| Record ID | marc_loc_2016/BooksAll.2016.part42.utf8:81611251:1319 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_2016/BooksAll.2016.part42.utf8:81611251:1319?format=raw |
LEADER: 01319cam a22002898i 4500
001 2015032374
003 DLC
005 20151103083856.0
008 151102s2016 mnu b 000 0 eng
010 $a 2015032374
020 $a9781496605276 (pbk.)
040 $aDLC$beng$erda$cDLC
042 $apcc
050 00 $aLB1050.377$b.F67 2016
082 00 $a372.41/62$223
100 1 $aFord, Michael P.,$eauthor.
245 10 $aGuided reading :$bwhat's new, and what's next? /$cby Michael P. Ford.
263 $a1512
264 1 $aNorth Mankato, MN :$bMaupin House Pub., Inc. by Capstone Professional,$c2016.
300 $apages cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references.
505 0 $aWhere have we been, and where are we with guided reading practices? -- Why is guided reading still important? what is the purpose of guided reading? -- How does guided reading fit into the rest of the literacy program? -- How should texts be selected for guided reading? -- How do we support different types of learners during guided reading? -- What is the rest of the class doing during guided reading? -- How is guided reading positioned for intervention?.
650 0 $aGuided reading.
650 0 $aReading (Primary)