LEADER 02826nam 2200649 a 450 001 9910465070703321 005 20200520144314.0 010 $a1-282-79047-1 010 $a9786612790478 010 $a1-60623-282-7 035 $a(CKB)2560000000068321 035 $a(EBL)690491 035 $a(OCoLC)676700614 035 $a(SSID)ssj0000418001 035 $a(PQKBManifestationID)12123672 035 $a(PQKBTitleCode)TC0000418001 035 $a(PQKBWorkID)10369254 035 $a(PQKB)10440116 035 $a(MiAaPQ)EBC690491 035 $a(Au-PeEL)EBL690491 035 $a(CaPaEBR)ebr10468539 035 $a(CaONFJC)MIL279047 035 $a(EXLCZ)992560000000068321 100 $a20080617d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFostering comprehension in English classes$b[electronic resource] $ebeyond the basics /$fRaymond Philippot, Michael F. Graves 210 $aNew York, N.Y. $cGuilford Press$dc2009 215 $a1 online resource (240 p.) 225 1 $aSolving problems in the teaching of literacy 300 $aDescription based upon print version of record. 311 $a1-59385-883-3 311 $a1-59385-884-1 320 $aIncludes bibliographical references and index. 327 $aOur take on adolescent literacy -- Fostering learning from text -- Teaching for understanding -- Fostering responses to literature -- Teaching comprehension strategies -- Teaching higher-order thinking skills -- Vocabulary instruction in English classes -- Comprehension in context. 330 $aThis valuable, research-based guide gives middle and secondary English teachers the tools they need to improve the comprehension skills of all their students. Core chapters explain specific practices for fostering learning from texts; leading students to a thorough, lasting understanding of subject matter; nurturing meaningful responses to literature; explicitly teaching comprehension strategies; and engaging students in higher-order thinking. An additional chapter highlights vocabulary instruction. Throughout, attention is given to building comprehension s 410 0$aSolving problems in the teaching of literacy. 606 $aReading comprehension 606 $aReading (Middle school) 606 $aReading (Secondary) 608 $aElectronic books. 615 0$aReading comprehension. 615 0$aReading (Middle school) 615 0$aReading (Secondary) 676 $a372.41 700 $aPhilippot$b Raymond$0957242 701 $aGraves$b Michael F$0957243 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465070703321 996 $aFostering comprehension in English classes$92168391 997 $aUNINA LEADER 01341nam 2200337 n 450 001 996388211603316 005 20221102112552.0 035 $a(CKB)1000000000636398 035 $a(EEBO)2240942618 035 $a(UnM)99866821 035 $a(EXLCZ)991000000000636398 100 $a19940421d1659 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 02$aA common-vvealth or nothing: or, Monarchy and oligarchy prov'd parallel in tyranny$b[electronic resource] $eIn xii. queries, worthy the consideration of all publique spirits in this juncture$fBy a well-wisher to the true security of both Christian and civil liberty 210 $aLondon $cprinted for Livewell Chapman, at the Crown in Popes-Head-Alley$d1659 215 $a[2], 5, [1] p 300 $aAnnotation on Thomason copy: "June. 14.". 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aDespotism$vEarly works to 1800 607 $aGreat Britain$xHistory$yCommonwealth and Protectorate, 1649-1660$vEarly works to 1800 615 0$aDespotism 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996388211603316 996 $aA common-vvealth or nothing: or, Monarchy and oligarchy prov'd parallel in tyranny$92419142 997 $aUNISA LEADER 03119nam 2200709 a 450 001 9910778497103321 005 20161219111444.0 010 $a9786612262388 010 $a1-4462-1660-8 010 $a1-282-26238-6 010 $a1-84920-650-3 035 $a(CKB)1000000000790361 035 $a(EBL)456765 035 $a(OCoLC)463604205 035 $a(SSID)ssj0000298932 035 $a(PQKBManifestationID)11237656 035 $a(PQKBTitleCode)TC0000298932 035 $a(PQKBWorkID)10236461 035 $a(PQKB)11154120 035 $a(SSID)ssj0000361301 035 $a(PQKBManifestationID)12108540 035 $a(PQKBTitleCode)TC0000361301 035 $a(PQKBWorkID)10349160 035 $a(PQKB)11407963 035 $a(MiAaPQ)EBC456765 035 $a(OCoLC)809969543 035 $a(StDuBDS)EDZ0000076859 035 $a(Au-PeEL)EBL456765 035 $a(CaPaEBR)ebr10326818 035 $a(CaONFJC)MIL226238 035 $a(OCoLC)900364168 035 $a(EXLCZ)991000000000790361 100 $a20120418d2007 fy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow to achieve the Every Child Matters standards$b[electronic resource] $ea practical guide /$fRita Cheminais 210 $aLondon $cPaul Chapman$d2007 215 $a1 online resource (xvii, 125 p.) $cill 300 $aDescription based upon print version of record. 311 $a1-4129-4815-0 311 $a1-4129-4816-9 320 $aIncludes bibliographical references (p. 122) and index. 327 $aCover; CONTENTS; Contents of accompanying CD; About the Author; Dedication; Acknowledgements; Introduction; How to use this book; 1 The Every Child Matters Standards; 2 How to achieve the Every Child Matters Standards; 3 Undertaking the Every Child Matters Initial Standards Audit; 4 Building an Every Child Matters portfolio of evidence; 5 The Every Child Matters evidence descriptors for the twelve Standards; 6 Monitoring and evaluating progress towards meeting the Every Child Matters Standards; Appendix - Model materials for use by external ECM Standards assessors; Abbreviations; Glossary 327 $aFurther reading and referencesIndex; CD-Rom contents 330 8 $aThe author shows you how your setting can achieve the Every Child Matters (ECM) Standards. Paying attention to the practical details, she provides advice and guidance on applying the ECM Standards to schools and children's centres, undertaking the ECM Standards audit, and building a portfolio of evidence. 606 $aEducational evaluation$xMethodology 606 $aEducational evaluation$zGreat Britain 606 $aEducation$xStandards$zGreat Britain 615 0$aEducational evaluation$xMethodology. 615 0$aEducational evaluation 615 0$aEducation$xStandards 676 $a379.1580941 700 $aCheminais$b Rita$0848162 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910778497103321 996 $aHow to achieve the Every Child Matters standards$93773416 997 $aUNINA