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    <title>ReadWriteThink - Strategy Guides</title>
    <link>http://readwritethink.org</link>
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    <pubDate>Tue, 01 Jun 2021 07:56:54 +0000</pubDate>
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    <item>
        <title><![CDATA[Conducting Inner-Outer Circle Discussions]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/conducting-inner-outer-circle-31227.html</link>
        <pubDate>Mon, 18 Sep 2017 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide shares the steps to take to get more students talking by dividing the group into speaking and non-speaking circles.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    <item>
        <title><![CDATA[Facilitating Participation with Silent Conversations]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/facilitating-participation-with-silent-31228.html</link>
        <pubDate>Mon, 18 Sep 2017 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide introduces silent conversations, a collaborative learning technique that has students
thinking, sharing, and reflecting about important questions—but through writing rather than talk.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[The Art of the Doodle: Writing with Imagination]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/doodle-writing-with-imagination-31186.html</link>
        <pubDate>Thu, 04 Aug 2016 00:00:00 +0000</pubDate>
        <description><![CDATA[Use independent, imaginative artwork and varied writing prompts to assess understanding of a given topic for a student body with differentiated needs.]]></description>
        <dc:creator>Jenna Grites</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Using Generative Sentences to Apply Academic Vocabulary]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-generative-sentences-apply-31162.html</link>
        <pubDate>Thu, 09 Jul 2015 00:00:00 +0000</pubDate>
        <description><![CDATA[In this guide, you will learn how to use generative sentences to give students opportunities to apply their knowledge of new words in writing.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Using Disciplinary Facets to Deepen Academic Vocabulary Knowledge]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-disciplinary-facets-deepen-31163.html</link>
        <pubDate>Thu, 09 Jul 2015 00:00:00 +0000</pubDate>
        <description><![CDATA[In this guide, you will learn how to use the disciplinary facets strategy to support vocabulary development across contexts and academic disciplines.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Using Word Walls to Develop and Maintain Academic Vocabulary]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-word-walls-develop-31164.html</link>
        <pubDate>Thu, 09 Jul 2015 00:00:00 +0000</pubDate>
        <description><![CDATA[In this guide, you will learn how to use Word Walls to support vocabulary development and retention.
]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Using Concept Circles to Develop Academic Vocabulary]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-concept-circles-develop-31166.html</link>
        <pubDate>Thu, 09 Jul 2015 00:00:00 +0000</pubDate>
        <description><![CDATA[In this guide, you will learn how to use the Concept Circles strategy to support vocabulary development and comprehension of complex text.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[ICED: The Key to Elaboration]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/iced-elaboration-31096.html</link>
        <pubDate>Wed, 30 Jul 2014 00:00:00 +0000</pubDate>
        <description><![CDATA[Most students struggle when adding detail to their body paragraphs. This guide serves as a means of instruction and provides models for the students to master development.]]></description>
        <dc:creator>Kristie-Anne Opaleski-DiMeo</dc:creator>
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    <item>
        <title><![CDATA[Consensus Decision Making]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/consensus-decision-making-31070.html</link>
        <pubDate>Mon, 28 Jul 2014 00:00:00 +0000</pubDate>
        <description><![CDATA[This strategy guide introduces Consensus Decision Making, a method for facilitating and engaging students in a critical discussion of the central ideas of a text. ]]></description>
        <dc:creator>Todd Dodson</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Close Reading of Literary Texts]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/close-reading-literary-texts-31012.html</link>
        <pubDate>Wed, 21 Aug 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide provides strategies for choosing text that is appropriate for close reading and to plan for instruction.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Promote Deep Thinking! How to Choose a Complex Text]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/promote-deep-thinking-choose-31023.html</link>
        <pubDate>Mon, 05 Aug 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[Complex texts promote deep thinking and critical analysis by students. Through close reading of a complex text, students' independent reading abilities also increase.]]></description>
        <dc:creator>Jennifer Bekel, Master of Science in Education</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Depend on the Text! How to Create Text-Dependent Questions]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/depend-text-create-text-31024.html</link>
        <pubDate>Mon, 05 Aug 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[Teachers need to create text-dependent questions to elicit close reading. When answering these questions, students learn to reread and think deeply about the text.]]></description>
        <dc:creator>Jennifer Bekel, Master of Science in Education</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Reading on the Go]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/reading-30999.html</link>
        <pubDate>Mon, 22 Jul 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[In this Strategy Guide, learn how to prepare yourself and your students for reading and note-taking in mobile environments. ]]></description>
        <dc:creator>Rochelle Rodrigo</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Get Close to Think Deeply: Creating Primary-Level Close Readings]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/close-think-deeply-creating-30976.html</link>
        <pubDate>Tue, 28 May 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[Close readings allow primary students to engage with complex texts. Through repeated reading, students build a deep understanding of the text and critical thinking skills. ]]></description>
        <dc:creator>Jennifer Bekel, Master of Science in Education</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Tracking and Supporting Student Learning with Kidwatching]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/tracking-supporting-student-learning-30971.html</link>
        <pubDate>Tue, 19 Mar 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[In this strategy guide, you'll learn how to use kidwatching to track and support student learning. Teachers observe and take notes on students' understanding of skills and concepts and then use the observations to determine effective strategies for future instruction.]]></description>
        <dc:creator>Traci Gardner</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Introducing Ideas and Vocabulary with the Concept Sort]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/introducing-ideas-vocabulary-with-30953.html</link>
        <pubDate>Wed, 23 Jan 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary.]]></description>
        <dc:creator>Cathy Allen Simon</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Using Partner Talk to Strengthen Student Collaboration and Understanding]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-partner-talk-strengthen-30954.html</link>
