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| Coming Face to Face with the Six Traits | |
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| Where Do the Six Traits Come From? | |
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| Creating a Vision of Success | |
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| It's All About Language | |
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| The Six "Keys to Good Writing" | |
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| Ideas: The Message | |
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| Organization: Design | |
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| Voice: Fingerprints on the Page | |
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| Word Choice: Phrasing | |
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| Sentence Fluency: Rhythm and Flow | |
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| Conventions and Presentation: Preparing to Publish | |
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| Where Should I Begin? | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Setting the Stage | |
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| What does writing workshop look like? | |
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| In Judy's Writing Workshop | |
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| Focus on Student Writers | |
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| Opening Lessons | |
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| C onferences | |
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| Sharing | |
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| It must be working | |
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| Connecting Traits to Writing Process | |
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| Planning | |
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| D rafting | |
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| Conferences | |
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| Sharing | |
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| Revising | |
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| Revising a Sketch | |
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| Revision Strategies for Young Writers | |
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| Editing | |
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| Publishing | |
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| Speed Week | |
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| Three Published Examples | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Tracking Down Ideas | |
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| Teaching Ourselves First | |
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| Teacher 6-Point Writing Guide | |
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| Primary Writing Guide | |
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| 3 Parts to a Writing Guide Continuums: Another Way to View Writing | |
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| The Importance of Art | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Ideas within Writing Process | |
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| When do I teach the traits? How much time do I spend? | |
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| Which trait do I teach first? | |
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| Ways to Teach IDEAS | |
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| Teaching IDEAS Conceptually | |
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| Ideas as Imagination and Observation 87 n Ideas as Pictures in the Mind | |
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| Ideas as Messages | |
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| Ideas as "Something to Write About" | |
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| Lessons & Strategies for Teaching IDEAS | |
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| Modeling Suggestions for the Trait of IDEAS | |
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| Some of the Best Books Around for Teaching IDEAS | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Spotting Organization | |
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| Teaching Ourselves First | |
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| T eacher 6-Point Writing Guide for Organization | |
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| Primary Writing Guide for Organization | |
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| Continuum for Organization | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Organization within Writing Process | |
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| Why teach organization as the second trait? | |
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| Ways to Teach ORGANIZATION | |
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| Teaching ORGANIZATION Conceptually | |
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| Organization as Order | |
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| Organization as Grouping | |
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| Organization as Planning | |
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| Organization as Sculpting | |
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| Lessons & Strategies for Teaching ORGANIZATION | |
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| Modeling Suggestions for the Trait of ORGANIZATION | |
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| Some of the Best Books Around for Teaching ORGANIZATION | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| on the Hunt for Voice | |
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| Teaching Ourselves First | |
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| Teacher 6-Point Writing Guide for Voice | |
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| Primary Writing Guide for Voice | |
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| Continuum for Voice | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Voice within Writing Process | |
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| Why voice matters | |
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| Ways to Teach VOICE | |
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| Teaching VOICE Conceptually | |
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| Voice as Metaphor | |
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| Voice as Individuality | |
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| Voice as Art | |
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| Voice as Mood | |
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| Lessons & Strategies for Teaching VOICE Modeling Suggestions for the Trait of VOICE | |
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| Some of the Best Books Around for Teaching VOICE | |
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| In A Nutshell Study Group: Interactive Questions And Activities Coming Up in Search of Word Choice | |
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| Teaching Ourselves First | |
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| Teacher 6-Point Writing Guide for Word Choice | |
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| Primary Writing Guide for Word Choice | |
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| Continuum for Word Choice | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Word Choice within Writing Process | |
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| What are we teaching when we teach word choice? | |
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| Ways to Teach WORD CHOICE | |
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| Teaching WORD CHOICE Conceptually | |
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| Word Choice as Meaning | |
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| Word Choice as Weight | |
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| Word Choice as The Target | |
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| Lessons & Strategies for Teaching WORD CHOICE | |
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| Modeling Suggestions for the Trait of WORD CHOICE | |
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| Some of the Best Books Around for Teaching WORD CHOICE | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| stalking Sentence Fluency | |
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| Teaching Ourselves First | |
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| Teacher 6-Point Writing Guide for Sentence Fluency | |
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| Primary Writing Guide for Sentence Fluency | |
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| Continuum for Sentence Fluency | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Sentence Fluency within Writing Process | |
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| What are we teaching? | |
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| Ways to Teach SENTENCE FLUENCY | |
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| Teaching SENTENCE FLUENCY Conceptually | |
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| Fluency as Dance and Rhythm | |
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| Fluency as Personal Poetry | |
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| Fluency as "Come Alive" Poetry | |
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| Lessons & Strategies for Teaching SENTENCE FLUENCY | |
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| Modeling Suggestions for the Trait of SENTENCE FLUENCY | |
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| Some of the Best Books Around for Teaching SENTENCE | |
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| Fluency | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Celebrating Conventions & Presentation | |
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| Teaching Ourselves First | |
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| Teacher 6-Point Writing Guide for Conventions & Presentation | |
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| Primary Writing Guide for Conventions & Presentation | |
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| Continuum for Conventions & Presentation | |
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| What to Look for-and What to Say | |
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| Looking Inside Writing | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| Teaching Conventions & Presentation within Writing Process | |
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| What are we teaching? | |
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| Ways to Teach CONVENTIONS & PRESENTATION | |
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| Teaching CONVENTIONS & PRESENTATION Conceptually | |
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| Conventions as Customs | |
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| Conventions as Courtesy | |
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| Presentation as Packaging and Design | |
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| Lessons & Strategies for Teaching CONVENTIONS & | |
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| Presentation | |
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| Modeling Suggestions for the Trait of CONVENTIONS & | |
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| Presentation | |
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| Some of the Best Books Around for Teaching CONVENTIONS & | |
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| Presentation | |
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| In A Nutshell | |
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| Study Group: Interactive Questions And Activities | |
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| Coming Up | |
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| assessing Young Writers Well | |
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| Three Levels of Assessment | |
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| Level 3: Large-Scale Formal Assessment | |
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| Level 2: Classroom Assessment | |
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| Level 1: Personal Assessment | |
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| Making Assessment All It Can Be | |
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| At the Large-Scale Level | |
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| Making Assessment All It Can Be | |
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| At the Classroom Level | |
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| The Dreaded Grades | |
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| Final Thoughts | |
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| In A Nutshell Study Group: Interactive Questions And Activities Sources Cited | |
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| Appendix Connection: Between College- and Career-Readiness Anchor Standards for Writing and the Six Traits of Writing | |
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| Index | |