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Ross 210 1$aWashington, [D.C.] :$cNational Advisory Committee for Aeronautics,$d1929. 215 $a1 online resource (12 pages, 12 unnumbered pages) $cillustrations 225 1 $aTechnical notes / National Advisory Committee for Aeronautics ;$vNo. 306 300 $a"May, 1929." 300 $aNo Federal Depository Library Program (FDLP) item number. 606 $aDuralumin 606 $aTubes, Steel 606 $aStrength of materials 606 $aStrength of materials$2fast 606 $aTubes, Steel$2fast 615 0$aDuralumin. 615 0$aTubes, Steel. 615 0$aStrength of materials. 615 7$aStrength of materials. 615 7$aTubes, Steel. 700 $aRoss$b Orrin E.$01398618 712 02$aUnited States.$bNational Advisory Committee for Aeronautics, 801 0$bTRAAL 801 1$bTRAAL 801 2$bOCLCO 801 2$bOCLCF 801 2$bGPO 906 $aBOOK 912 $a9910713865103321 996 $aCurves showing column strength of steel and duralumin tubing$93462255 997 $aUNINA LEADER 04348nam 2200493 450 001 9910812532003321 005 20230617012909.0 010 $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 $aContents -- 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 -- Study Skills are Not Cognitive Strategies -- Reading Skills are Not Cognitive Strategies -- When is a Strategy a Cognitive Strategy? -- What'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 -- The Benefits of Strategic Reading Instruction -- What'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 -- What's Ahead? -- Chapter 4. Instructional Activities to Engage Your Students -- Turn on Your CPU (Central Processing Unit): Grades 1-8 -- 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 -- Turn on Your Math CPU (Central Processing Unit): Grades 4-8 -- 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 3 -- 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 3-8 -- 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 -- A Dozen Ways to Say Infer: Grades 4-8. 606 $aReading (Kindergarten) 606 $aReading (Elementary) 606 $aReading (Middle school) 615 0$aReading (Kindergarten) 615 0$aReading (Elementary) 615 0$aReading (Middle school) 676 $a372.41 700 $aMcEwan-Adkins$b Elaine K.$f1941-$01600854 702 $aMiller$b Tracy E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812532003321 996 $a7 strategies of highly effective readers$94030985 997 $aUNINA