LEADER 01485nam 2200373 n 450 001 996384122303316 005 20221108030443.0 035 $a(CKB)1000000000583114 035 $a(EEBO)2240902475 035 $a(UnM)99839697 035 $a(EXLCZ)991000000000583114 100 $a19910103d1599 uh | 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe Kings edict and declaration vpon the former edicts of pacification$b[electronic resource] $ePublished in Paris at the parliament held the xxv. of Februarie. 1599. At Paris, by the printers and stationers ordinary to the King. 1599. Cum priuilegio dictę Maiestatis 210 $aLondon $cPrinted by R[ichard] F[ield] for Thomas Man$d1599 215 $a66, [2] p 300 $aThe Edict of Nantes. This version has 94 articles. 300 $aDated: Nantz in the moneth of Aprill .. 1598. 300 $aPrinter's name from STC. 300 $aThe last leaf is blank. 300 $aReproduction of the original in the Henry E. Huntington Library and Art Gallery. 330 $aeebo-0113 606 $aHuguenots$zFrance$xLegal status, laws, etc 615 0$aHuguenots$xLegal status, laws, etc. 701 $aHenry$cKing of France,$f1553-1610.$01001451 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996384122303316 996 $aThe Kings edict and declaration vpon the former edicts of pacification$92341483 997 $aUNISA LEADER 01610oam 2200493 a 450 001 9910699707703321 005 20101228125256.0 035 $a(CKB)5470000002405874 035 $a(OCoLC)470592474 035 $a(EXLCZ)995470000002405874 100 $a20091126h20092009 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHow opium profits the Taliban$b[electronic resource] /$fGretchen Peters 210 1$aWashington, DC :$cU.S. Institute of Peace,$d[2009] 210 4$d©2009 215 $a1 online (39 pages) 225 1 $aPeaceworks ;$vno. 62. 300 $aTitle from PDF cover (usip.org, viewed Nov. 27, 2009). 300 $a"First published August 2009." 320 $aIncludes bibliographical references. 327 $aIntroduction -- A brief history -- The neo-Taliban -- Key challenges -- Conclusion. 606 $aOpium trade$zAfghanistan 606 $aDrug traffic$zAfghanistan 607 $aAfghanistan$xEconomic conditions 607 $aAfghanistan$xPolitics and government$y2001- 607 $aUnited States$xForeign relations$zAfghanistan 607 $aAfghanistan$xForeign relations$zUnited States 615 0$aOpium trade 615 0$aDrug traffic 700 $aPeters$b Gretchen$01406251 712 02$aUnited States Institute of Peace. 801 0$bUV0 801 1$bUV0 801 2$bUV0 801 2$bDOS 801 2$bGPO 906 $aBOOK 912 $a9910699707703321 996 $aHow opium profits the Taliban$93484743 997 $aUNINA LEADER 05665nam 2200745Ia 450 001 9910973842303321 005 20240313230659.0 010 $a9781118421048 010 $a1118421043 010 $a9781118419267 010 $a111841926X 035 $a(CKB)2560000000103307 035 $a(EBL)1207771 035 $a(SSID)ssj0000886146 035 $a(PQKBManifestationID)11475237 035 $a(PQKBTitleCode)TC0000886146 035 $a(PQKBWorkID)10835451 035 $a(PQKB)10629728 035 $a(DLC) 2013023372 035 $a(Au-PeEL)EBL1207771 035 $a(CaPaEBR)ebr10716666 035 $a(CaONFJC)MIL496079 035 $a(OCoLC)852756808 035 $a(PPN)272713473 035 $a(FR-PaCSA)88944197 035 $a(MiAaPQ)EBC1207771 035 $a(OCoLC)1285723685 035 $a(FINmELB)ELB177961 035 $a(FRCYB88944197)88944197 035 $a(Perlego)999951 035 $a(EXLCZ)992560000000103307 100 $a20130503d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGreat habits, great readers $ea practical guide for K-4 reading in the light of common core /$fPaul Bambrick-Santoyo, Aja Settles, Juliana Worrell, ; foreword by Norman Atkins 205 $a1st ed. 210 $aSan Francisco $cJossey-Bass$dc2013 215 $a1 online resource (498 p.) 300 $aDescription based upon print version of record. 