LEADER 01161nam--2200349---450- 001 990002169830203316 005 20090702173050.0 035 $a000216983 035 $aUSA01000216983 035 $a(ALEPH)000216983USA01 035 $a000216983 100 $a20041115d1976----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aCodice del processo del lavoro$ecoordinato con le norme del Codice di Procedura Civile, dello Statuto dei lavoratori, delle leggi speciali e annotato con la Giurisprudenza al febbraio 1976$fPietro Federico, Raffaele Foglia 210 $aMilano$cPirola$d1976 215 $a432 p.$d17 cm 410 0$12001 454 1$12001 461 1$1001-------$12001 700 1$aFEDERICO,$bPietro$0232744 701 1$aFOGLIA,$bRaffaele$0231911 801 0$aIT$bsalbc$gISBD 912 $a990002169830203316 951 $aXXVII.1.A 27 (CODEX 108)$b37047 G.$cXXVII.1.A 27 (CODEX )$d00235656 959 $aBK 969 $aGIU 979 $aSIAV7$b10$c20041115$lUSA01$h0915 979 $aRSIAV5$b90$c20090702$lUSA01$h1730 996 $aCodice del processo del lavoro$91038150 997 $aUNISA LEADER 04843nam 2200565 450 001 9910811692303321 005 20230725061154.0 010 $a1-4522-7360-X 010 $a1-4522-1477-8 035 $a(CKB)3710000000456703 035 $a(EBL)1104953 035 $a(OCoLC)915344246 035 $a(MiAaPQ)EBC1993649 035 $a(EXLCZ)993710000000456703 100 $a20180807d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aPeer coaching for adolescent writers /$fSusan Ruckdeschel ; foreword by Diane E. DeFord 210 1$aThousand Oaks, California :$cCorwin, a SAGE Company,$d[2010] 210 4$dİ2010 215 $a1 online resource (192 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-7389-9 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""List of Figures""; ""Foreword""; ""Acknowledgments""; ""About the Author""; ""Introduction: Helping Adolescents Take Responsibility for Their Writing""; ""Part I - The Model""; ""Chapter 1 - Student Roles and Steps of Peer Coaching: What They Look Like in the Classroom""; ""Chapter 2 - Silent Peer Coaching and Peer Coaching as Questioning""; ""Chapter 3 - Scaffolding Responsibility to Adolescent Writers""; ""Chapter 4 - Facilitating and Assessing the Program""; ""Part II - The Model in Action""; ""Chapter 5 - Step One: Establishing Goals and Issues"" 327 $a""Chapter 6 - Step Two: Summarizing, Reading, and Listening""""Chapter 7 - Step Three: Giving and Using Feedback""; ""Part III - 36 Reproducible Tools for Implementation and Assessment""; ""Chapter 1 - Goals List (Step One)""; ""Chapter 2 - Goals List for Peer Coachingas Questioning (Step One)""; ""Chapter 3 - Identifying an Issue Checklist (Step One)""; ""Chapter 4 - Identifying an Issue for Peer Coaching as Questioning (Step One)""; ""Chapter 5 - Feedback Type Checklist:A Think-Through for theWriter (Step One)""; ""Chapter 6 - Active Listening Checklist (Steps One and Two)"" 327 $a""Chapter 7 - Peer Feedback Checklist (Steps One, Two, and Three, Responder)""""Chapter 8 - Self-Feedback Checklist (Steps Two and Three, Writer)""; ""Chapter 9 - Editora???s Before Coaching Checklist""; ""Chapter 10 - Editora???s After and Between Coaching Checklist (Steps One, Two, and Three)""; ""Chapter 11 - Editora???s Final Checklist and Rubric (Steps One,Two, and Three)""; ""Chapter 12 - Writer Reflection Organizer (Step Three)""; ""Chapter 13 - Responder Reflection Organizer (Step Three)""; ""Chapter 14 - Writer Summary Organizer (Step Two)"" 327 $a""Chapter 15 - Oral Reading Rubric(Step Two)""""Chapter 16 - Good Listening Rubric""; ""Chapter 17 - Managera???s Checklist""; ""Chapter 18 - Teacher Anecdotal Notes Record for Writers (Steps One, Two, and Three)""; ""Chapter 19 - Teacher Anecdotal Notes Record for Responders (Steps One, Two, and Three)""; ""Chapter 20 - Teacher Anecdotal Notes Record for Editors (Steps One, Two, and Three)""; ""Chapter 21 - Teacher Anecdotal Notes Record for Managers (Steps One, Two, and Three)""; ""Chapter 22 - Peer Role Evaluation Rubric for Writer"" 327 $a""Chapter 23 - Peer Role Evaluation Rubric for Responder""""Chapter 24 - Peer Role Evaluation Rubric for Editor""; ""Chapter 25 - Peer Role Evaluation Rubric for Manager""; ""Chapter 26 - Teacher Role Evaluation Rubric for Writer""; ""Chapter 27 - Teacher Role Evaluation Rubric for Responder""; ""Chapter 28 - Teacher Role Evaluation Rubric for Editor""; ""Chapter 29 - Teacher Role Evaluation Rubric for Manager""; ""Chapter 30 - Role Descriptor Cards""; ""Chapter 31 - Steps and Guidelines for Writer""; ""Chapter 32 - Steps and Guidelines for Responder"" 327 $a""Chapter 33 - Feedback Choices for Writer"" 330 $aAligned with state and IRA/NCTE standards, this book offers clear steps and reproducible forms for using student-to-student interactions to help adolescents become more proficient writers. 606 $aEnglish language$xComposition and exercises$xStudy and teaching (Middle school) 606 $aEnglish language$xComposition and exercises$xStudy and teaching (Secondary) 606 $aPeer teaching 615 0$aEnglish language$xComposition and exercises$xStudy and teaching (Middle school) 615 0$aEnglish language$xComposition and exercises$xStudy and teaching (Secondary) 615 0$aPeer teaching. 676 $a808.0420712 700 $aRuckdeschel$b Susan$01609354 702 $aDeFord$b Diane E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811692303321 996 $aPeer coaching for adolescent writers$93936554 997 $aUNINA