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Record Nr. |
UNISA990006124760203316 |
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Titolo |
De Francisco Assisiensi Commentarii : 1182-1982 / TOR |
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Pubbl/distr/stampa |
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Roma : Pontificia Facoltá Teologica S. Bonaventura |
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Descrizione fisica |
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Disciplina |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910789246103321 |
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Autore |
McEwan-Adkins Elaine K. <1941-> |
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Titolo |
40 ways to support struggling readers in content classrooms grades 6-12 [[electronic resource] /] / Elaine K. McEwan |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif., : Corwin, 2007 |
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ISBN |
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1-4522-9459-3 |
1-4833-2970-4 |
1-4522-9779-7 |
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Descrizione fisica |
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1 online resource (xxvi, 169 p.) |
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Disciplina |
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Soggetti |
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Reading (Secondary) |
Reading - Remedial teaching |
Content area reading |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (pages 157-166) and index. |
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Nota di contenuto |
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Teach the seven strategies of highly effective readers -- Engage in teacher and student think-alouds daily -- Teach students how to |
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activate prior knowledge and make connections to new knowledge -- Teach students how to infer -- Teach students how to monitor their comprehension -- Teach students how to ask questions -- Teach students how to question the author -- Teach students how to search and select -- Teach students how to summarize -- Teach students how to graphically organize text and concepts by chunking -- Use and teach concept maps -- Teach students how to mark text as they read -- Provide advance organizers before lessons -- Use the I do it, we do it, you do it lesson plan -- Provide models, examples, and nonexamples -- Preview and preteach critical concepts and vocabulary -- Check frequently for understanding -- Assess for learning and for grading -- Use and teach content vocabulary daily -- Teach academic vocabulary -- Teach vocabulary using graphic organizers -- Reduce the cognitive load -- Teach the structure of your discipline -- Use easy nonfiction to build background knowledge -- Determine what's hard for students and teach it -- Provide easy-to-read short articles based on content standards -- Assign oral-assisted repeated reading of content text -- Use a variety of oral reading approaches -- Vary your models, moves, and activities -- Design interactive lessons -- Use the cooperative learning model -- Create content-based cooperative games and activities -- Vary your seating and grouping arrangements -- Give students reasons for reading -- Develop and use scoring rubrics -- Increase wait time -- Build in frequent processing breaks -- Use and teach mnemonic devices -- Schedule writing in response to reading on a regular basis -- Expect students to activate, connect, and summarize daily. |
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Sommario/riassunto |
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This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful. |
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3. |
Record Nr. |
UNINA9910798387103321 |
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Autore |
Elliott John H. |
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Titolo |
Beware the evil eye . Volume 2 Greece and Rome : the evil eye in the Bible and the Ancient world / / John H. Elliott |
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Pubbl/distr/stampa |
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Eugene, Oregon : , : Cascade Books, , 2016 |
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©2016 |
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ISBN |
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Descrizione fisica |
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1 online resource (370 p.) |
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Disciplina |
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Soggetti |
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Evil eye - Biblical teaching |
Evil eye - Middle East |
Evil eye - Mediterranean Region |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Sommario/riassunto |
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In the present volume, Elliott addresses the most extensive sources of Evil Eye belief in antiquity--the cultures of Greece and Rome. In this period, features of the belief found in Mesopotamian and Egyptian sources are expanded to the point where an ""Evil Eye belief complex"" becomes apparent. This complex of features associated with the Evil Eye--human eye as key organ of information, eye as active not passive, eye as channel of emotion and dispositions, especially envy, arising in the heart, possessors, victims, defensive strategies, and amulets--is essential to an understanding of the lit |
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