LEADER 00968nam0 2200265 450 001 000002697 005 20050630115700.0 100 $a--------d1971----km-y0itay50------ba 101 $aita 102 $aIT 200 1 $a<>disciplina normativa dei parchi nazionali$fDonatello Serrani 210 $aMilano$cGiuffrè$d1971 215 $a306 p.$d24 cm 225 2 $aCollana Francesco Giordani 300 $aIn testa al front. : Svimez, Centro per gli studi sullo sviluppo economico 307 $aIn appendice : Legislazione italiana sui parchi nazionali, Disegni e proposte di legge sui parchi nazionali 410 0$12001$aCollana Francesco Giordani 610 1 $aParchi nazionali$aLegislazione 676 $a719.32 700 1$aSerrani,$bDonatello$033002 801 0$aIT $bUNIPARTHENOPE $gRICA $2UNIMARC 912 $a000002697 951 $cNAVA1$aCFG-338.9/18$b20540$d20010404 996 $aDisciplina normativa dei parchi nazionali$9313956 997 $aUNIPARTHENOPE LEADER 04605nam 2200565 450 001 9910480374603321 005 20180731044433.0 010 $a1-4833-6083-0 010 $a1-4833-6302-3 035 $a(CKB)3710000000456229 035 $a(EBL)1656841 035 $a(OCoLC)923707549 035 $a(MiAaPQ)EBC1656841 035 $a(EXLCZ)993710000000456229 100 $a20150822h20042004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$a7 strategies of highly effective readers $eusing cognitive research to boost K-8 achievement /$fElaine K. McEwan ; cover designer, Tracy E. Miller 210 1$aThousand Oaks, California :$cCorwin Press,$d2004. 210 4$d©2004 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4621-7 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Instructional Aids""; ""Preface""; ""The Goals of This Book""; ""Special Features of This Book""; ""Who This Book is for""; ""Overview of the Contents""; ""Acknowledgements""; ""About the Author""; ""Chapter 1 - The Power of Strategic Reading Instruction""; ""What is Strategic Reading?""; ""What is Strategic Reading Instruction?""; ""What are the Seven Strategies of Highly Effective Readers?""; ""What are the Prerequisites for Strategic Reading Instruction?""; ""When is a Strategy Not a Strategy?""; ""Instructional Activities are Not Cognitive Strategies"" 327 $a""Study Skills are Not Cognitive Strategies""""Reading Skills are Not Cognitive Strategies""; ""When is a Strategy a Cognitive Strategy?""; ""Whata???s Ahead?""; ""Chapter 2 - Becoming a Strategic Teacher""; ""What Does a Strategic Teacher Look Like?""; ""The Teaching Moves of a Strategic Teacher""; ""Direct Instructing and Explaining""; ""Modeling""; ""Giving Directions""; ""Scaffolding""; ""Coaching""; ""Attributing""; ""Constructing Meaning""; ""The Challenges of Strategic Reading Instruction""; ""Time""; ""Staff Development""; ""Ambiguity"" 327 $a""The Benefits of Strategic Reading Instruction""""Whata???s Ahead?""; ""Chapter 3 - Understanding the Seven Strategies""; ""Cognitive Strategy 1: Activating""; ""Cognitive Strategy 2: Inferring""; ""Cognitive Strategy 3: Monitoring-Clarifying""; ""Cognitive Strategy 4: Questioning""; ""Cognitive Strategy 5: Searching-Selecting""; ""Cognitive Strategy 6: Summarizing""; ""Cognitive Strategy 7: Visualizing-Organizing""; ""Whata???s Ahead?""; ""Chapter 4 - Instructional Activities to Engage Your Students""; ""Turn on Your CPU (Central Processing Unit): Grades 1a???8""; ""Description"" 327 $a""Background Information""""Anticipatory Set""; ""I Do it: Modeling and Explaining the Strategy (Activity) for Students""; ""We Do it: Further Explaining and Guided Practice""; ""You Do it: Students Work in Small Groups or Individually""; ""Turn on Your Math CPU (Central Processing Unit): Grades 4a???8""; ""Description""; ""Background Information""; ""Anticipatory Set""; ""I Do it: Modeling and Explaining the Strategy (Activity) for Students""; ""We Do it: Further Explaining and Guided Practice""; ""You Do it: Students Work in Small Groups or Individually""; ""Add it up: Grades 3a???8"" 327 $a""Description""""Background Information""; ""Anticipatory Set""; ""I Do it: Modeling and Explaining the Strategy (Activity) for Students""; ""We Do it: Further Explaining and Guided Practice""; ""You Do it: Students Work in Small Groups or Individually""; ""A Dozen Ways to Infer: Grades 3a???8""; ""Description""; ""Background Information""; ""Anticipatory Set""; ""I Do it: Modeling and Explaining the Strategy (Activity) for Students""; ""We Do it: Further Explaining and Guided Practice""; ""You Do it: Students Work in Small Groups or Individually"" 327 $a""A Dozen Ways to Say a???Infera???: Grades 4a???8"" 606 $aReading (Kindergarten) 606 $aReading (Elementary) 606 $aReading (Middle school) 608 $aElectronic books. 615 0$aReading (Kindergarten) 615 0$aReading (Elementary) 615 0$aReading (Middle school) 676 $a372.41 700 $aMcEwan-Adkins$b Elaine K.$f1941-$0867354 702 $aMiller$b Tracy E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910480374603321 996 $a7 strategies of highly effective readers$91989045 997 $aUNINA LEADER 01033nam a2200277 i 4500 001 991000016439707536 005 20020503112333.0 008 980324s1971 us ||| | eng 020 $a0837147093 035 $ab10009188-39ule_inst 035 $aocm00008147$9ExL 040 $aDip.to Beni Culturali$bita 082 0 $a938.9 100 1 $aAtkinson, Kathleen Mary Tyrer$0194663 245 10$aAncient Sparta, a re-examination of the evidence /$cby K. 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