| 000 | 01836cam a22003974i 4500 | ||
|---|---|---|---|
| 001 | ocm53848360 | ||
| 003 | OCoLC | ||
| 005 | 20240726100258.0 | ||
| 008 | 030722s2004 deua b 001 0 eng | ||
| 010 | _a2003016451 | ||
| 039 | 0 | 2 | _aCI ocm53848360 |
| 039 | 0 | 6 | _aSW ocm53848360 |
| 040 |
_aDLC _beng _erda _cDLC _dSBI |
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| 042 | _apcc | ||
| 049 | 0 | 2 | _aSBIO |
| 049 | 0 | 6 | _aSGE |
| 050 | 0 | 4 | _aLB1573.T988.S635 2004 |
| 050 | 0 | 4 | _aLB1573 |
| 100 | 1 |
_aTyner, Beverly, _e1 |
|
| 245 | 1 | 0 |
_aSmall-group reading instruction : _ba differentiated teaching model for beginning and struggling readers / _cBeverly Tyner. _hPR |
| 260 |
_aNewark, Delaware : _bInternational Reading Association, _c(c)2004. |
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| 300 |
_ax, 258 pages : _billustrations ; _c28 cm. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _a1 (pages 247-249) and index. | ||
| 505 | 0 | 0 |
_aBeginning reading instruction and the small-group differentiated reading model -- _tPlanning for instruction and assessing student progress in the small-group differentiated reading model -- _tInstructional strategies in the small-group differentiated reading model -- _tStage 1, emergent reader -- _tStage 2, beginning reader -- _tStage 3, fledgling reader -- _tStage 4, transitional reader -- _tStage 5, independent reader. |
| 530 | _a2 | ||
| 650 | 0 | _aReading (Elementary) | |
| 650 | 0 | _aGroup reading. | |
| 856 | 4 | 1 |
_3Table of contents _uhttp://www.loc.gov/catdir/toc/ecip047/2003016451.html _zTable of contents |
| 907 |
_a.b11062721 _b05-27-09 _c01-22-08 |
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| 942 |
_cBK _hLB _m2004 _i2018-07-14 _k0.00 |
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| 945 |
_g1 _i31923001098041 _j2 _lcimc _n"repair" status after fire _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i11534291 _z01-22-08 |
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| 998 |
_b05-27-09 _cm _da |
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| 999 |
_c14627 _d14627 |
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| 902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |
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