# data[].attributes.headline
Getting kids to go back into the text to find the answer/evidence to support their answer

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Getting kids to go back into the text to find the answer/evidence to support their answer

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Really KNOWING how much students are comprhending...

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Really KNOWING how much students are comprhending...

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Getting intermediate students to pick "good fit" books that will challenge them.

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Getting intermediate students to pick "good fit" books that will challenge them.

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Readers vs. struggling readers during independent reading time.

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getting children to properly construct a question

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getting children to properly construct a question

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getting new/learning readers to think about comprehension

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getting new/learning readers to think about comprehension

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convincing primary students' parents that although their child reads accurately, he/she is not comprehending what's being read

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convincing primary students' parents that although their child reads accurately, he/she is not comprehending what's being read

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What are the major differences between Units of Study and the Daily 5 structure?

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What are the major differences between Units of Study and the Daily 5 structure?

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Instilling reading motivation and enjoyment

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Instilling reading motivation and enjoyment

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Fitting it all in and focusing on what matters most

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having students who are highly motivated to succeed at reading

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having students who are highly motivated to succeed at reading

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How do we assess for the reading STANDARDS FOR OUR REPORT CARD WHEN THERE ARE NO TESTS WITH U O S?

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How do we assess for the reading STANDARDS FOR OUR REPORT CARD WHEN THERE ARE NO TESTS WITH U O S?

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How are you supposed to incorporate our learners who may need a lot more support?

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When discussing a students book that you have not read, how do you know they are telling you the correct information?

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When discussing a students book that you have not read, how do you know they are telling you the correct information?

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How to know what each  individual just right book that  students are reading to confer and discuss...... etc

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How to know what each  individual just right book that  students are reading to confer and discuss...... etc

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Introducing students to novels that they may not pick up on their own and finding that they love them.

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If there are "mini-lessons", are there also just "lessons"?

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how do we incorporate teaching sight words and phonics into this?

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how do we incorporate teaching sight words and phonics into this?

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Does this program address paired reading, like PARCC does?

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Does this program address paired reading, like PARCC does?

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How do you give students practice with a specific skill if they pick a book that doesn't lend itself to that skill?

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How do you give students practice with a specific skill if they pick a book that doesn't lend itself to that skill?

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Getting students to open up a book and "get lost" in it

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Getting students to open up a book and "get lost" in it

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Students read independently a long time----great stamina!

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Students read independently a long time----great stamina!

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more interested in nonfiction and learning about different topics

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more interested in nonfiction and learning about different topics

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Is it important in Units of Study? What system should we use?

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how do we balance this approach with struggling readers?

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how do we balance this approach with struggling readers?

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Does Units of Study reflect the Common Core emphasis on non-fiction over fiction?

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Are the time (independent reading, mini-lesson, etc) based on a full-day or half-day kindergarten?

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Are the time (independent reading, mini-lesson, etc) based on a full-day or half-day kindergarten?