311 08$a9781118143957 311 08$a1118143957 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Contents; Accessing the DVD; DVD Contents; DVD Video Contents; Foreword; Acknowledgments; About the Authors; About Uncommon Schools; Introduction; Part 1 Set the Habits of Learning; Chapter 1 Habits of the Classroom: Multiply Your Minutes; Setting Up the Room; Habits of Effective Transitions; Conclusion: From Socks to Success; Chapter 2 Habits of Discussion: Change Student Talk, Change Student Thinking; The Power of Prompting; Learning to Share; Learning to Build; Making the Habits Happen; Conclusion: From Futsal to the ""Big Game'' 327 $aPart 2 Teach the Skills of Reading Chapter 3 What to Teach: Defining a Road Map for Rigor; Assessment-Create the Road Map for Rigor; Selecting an Early Literacy Assessment; Assessment Meets Curriculum; Conclusion: Time to Begin the Journey; Chapter 4 Read-Aloud Lessons: Teachers Model for Success; Lesson Prework: Planning for Read-Aloud; Lesson Introduction: Making it Clear and Making it Matter; I Do: Modeling the Skill; We Do: Practicing the Skill; Check for Understanding: Make Sure Your Practice Was Good Practice; Conclusion: What Great Reading Looks Like 327 $aChapter 5 Teaching Comprehension Skills: Stanza by Stanza Lesson Prework: ""Teach the Reader'' Meets ""Teach the Text''; I Do: Modeling the Skill; We Do: Practicing Together; You Do: Making Independent Practice Sacred; Conclusion: A First Taste of Independence; Chapter 6 Teaching Phonics: Greasing the Wheel; Choosing the Wheel: Make Sure It's a Round One; Greasing the Wheel: Three Ways to Make Phonics Spin Faster; Conclusion: Phonics and Foundations; Part 3 Build the Habits of Reading; Chapter 7 Analysis and Action: Mind the Journey; Administering Assessment; Collecting Data 327 $aFrom Assessment to Analysis From Analysis to Action; Conclusion: The Path Forward; Chapter 8 Guided Reading Planning: Move Beyond the Map; Structuring a Guided Reading Lesson; Prework: Selecting a Text to Match the Data; Guided Reading Lesson Planning-A Sample; Before Reading; During Reading; After Reading; Conclusion: When You've Set the Course; Chapter 9 Guided Reading Execution: Stay on Course; Before Reading; During and After Reading: The Power of Prompting; The Prompting Guides from 0 to 1000; Conclusion: A Path for Every Student 327 $aChapter 10 Independent Reading: Don't Wait for a Hero's Quest Choose and Organize Texts for Success; Set Expectations for Independence; Insist on Intellectual Accountability; Conclusion: Love Matters; Part 4 Lead by Habit; Chapter 11 The Schedule: Getting It All on the Table; The Scheduling Process: An Overview; How Much Time Can You Make for Reading?; How Should You Spend Reading Time?; Building the Schedule: One Teacher, Two Hours; Three Variations to the Schedule; Conclusion: All in Good Time; Chapter 12 Coaching Teachers: A Guide for School Leaders and Coaches; The Growth Mind-Set 327 $aLead Professional Development 330 $aA book that brings the habits of reading to life Great readers are not made by genetics or destiny but by the habits they build-habits that are intentionally built by their teachers. The early formal years of education are the key to reversing the reading gap and setting up children for success. But K-4 education seems to widen the gap between stronger and weaker readers, not close it. Today, the Common Core further increases the pressure to reach high levels of rigor. What can be done? This book includes the strategies, systems, and lessons from the top classrooms that bring 606 $aLanguage arts (Elementary)$xCurricula$zUnited States 606 $aLanguage arts (Elementary)$xStandards$zUnited States 615 0$aLanguage arts (Elementary)$xCurricula 615 0$aLanguage arts (Elementary)$xStandards 676 $a372.6 700 $aBambrick-Santoyo$b Paul$f1972-$01621381 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973842303321 996 $aGreat habits, great readers$94340698 997 $aUNINA