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Program 1: Creating a Culture of Thinking   Before we can teach our students to meaningfully comprehend what they read, we must create a classroom culture that promotes and values the reader's thinking. Through segments from Debbie's, Mary's, and Leslie's classrooms we see the conditions and practices that develop engaged readers. These three teachers build in time for their students to read books they choose and to talk, write, and respond to their reading. When readers begin to recognize that their thinking matters, reading changes. Creating a Culture of Thinking is a powerful staff development tool that guides educators to discuss the conditions that lead to a literate environment. This program provides the foundation needed to get the most out of the following three parts, and it encourages you to try these practices in your own classroom.  Program 2: Modeling Questioning in a Reading Workshop   Students in Debbie Miller's primary classroom are beginning to discover the power of their own thinking. In this program Debbie guides her students through a reading workshop. She models her own questions about a picture book and confers with individuals, pairs, and small groups of students as they begin to use the questioning strategy to enhance their understanding of text. Finally, the children share their thinking and responses with their classmates. As Debbie, Stephanie, and Anne debrief and discuss their observations of the reading workshop, Debbie elaborates on her teaching practices that encourage these first graders to become engaged, thoughtful, and independent young readers.  Program 3: Reading and Understanding Nonfiction   In this program intermediate teacher Mary Buerger shows her students a process for reading nonfiction and encourages them to read for information and respond with their own thoughts and questions. Mary uses an article from a children's magazine to demonstrate how to ask questions and determine the importance in text with a Facts\/Questions\/Response form. We observe the students reasoning through the text, reading in pairs, and then sharing their thinking about the article. When students have an opportunity to merge their thinking and share their ideas, their engagement soars. In the final segment, Mary, Anne, and Stephanie talk about how students learn and remember information when reading nonfiction and reflect on the kids' enthusiasm for the genre.  Program 4: Using Strategies to Enhance Book Club Discussions   Nothing enhances our understanding of literature more than talking about it. Book clubs and the discussions they generate encourage Leslie Blauman's intermediate students to delve deeper into literature. 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A consistent mix of minilessons and strategies support every Toolkit lesson:   Preview the Toolkit Lesson builds background knowledge and introduces concepts, vocabulary, and language structures used in the Toolkit lesson.  Teach the Toolkit Lesson integrates the preview activities into the Toolkit lessons and help you optimise Toolkit practices to support ELLs.  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