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Cummins, Sunday; Stallmeyer-Gerard, Cate – Reading Teacher, 2011
The purpose of this article is to describe the assessment-driven instruction that facilitated third graders' increased understanding of informational texts, as revealed in their written responses to texts during one school year. The key instructional practices included making transparent for students what it means to synthesize, engaging students…
Descriptors: Grade 3, Teaching Methods, Reader Response, Nonfiction