Foreword |
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Acknowledgments |
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1 Introduction: Layered Coaching |
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1 | (7) |
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Rowing in the Same Direction |
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2 Being a Resource: A Room of One's Own for Literacy |
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8 | (51) |
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Creating Learning Spaces Together |
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Literacy News Bulletin Board |
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What If You Don't Have a Room? |
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3 A Model for Required Professional Development: "My Life in Seven Stories" |
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30 | (29) |
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The Beginning of "My Life in Seven Stories" |
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Instructional Strategies Moving into Classrooms |
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The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle |
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Today: Designing Required Professional Development |
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Applying New Learning: Implementing School-Mandated Initiatives |
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4 Study Groups: Developing Voluntary Professional Development |
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59 | (25) |
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Meeting the Individual Professional Needs of Teachers |
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What Should You Expect from a Study Group? |
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Study Groups Provide "Think Time" |
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Finding a Focus and Resources |
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Planning and Scheduling Groups |
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Establishing a Predictable Routine |
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What's Not on a Study Group Agenda |
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Providing Additional Resources |
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What Teachers Say About Study Groups |
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Participants Keep Coming Back |
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5 Coaching in Classrooms: Differentiating Support for New and Veteran Teachers |
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84 | (26) |
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Getting Started in Classrooms |
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Coaching and Collaborating |
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Time Frames for Veteran Teachers |
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Blanketing a Grade Level with a Strategy |
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Collaborating with Master Teachers |
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Dialogue Journals: A Debriefing Tool |
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Switching Gears to New Teachers: Remembering My Own Story |
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Differentiating Support for New Teachers |
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A Glimpse of Layered Support for New Teachers |
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Revisiting Lucy's Classroom |
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6 Supporting Curriculum and Assessment |
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110 | (17) |
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Supporting the Literacy Curriculum and Assessment Framework |
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Literacy Curriculum and Assessment Notebooks |
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Preparing Student Assessment Materials |
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Release Time for Administering Assessments |
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Evaluating and Tracking Student Achievement |
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Curriculum Support in Action: Messy Work at Its Best |
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7 Helping Kids on the Bubble: The Literacy Intervention Classroom |
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127 | (26) |
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How the Literacy Intervention Room Came to Be |
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"Helping" Students on the Bubble Through Inclusive Support |
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Starting the Year: Establishing Predictable Routines |
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Fall Assessments to Inform Instruction |
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Breaking Down and Chunking Out Instruction |
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A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process |
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Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention |
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The Literacy Rooms Today: Fourteen Years Later |
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8 Creating Unity through Whole School Experiences |
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153 | (13) |
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Involving Teachers, Staff, and Students in the Selection Process |
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No One Way to Approach a Book |
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Celebrating Ourselves as Writers |
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The Big Day: The Author Visit |
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Planning with Purpose for a Schoolwide Read: Paper Things |
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Read-Aloud Considerations |
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9 Cultivating Teacher Leadership |
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166 | (13) |
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Building Capacity: Creating Structures to Get the Work Done |
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Cultivating Teacher Leadership |
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Grade-Level Teacher Leaders Facilitate Curriculum Conversations |
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A Process That Involves All Staff and Utilizes Teacher Leaders |
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Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme |
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Moving Beyond One-to-One Level Coaching |
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10 Nuts and Bolts: Scheduling and Budget |
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179 | (15) |
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A New School Year, New Stories: A Wave from the Heart |
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11 Final Words: Mentoring New Talent |
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194 | (4) |
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Knowing I Was Being Checked Out and Wanting to Be Liked |
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Feeling Incompetent and Wanting to Be Valued |
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Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource |
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198 | (27) |
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Mentor Texts for Teaching Writing Craft |
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Mentor Texts for Teaching Comprehension |
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A Sampling of Professional Books from the Literacy Room |
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My Top Twenty Professional Resources |
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Bibliography |
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225 | (7) |
Index |
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