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Writing About Reading: Aligning What, When, and Why with Intentional Annotation

In my previous blog, I addressed text-dependent analysis (TDA) questions and how they require analytical reading before a student can put their thoughts in writing. We explored the…

Nov 3, 2018  |  By Sarah Catto
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The Hard Work Before the Pencil Hits the Paper: Writing About Reading

Take a look at the three images below. What do they all have in common? Answer? They are all examples of common acronyms that are used by teachers…

Sep 28, 2018  |  By Sarah Catto
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Starting the 2018–2019 School Year with Being a Writer

Being a Writer offers student-centered writing instruction with the dual goals of fostering students’ growth as skilled writers and as caring members of the community. The writing instruction…

Aug 3, 2018  |  By Jackie Jacobs
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Digging Deeper into Conferring: One School’s Journey in Year 1

As we know, coaching conversations—when targeted and purposeful—can be so powerful! This is example of how targeted, purposeful coaching conversations can support teachers’ development of writing instruction, through…

Apr 17, 2018  |  By Lauren McCaw
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Scaffolding Techniques for English Language Learners: Part 2

In part 1 of this blog series, we considered two overarching types of scaffolds that support English language learners: Verbal Scaffolds use language to support students during instruction…

Mar 20, 2018  |  By Veronica Vasquez
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Interview with Patricia Polacco

Children’s books are the cornerstone of many Collaborative Classroom programs; in a way, the authors are our behind-the-scenes collaborators. We want teachers, administrators, students, and parents to be…

Feb 21, 2018  |  By Jennie McDonald
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