        <pubDate>Wed, 23 Jan 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[In this strategy guide, you'll learn about Partner Talk—a way to provide students with another learning opportunity to make learning their own through collaboration and discussion.]]></description>
        <dc:creator>Cathy Allen Simon</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/using-partner-talk-strengthen-30954.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Developing Persuasive Writing Strategies]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing-strategies-30965.html</link>
        <pubDate>Wed, 23 Jan 2013 00:00:00 +0000</pubDate>
        <description><![CDATA[This strategy guide describes the techniques used in effective persuasive writing and shares activities you can use to help students understand and use persuasion in their writing and critical thinking.]]></description>
        <dc:creator>Traci Gardner</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing-strategies-30965.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Using Paired Reading to Increase Fluency and Peer Cooperation]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase-30952.html</link>
        <pubDate>Wed, 19 Dec 2012 00:00:00 +0000</pubDate>
        <description><![CDATA[In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers.  This strategy can also be used to pair older students with younger students to create "reading buddies."]]></description>
        <dc:creator>Cathy Allen Simon</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase-30952.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Speak to Me: Teaching with Voki]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/speak-teaching-with-voki-30884.html</link>
        <pubDate>Fri, 22 Jun 2012 00:00:00 +0000</pubDate>
        <description><![CDATA[Through Voki, a Web 2.0 tool, students create customizable avatars for class presentations for various purposes, such as presenting biographical information, expressing an opinion, or reading a poem.]]></description>
        <dc:creator>Kathy Wickline</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Bringing Lessons to Life with Animoto]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/bringing-lessons-life-with-30885.html</link>
        <pubDate>Fri, 22 Jun 2012 00:00:00 +0000</pubDate>
        <description><![CDATA[Using Animoto, a free Web 2.0 tool, students can develop short digital videos that include music, photos, video clips, and text as well as share their creations electronically.]]></description>
        <dc:creator>Kathy Wickline</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/bringing-lessons-life-with-30885.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Teaching with Zooming Slideshows through Prezi]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-zooming-slideshows-30886.html</link>
        <pubDate>Fri, 22 Jun 2012 00:00:00 +0000</pubDate>
        <description><![CDATA[Through Prezi, a web application, students create "zooming" presentations for various purposes, such as presenting research, defending an opinion, or sharing a digital story.]]></description>
        <dc:creator>Kathy Wickline</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-zooming-slideshows-30886.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Making the Reading Process Visible through Performance Assessment]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/making-reading-process-visible-30961.html</link>
        <pubDate>Sat, 14 Jan 2012 00:00:00 +0000</pubDate>
        <description><![CDATA[Effective differentiation begins with purposeful assessment.  In this strategy guide, you'll learn how to construct an authentic performance-based reading assessment that will give you access to students' thinking before, during, and after reading.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/making-reading-process-visible-30961.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Shared Reading Opportunities for Direct Literacy Instruction]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/shared-reading-opportunities-direct-30823.html</link>
        <pubDate>Fri, 28 Oct 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[Shared reading affords teachers the opportunity to teach reading strategies in larger groups. The shared text and teacher support offer unique opportunities for instruction.]]></description>
        <dc:creator>Jan Miller Burkins</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/shared-reading-opportunities-direct-30823.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Using Guided Reading to Develop Student Reading Independence]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/using-guided-reading-develop-30816.html</link>
        <pubDate>Wed, 05 Oct 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide presents basic structures for implementing guided reading, which involves working with small groups of children possessing similar strategies and challenges when encountering new text.]]></description>
        <dc:creator>Jan Miller Burkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Supporting Students As They Read Independently]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/supporting-students-they-read-30817.html</link>
        <pubDate>Wed, 05 Oct 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide includes basic theory and practice for supporting students reading independently, which is the last instructional context along the gradual release of responsibility. ]]></description>
        <dc:creator>Jan Miller Burkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Teacher Read-Aloud That Models Reading for Deep Understanding]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html</link>
        <pubDate>Mon, 01 Aug 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[This guide describes the basic elements for reading aloud to students in ways that demonstrate thoughtful and deep interactions with the text.]]></description>
        <dc:creator>Jan Miller Burkins</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Promoting Student-Directed Inquiry with the I-Search Paper]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-directed-inquiry-30783.html</link>
        <pubDate>Thu, 23 Jun 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[The sense of curiosity behind research writing gets lost in some school-based assignments.  This Strategy Guide provides the foundation for cultivating interest and authority through I-Search writing, including publishing online.]]></description>
        <dc:creator>Scott Filkins</dc:creator>
        <guid isPermaLink="true">http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-directed-inquiry-30783.html</guid>
						
    </item>
    <item>
        <title><![CDATA[Power Notes]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/power-notes-30759.html</link>
        <pubDate>Thu, 02 Jun 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[The strategy examined in this Strategy Guide teaches students an outlining technique to help them differentiate between main ideas and details in their reading and writing.]]></description>
        <dc:creator>Cathy Allen Simon</dc:creator>
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    </item>
    <item>
        <title><![CDATA[Exit Slips]]></title>

        <link>http://www.readwritethink.org/professional-development/strategy-guides/exit-slips-30760.html</link>
        <pubDate>Thu, 02 Jun 2011 00:00:00 +0000</pubDate>
        <description><![CDATA[This strategy guide introduces the concept of using Exit Slips in the classroom to help students reflect on what they have learned and express what or how they are thinking about the new information.  Exit Slips easily incorporate writing into the content area classroom and require students to think critically. ]]></description>
        <dc:creator>Cathy Allen Simon, Patrick Striegel</dc:creator>
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