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Rescooped by Ann Smith from Professional Development: Teachers as Learners
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The Preschool Fade-Out Effect Is Not Inevitable

The Preschool Fade-Out Effect Is Not Inevitable | Common Core | Scoop.it
To make good on preschool investments, we need to look at what comes next, writes Stanford's Deborah Stipek.
Via Patrice Bucci
Ann Smith's insight:
Fascinating post on how lack of differentiated instruction, scripted reading programs pay little or no attention to student individual instructional trajectory...shameful
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Patrice Bucci's curator insight, March 18, 2017 11:17 PM
Fascinating post on how lack of differentiated instruction, scripted reading programs pay little or no attention to student individual instructional trajectory...shameful
Rescooped by Ann Smith from Struggling Readers: Title I, ELL, Special Ed. and the Common Core
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Writing with the Common Core: Considerations for ELLs

Writing with the Common Core: Considerations for ELLs | Common Core | Scoop.it
In my experience, teachers of English language learners (ELLs) often observe that writing is the last domain in which their students develop English language proficiency. Teachers note that the pac...

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Patrice Bucci's curator insight, June 15, 2013 11:07 AM

We should all be on the same page when it comes to teaching our struggling readers and writers...

Scooped by Ann Smith
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Close Reading and the Reading of Complex Text Are Not the Same Thing

Close Reading and the Reading of Complex Text Are Not the Same Thing | Common Core | Scoop.it
Recently, I was asked to make some presentations. I suggested a session on close reading and another on teaching with complex text. The person who invited me said, “But that’s just one subject… the close reading of complex text. What else will you talk about?” Her response puzzled me, but since then I’ve been noting that many people are confounding those two subjects. They really are two separate and separable constructs. That means that many efforts to implement the so-called Common Core standards may be missing an important beat.
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