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[null,"1.","Record Nr.",null,"UNINA9910479932603321"]
[null,null,"Autore",null,"Breuil Christophe"]
[null,null,"Titolo",null,"Towards a modulo p Langlands correspondence for GL2 / / Christophe Breuil, Vytautas Pas̆kūnas"]
[null,null,"Pubbl/distr/stampa",null,"Providence, Rhode Island : , : American Mathematical Society, , 2011"]
[{"$nulls":4},"©2011"]
[null,null,"ISBN",null,"0-8218-8525-1"]
[null,null,"Descrizione fisica",null,"1 online resource (114 p.)"]
[null,null,"Collana",null,"Memoirs of the American Mathematical Society, , 0065-9266 ; ; Volume 216, Number 1016"]
[null,null,"Disciplina",null,"512.7/4"]
[null,null,"Soggetti",null,"Representations of groups"]
[{"$nulls":4},"Local fields (Algebra)"]
[{"$nulls":4},"Galois theory"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","\"March 2012, Volume 216, Number 1016 (second of 4 numbers).\""]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"\"\"Contents\"\"; \"\"Chapter 1. Introduction\"\"; \"\"Chapter 2. Representation theory of  over Fp I\"\"; \"\"Chapter 3. Representation theory of  over Fp II\"\"; \"\"Chapter 4. Representation theory of  over Fp III\"\"; \"\"Chapter 5. Results on K-extensions\"\"; \"\"Chapter 6. Hecke algebra\"\"; \"\"Chapter 7. Computation of R1I for principal series\"\"; \"\"Chapter 8. Extensions of principal series\"\"; \"\"Chapter 9. General theory of diagrams and representations of GL2\"\"; \"\"Chapter 10. Examples of diagrams\"\"; \"\"Chapter 11. Generic Diamond weights\"\"; \"\"Chapter 12. The unicity Lemma\"\"; \"\"Chapter 13. Generic Diamond diagrams\"\""]
[{"$nulls":4},"\"\"Chapter 14. The representations D0() and D1()\"\"\"\"Chapter 15. Decomposition of generic Diamond diagrams\"\"; \"\"Chapter 16. Generic Diamond diagrams for f{1,2}\"\"; \"\"Chapter 17. The representation R()\"\"; \"\"Chapter 18. The extension Lemma\"\"; \"\"Chapter 19. Generic Diamond diagrams and representations of GL2\"\"; \"\"Chapter 20. The case F=Qp\"\"; \"\"References\"\""]
[null,"2.","Record Nr.",null,"UNINA9910821549003321"]
[null,null,"Autore",null,"Bright Robin"]
[null,null,"Titolo",null,"Sometimes Reading is Hard : Using decoding, vocabulary, and comprehension strategies to inspire fluent, passionate, lifelong readers"]
[null,null,"Pubbl/distr/stampa",null,"Markham : , : Pembroke Publishers, , 2021"]
[{"$nulls":4},"©2021"]
[null,null,"ISBN",null,"9781551389516"]
[{"$nulls":4},"9781551383514"]
[null,null,"Descrizione fisica",null,"1 online resource (178 pages)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Cover -- Title Page -- Copyright Page -- Contents -- Introduction: Setting Off Down the Path -- Learning to Read Is Work -- A Responsibility to Break the Cycle -- Learning How to Teach Reading Is Work -- The Spark for This Book -- What You Will Find in This Book -- Chapter 1: What Do You Mean I Have to Teach Reading? -- The Whole Is Greater Than the Sum of Its Parts -- Underlying Considerations in Teaching Reading -- 1. Sometimes Reading Is Hard -- 2. Structures of Language Support Reading Instruction -- 3. The Components of Reading Need to Be Taught Daily -- 4. Every Teacher Is a Reading Teacher -- 5. Meaningful Relationships Are Key -- 6. Students Need Good Reasons to Read -- 7. Teachers Must Be Readers -- 8. Reading Engagement Leads to the Goal: Capable, Passionate, Lifelong Readers -- 9. Reading Skills and Motivation Factors Are Synergistic -- Chapter 