LEADER 01105nam0-2200361 --450 001 9910319053203321 005 20200703101823.0 010 $a978-88-299-2801-9 100 $a20190516h20172016kmuy0itay5050 ba 101 1 $aita$ceng 102 $aIT 105 $a 001yy 200 1 $aChimica$emanuale delle soluzioni$fKenneth W. Whitten ... [et al.]$gtraduzione a cura di Valerio Causin 205 $a10. ed 210 $aPadova$cPiccin$dİ2017$hstampa 2016 215 $a447 p.$d27 cm 512 $aManuale delle soluzioni per Whitten, Davis, Peck e Stanley's Chimica 516 1 $aManuale delle soluzioni per Chimica 610 0 $aChimica$aEsercizi 676 $a540$v23 676 $a540.76$v23$zita 700 1$aWhitten,$bKenneth W.$062918 702 1$aKeeney Kennicutt,$bWendy 702 1$aCausin,$bValerio 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910319053203321 952 $a90 B 1a 37$b251/2019$fFMEBC 952 $a60 540.76 WHIK 2017$b261/2020$fFAGBC 959 $aFMEBC 959 $aFAGBC 996 $aChimica$91553283 997 $aUNINA LEADER 03144nam 2200709Ia 450 001 9910458820403321 005 20200520144314.0 010 $a1-282-71394-9 010 $a9786612713941 010 $a1-60709-430-4 035 $a(CKB)2560000000016522 035 $a(EBL)616363 035 $a(OCoLC)700699533 035 $a(SSID)ssj0000426700 035 $a(PQKBManifestationID)12202052 035 $a(PQKBTitleCode)TC0000426700 035 $a(PQKBWorkID)10393359 035 $a(PQKB)10431339 035 $a(SSID)ssj0000441495 035 $a(PQKBManifestationID)12127974 035 $a(PQKBTitleCode)TC0000441495 035 $a(PQKBWorkID)10407407 035 $a(PQKB)11044689 035 $a(MiAaPQ)EBC616363 035 $a(Au-PeEL)EBL616363 035 $a(CaPaEBR)ebr10404821 035 $a(CaONFJC)MIL271394 035 $a(EXLCZ)992560000000016522 100 $a20100331d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRead, discuss, and learn$b[electronic resource] $eusing literacy groups to student advantage /$fLisa A. Fisher 210 $aLanham $cRowman & Littlefield Education$dc2010 215 $a1 online resource (222 p.) 300 $aDescription based upon print version of record. 311 $a1-60709-428-2 311 $a1-60709-429-0 320 $aIncludes bibliographical references. 327 $aForeword; Preface; Acknowledgments; Prologue; Introduction; Students' Voices Create Model Literacy Groups; 1; Understanding Literacy Groups; 2; Designing Literacy Groups; 3; Student and Teacher Accountability; 4; Differentiated Assessment; 5; Getting the Last Word In; 6; Appendix A; Book List and Reading Schedule; Appendix B; Question-Answer Relationship Cycle; Appendix C; Visualizing Handout; Appendix D; Character-Analysis Web; Appendix E; Reading Schedule; Appendix F; After-Reading-Project Rubrics; Appendix G; Text-Review Form; Appendix H; Student Survey; Appendix I 327 $aChapter 6 Additional Project RubricsProfessional References; Literature References; About the Author 330 $aThis is a practical resource guide that walks teachers through the use of literacy groups within their classrooms over a typical 365-day journey of secondary students. The author provides educators with the tools to think about literacy groups, to create literacy groups, to design the best assessment to adequately evaluate students' comprehension and understanding or mastery of new content. 606 $aContent area reading 606 $aGroup reading 606 $aStudent-centered learning 606 $aIndividualized instruction 608 $aElectronic books. 615 0$aContent area reading. 615 0$aGroup reading. 615 0$aStudent-centered learning. 615 0$aIndividualized instruction. 676 $a372.41/62 700 $aFisher$b Lisa A.$f1980-$0970115 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458820403321 996 $aRead, discuss, and learn$92205086 997 $aUNINA