LEADER 01275nam0 22002771i 450 001 SUN0012264 005 20051027120000.0 010 $a84-600-7823-x 100 $a20030204d1991 |0spac50 ba 101 $aspa 102 $aES 105 $a|||| ||||| 200 1 $aAgricultura, comercio y etica. Ideologia economica y economia en Roma$e(2.a.e.-1.d.e.)$fManuela Valencia Hernandez 210 $aZaragoza$c[Dpto. Ciencias de la Antiguedad]$d1991 215 $aIV, 245 p.$d22 cm. 410 1$1001SUN0012265$12001 $aMonografias de historia antigua$v7$1210 $aZaragoza$cUniversidad de Zaragoza, Departamento de ciencias de la antiguedad. 606 $aEconomia$xStoria$xRoma antica$2FI$3SUNC006571 620 $dSaragoza$3SUNL000804 676 $a330.9$v21 700 1$aValencia Hernandez$b, Manuela$3SUNV009122$0729713 801 $aIT$bSOL$c20181109$gRICA 912 $aSUN0012264 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA$d00 CONS XVIII.Bh.7 $e00 12798 995 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA$h12798$kCONS XVIII.Bh.7$op$qa 996 $aAgricultura, comercio y etica. Ideologia economica y economia en Roma$91430060 997 $aUNICAMPANIA LEADER 01038nam--2200361---450- 001 990002862830203316 005 20090206123301.0 010 $a2-84174-369-1 035 $a000286283 035 $aUSA01000286283 035 $a(ALEPH)000286283USA01 035 $a000286283 100 $a20070130h2005----km-y0itay50------ba 101 $afre 102 $aFR 105 $a||||||||001yy 200 1 $aConnaitre la guerre et penser la paix$fMonique Castillo 210 $aParis$cKime$dcopyr. 2005 215 $a109 p.$d21 cm 225 2 $aPhilosophie en cours 410 0$12001$aPhilosophie en cours 606 0 $aGuerra$xFilosofia 676 $a320 700 1$aCASTILLO,$bMonique$0540194 801 0$aIT$bsalbc$gISBD 912 $a990002862830203316 951 $a320 CAS 1 (ISP IV 1624)$b50845 G.$cISP IV$d00120510 959 $aBK 969 $aECO 979 $aIANNONE$b90$c20070130$lUSA01$h1153 979 $aRSIAV1$b90$c20090206$lUSA01$h1233 996 $aConnaitre la guerre et penser la paix$9991978 997 $aUNISA LEADER 03628oam 2200481 450 001 9910815098103321 005 20210708111626.0 010 $a1-5443-2427-8 010 $a1-5443-2426-X 035 $a(OCoLC)1259289503 035 $a(MiFhGG)GVRL65RT 035 $a(EXLCZ)994100000011347884 100 $a20180413h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWhat are you grouping for?, Grades 3-8 $ehow to guide small groups based on readers--not the book /$fJulie Wright, Barry Hoonan ; foreword by Mary Howard 210 1$aThousand Oaks, California :$cCL, Corwin Literacy,$d[2019] 210 4$dİ2019 215 $a1 online resource (xxxvii, 311 pages) $cillustrations (some color) 225 0 $aGale eBooks 311 $a1-5443-2412-X 320 $aIncludes bibliographical references and index. 327 $ach. 1. A new way of thinking about small group learning experiences : because being up close to students is what drives discovery -- ch. 2. The launch : because who doesn't need beginning-of-the-year strategies -- ch. 3. Scheduling : because schedules are key for the launch and beyond -- ch. 4. Kidwatching 2.0 : because it's all about orient, notice, take stock, and inquire -- ch. 5. Pivoting into flexible groups : because it's the teacher moves that keep readers moving forward -- ch. 6. Assessing student work : because looking at our reader's work lifts their strategies, skills, and thinking -- ch. 7. Curating : because selecting the right texts inspires readers to be connoisseurs -- ch. 8. Unit planning : because small groups are best anchored in a harbor of big ideas -- ch. 9. Weekly and daily planning : because weekly and daily plans chart the course for small group experiences. 330 $a"In many thousands of classrooms in every pocket of the country, teachers in grades 3 and up are mandated to "do" guided reading based on the Fountas & Pinnell model because it's a resource the school has purchased or an approach for which they've been trained. Overtime, guided reading becomes synonymous with small group reading in educators' minds, and as a result, readers of all ability levels never experience the more interesting mix of dynamic small groups. In Small Group Reading Success, two educators use what they have seen go awry in intermediate and middle school classrooms to fashion a solution for teachers. In each chapter, they provide the practical tools, classroom examples, and steps involved in a teacher getting good at that particular strand of managing small groups. The authors are super strong on breaking down the process into bite-size chunks, so that even a brand new teacher feels emboldened to try. Barry is a full time teacher and Julie is an active consultant in schools every day, so they bring a currency to their work that will make the book mirror the groundswell of interest in the market in finding ways to make sure the readers are doing the reading, thinking, doing--not the teacher" --$cProvided by publisher. 606 $aGroup reading 606 $aReading (Elementary) 606 $aReading (Middle school) 615 0$aGroup reading. 615 0$aReading (Elementary) 615 0$aReading (Middle school) 676 $a372.41/62 700 $aWright$b Julie$01711722 702 $aHoonan$b Barry 702 $aHoward$b Mary 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910815098103321 996 $aWhat are you grouping for?, Grades 3-8$94103266 997 $aUNINA