2: Decoding: On the Path to Fluency -- Before Children Read, They Talk -- Learning the Sounds of Language -- Code Breaking -- When Guessing Doesn't Cut It -- Make It Fun -- Is Decoding for Older Readers Too? -- From Talk to Print -- Love at First \"Sight\" -- The Place for Assessment -- Key Strategies to Help You Teach Decoding -- 1. Lead Guided Reading Groups -- 2. Teach Decoding through Shared Reading -- 3. Inspire Students to Be Word Detectives -- 4. Put Their Names in Lights -- 5. Get Older Students Decoding -- 6. Provide Write-to-Read Activities -- 7. Choose the Right Books -- Chapter 3: Fluency: Teaching How to Recognize Words Automatically -- What Is Reading Fluency? -- Reading Fluency: More than Speed -- Target the Reasons Fluency Is Hard to Achieve -- What Doesn't Work: Round Robin Reading "]
[{"$nulls":4},"-- What Does Work: Teachers Reading Aloud to Students -- Get Them Reading: Offer Books Tailored to Students' Interests or Just Plain Good Books -- Collaborative Reading Opportunities."]
[{"$nulls":4},"Key Strategies to Help You Teach Fluency -- 1. Get Students Reading to One Another in Groups -- 2. Get Students Reading Together in Pairs -- 3. Stage a Choral Reading -- 4. Stage a Poetry Academy -- 5. Stage Readers Theatre -- 6. Try Tongue Twisters -- 7. Make Time for Independent Reading -- 8. Keep Tabs on Where Your Students Are At -- 9. Practice Retelling with a Story Vine -- Chapter 4: Vocabulary: Teaching How to Build a Library of Words -- The Word-Rich Get Richer, The Word-Poor Get Poorer -- Continual Exposure to Reading -- Which Words to Teach? -- The Role of Dedication in Vocabulary Development -- Vocabulary Instruction in Middle and High School -- Key Strategies to Help You Teach Vocabulary -- 1. Encourage Word Wonder -- 2. Teach Vocabulary through a Teacher Read-Aloud -- 3. Introduce Vocabulary Self-Collection -- 4. Harness Visualization -- 5. Get Students Playing Word Games -- 6. Galvanize a Vocabulary-Growth Mindset -- 7. Preview Vocabulary before Independent Reading -- 8. Build an Interactive Word Wall -- Chapter 5: Comprehension: Teaching How to Construct Meaning from Reading -- Why Comprehension Is Sometimes Hard -- Comprehension: An Interactive Personal Experience -- Creating a Mindset Primed for Comprehension -- Three Stages of Reading: Three Opportunities to Boost Comprehension -- Key Strategies to Help You Teach Comprehension -- 1. Engage Students in Self-Aware, Active Reading -- 2. Teach the Practices of Good Readers -- 3. Teach Text Structures -- 4. Seek Out Mentor Texts -- 5. Organize Book Clubs -- Chapter 6: Sustaining the Journey: How to Inspire Your Students to Love Reading -- The One Book That Changes Everything! -- Key Strategies for Inspiring a Life-Long Relationship with Reading -- 1. Bring Picture Books into Students' Lives -- 2. Provide Diverse Literature -- 3. Use Reading Interest Surveys."]
[{"$nulls":4},"4. Visit Libraries with Your Students -- 5. Create a Classroom Library -- Bolster the Reading Relationship with Action -- Conclusion: Where Does the Path Lead Now? -- Why We Do It -- Acknowledgements -- References -- Index."]
[null,null,null,"Sommario/riassunto","Teaching strategies such as mentor texts, guided reading, poetry, and reading conferences are used to encourage students to be proficient and tenacious even when reading is hard. Teachers learn how to weave the factors of motivation into their daily instructional practices."]