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  1. Professional Development | Grades   1 – 3  |  Strategy Guide
    Depend on the Text! How to Create Text-Dependent Questions
    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.
  2. Professional Development | Grades   1 – 3  |  Strategy Guide
    Get Close to Think Deeply: Creating Primary-Level Close Readings
    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.
  3. Professional Development | Grades   1 – 3  |  Strategy Guide
    Promote Deep Thinking! How to Choose a Complex Text
    Complex texts promote deep thinking and critical analysis by students. Through close reading of a complex text, students’ independent reading abilities also increase.
  4. Professional Development | Grades   K – 12  |  Strategy Guide
    Shared Reading Opportunities for Direct Literacy Instruction
    Shared reading affords teachers the opportunity to teach reading strategies in larger groups. The shared text and teacher support offer unique opportunities for instruction.
  5. Professional Development | Grades   K – 12  |  Strategy Guide
    Supporting Students As They Read Independently
    This guide includes basic theory and practice for supporting students reading independently, which is the last instructional context along the gradual release of responsibility.
  6. Professional Development | Grades   K – 12  |  Strategy Guide
    Teacher Read-Aloud That Models Reading for Deep Understanding
    This guide describes the basic elements for reading aloud to students in ways that demonstrate thoughtful and deep interactions with the text.
  7. Professional Development | Grades   K – 12  |  Strategy Guide
    Using Guided Reading to Develop Student Reading Independence
    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.