Teachers are given the autonomy to utilize the given reading series text as an instructional tool, but also to supplement or even replace those texts with appropriate content text materials as long as the original skills objective is taught. In addition, intervention materials are added to projects during literacy blocks that provide additional scaffolding at individual learning levels, but still correlate with project content. Finding appropriate leveled materials is not always easy, but building background knowledge for our real world projects while simultaneously teaching the skills of main idea, cause and effect, theme, drawing conclusions, figurative language, character response, and the host of other necessities must be done to ensure that there is enough time to cover both projects and skills instruction with fidelity.

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