journals | |
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The Writing Process | |
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Scaffolding English Learners: Using the Writing Process Successfully | |
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Strategies | |
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Writing Strategies | |
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Minilesson: Revising | |
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Minilesson: Quickwrite | |
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Minilesson: Data Charts | |
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Minilesson: Simulated Letters | |
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Classroom Practice | |
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Young Children Can Write! | |
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Good, Better, Best! Ways to Improve Students' Writing | |
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Theory to Practice: Mrs. Kirkpatrick's Students Write About Cookies | |
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Research Workshop: Asking Questions and Writing Answers | |
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Life Stories: Up Close and Personal | |
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Becoming a Poet | |
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A Is for Authentic Assessment: Using Rubrics to Assess Writing | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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Language Tools | |
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Introduction | |
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Classroom Close-Up | |
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Mr. Martinez Individualizes Spelling Instruction | |
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Essentials | |
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Grammar Concepts | |
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Stages of Spelling Development | |
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Strategies | |
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Vocabulary Strategies | |
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Grammar Strategies | |
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Spelling Strategies | |
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Minilesson: Combining Sentences | |
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Minilesson: "Think It Out" | |
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Classroom Practice | |
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The Story of English | |
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Word Smarts | |
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Why Teach Grammar? | |
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Theory to Practice: Ms. Vang Teaches Vocabulary Using Smoky Night | |
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Scaffolding English Learners: How Should I Teach Grammar to My English Learners? | |
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Let's Play Sentence Games! | |
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Teaching Students to Spell Conventionally | |
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A Is for Authentic Assessment: Analyzing Students' Spelling Development | |
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Review | |
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The Big Ideas | |
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Classroom Inquiry | |
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References | |
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Index | |