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Christy Rush-Levine decides to slow down in her classroom and engage more fully with a student who is a wiseacre and resistant reader. What happens next can only be described as magic.
Christy Rush-Levine finds her students sometimes need to stop and be challenged to think in more positive ways about their reading abilities. She describes how she designs minilessons for impromptu resets in her middle school classroom.
Poetry writing always has the potential to spark some magic in students. Christy Rush-Levine finds this magic requires a few conditions to be in place first in her middle school classroom.
Christy Ruth-Levine leads a small group of eighth graders as they explore how to include textual evidence in their literary analysis essays.
Christy Rush-Levine confers with Olivia about the principle of cause and effect in the novel she is reading.
Christy Rush-Levine emphasizes “reflaction” in her reading conference protocol — reflection that leads to action for her students.
Christy Rush-Levine confers with Omar, who is reading The Rock and the River. The book is a fictional account of a tumultuous time in civil rights history, considering protests through a child’s eyes.
Christy Rush-Levine integrates reading responses into her preparation for reading conferences, and then uses the responses as a tool to build goals and insights within the conference.
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