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Using a Learning Progression to Support Small Group Work for Reading

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Using a Learning Progression to Support Small Group Work for Reading

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Writing About Theme

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Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group Work (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group (3-5)

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Partners Read an Excerpt from Old Yeller Closely: Interpretive Text-Based Reading (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Partners Read an Excerpt from Old Yeller Closely: Interpretive Text-Based Reading (3-5)

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Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising

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Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising

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Watch a Small Group Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Watch a Small Group Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising (3-5)

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Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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Preparing for Book Clubs

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Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)

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Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)

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Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Summaries of Information Texts (3-5)

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The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Partners Discuss the Different Perspectives of Characters in a Text (5-8)

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Partners Discuss the Different Perspectives of Characters in a Text (5-8)

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Partners Discuss the Different Perspectives of Characters in a Text (5-8)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Partners Discuss the Different Perspectives of Characters in a Text (5-8)

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Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)

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Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)

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Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)

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Teaching Students to Examine Craft Moves and Author’s intent in Mentor Persuasive Essay in Order to Support Revision (5-8)

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Teaching Students to Examine Craft Moves and Author’s intent in Mentor Persuasive Essay in Order to Support Revision (5-8)

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Counter Claim

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Teaching Students to Examine Craft Moves and Author’s intent in Mentor Persuasive Essay in Order to Support Revision (5-8)

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Conclusions

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

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Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

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Descriptive Language

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Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

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Book Club Discussions - Kelly Jones 4th Grade East Side Elementary

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A Research Club on the Issue of Bottled Water

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Character Motivation

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Upper Grade Reading Conference   Character Motivations

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Bringing Close Reading and Accountable Talk into an Interactive Read Aloud of Gorillas (3-5)

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Jennifer Serravallo

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Teaching Intertextuality to a Student (5-8)

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A Reading Conference: Teaching Intertextuality to a Student (5-8)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present A Reading Conference: Teaching Intertextuality to a Student (5-8)

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Helping Students Find a Passion for Reading

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What if I haven't read the book?

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What if I haven't read the book? Reading Conference

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Three Conferences with Writers

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Penny Kittle