Breaking through the language arts block :: organizing and managing the Exemplary Literacy Day /
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
The Guilford Press,
[2018]
|
| Schriftenreihe: | Best practices in action.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (xvi, 232 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462534494 146253449X |
Internformat
MARC
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| 006 | m o d | ||
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| 008 | 180306s2018 nyu ob 001 0 eng d | ||
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| 100 | 1 | |a Morrow, Lesley Mandel, |e author. |0 http://id.loc.gov/authorities/names/n82150026 | |
| 245 | 1 | 0 | |a Breaking through the language arts block : |b organizing and managing the Exemplary Literacy Day / |c Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall. |
| 264 | 1 | |a New York : |b The Guilford Press, |c [2018] | |
| 264 | 4 | |c ©2018 | |
| 300 | |a 1 online resource (xvi, 232 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Best practices in action | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Getting started with the exemplary literacy day -- Setting up the literacy environment -- Assessment guiding instruction -- Word-study session: strategies for figuring out words, phonological awareness, phonics, and more -- Literacy work stations -- Guided reading grouping for differentiation of instruction -- Reading comprehension workshop -- Writing workshop -- Interdisciplinary literacy instruction -- Concluding thoughts -- Appendix A. Exemplary literacy day planning example -- Appendix B. Fry (198) sight words grouped by relative difficulty. | |
| 505 | 0 | |a Cover; Half Title Page; Series Page; Title Page; Copyright; About the Authors; Series Editorsâ#x80;#x99; Note; Preface; Acknowledgments; Contents; 1. Getting Started with the Exemplary Literacy Day; Classroom Vignette: Meet Ms. Patricia Tapia; A New Way of Thinking: Moving Beyond the â#x80;#x9C;Reading Blockâ#x80;#x9D;; An Exemplary Literacy Day; Choosing Our Exemplary Literacy Teacher; Classroom Vignette: Examining Classroom Culture; What Is Classroom Culture?; Using Language to Create a Literacy Community: What and Why?; Using Language to Create a Literacy Community: How?; Using Student Praise: What and Why? | |
| 505 | 8 | |a Using Student Praise: How?Using Language to Help Students Develop Selfâ#x80;#x91;Control: What and Why?; Using Language to Help Students Develop Selfâ#x80;#x91;Control: How?; Teacher Language: What and Why?; Teacher Language: How?; Behavior Management: What and Why?; Behavior Management: How?; Handling Disruptive Behavior: What and Why?; Conclusion; Stop! Think! React!; 2. Setting Up the Literacy Environment; Classroom Vignette: Organizing the Classroom for Learning; What Is the Literacy Environment?; Organizing the Literacy Environment: What and Why?; The Vocabulary Word Wall. | |
| 505 | 8 | |a Organizing the Literacy Environment: How?Responsibilities Chart; Setting Up the Library Corner; Setting Up the Authorâ#x80;#x99;s Spot; Preparing for Literacy Work Stations; Using Anchor Charts: What and Why?; Using Anchor Charts: How?; Classroom Vignette: From Organizing Space to Implementing the Doâ#x80;#x91;Now; Implementing the Doâ#x80;#x91;Now: What and Why?; Implementing the Doâ#x80;#x91;Now: How?; Conclusion; Stop! Think! React!; 3. Assessment Guiding Instruction; Classroom Vignette; Assessment in Literacy Development: A Guide for Designing Instruction; Why We Need to Assess Childrenâ#x80;#x99;s Literacy Achievement. | |
| 505 | 8 | |a What Does It Mean to Authentically Assess Students?Authentic Assessment: How?; Inâ#x80;#x91;Depth Informal Measures of Assessment; Retelling to Evaluate Comprehension; Guidelines for Storyâ#x80;#x91;Retelling Instruction; Retelling Assessment; Portfolio Assessment; Standardized Tests: The Pros and Cons; Conclusion; Stop! Think! React!; Appendix 3.1. Informal Phonics Inventory; 4. Introducing the Vocabulary Meeting; Classroom Vignette: From Assessment to Vocabulary; Why Do We Need to Teach Vocabulary?; What Is a Vocabulary Meeting?; Vocabulary Meeting: How?; Tier One, Tier Two, and Tier Three Words. | |
| 505 | 8 | |a Introducing New Vocabulary Words: How?Vocabulary Journals; Explicit/Spontaneous/Contentâ#x80;#x91;Area Instruction; Administering and Using Assessment to Guide Instruction; Conclusion; Stop! Think! React!; 5. Wordâ#x80;#x91;Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More; Theory and Research Concerning Figuring Out Words; Objectives for Foundational Skills in Word Study; Phonological Awareness and Phonemic Awareness; Scope and Sequence of Phonemic Awareness Instruction; Teaching the Alphabet; Word Study: Time, Place, Materials; Using a Wordâ#x80;#x91;Study Station. | |
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Language arts |z United States. | |
| 650 | 0 | |a Reading comprehension |z United States. | |
| 650 | 0 | |a Literacy |z United States. | |
| 650 | 6 | |a Arts du langage |z États-Unis. | |
| 650 | 6 | |a Compréhension de la lecture |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Language arts |2 fast | |
| 650 | 7 | |a Literacy |2 fast | |
| 650 | 7 | |a Reading comprehension |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Kunz, Kenneth, |e author. |0 http://id.loc.gov/authorities/names/n2018013260 | |
| 700 | 1 | |a Hall, Maureen, |e author. |0 http://id.loc.gov/authorities/names/n83060695 | |
| 758 | |i has work: |a Breaking through the language arts block (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG3fJGPv43CcbXJ94B9GQC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Morrow, Lesley Mandel. |t Breaking through the language arts block. |d New York : The Guilford Press, [2018] |z 1462534465 |z 9781462534463 |w (OCoLC)994564895 |
| 830 | 0 | |a Best practices in action. |0 http://id.loc.gov/authorities/names/no2010199716 | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1027476937 |
|---|---|
| _version_ | 1816882414877671424 |
| adam_text | |
| any_adam_object | |
| author | Morrow, Lesley Mandel Kunz, Kenneth Hall, Maureen |
| author_GND | http://id.loc.gov/authorities/names/n82150026 http://id.loc.gov/authorities/names/n2018013260 http://id.loc.gov/authorities/names/n83060695 |
| author_facet | Morrow, Lesley Mandel Kunz, Kenneth Hall, Maureen |
| author_role | aut aut aut |
| author_sort | Morrow, Lesley Mandel |
| author_variant | l m m lm lmm k k kk m h mh |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1576 |
| callnumber-raw | LB1576 .M795 2018 |
| callnumber-search | LB1576 .M795 2018 |
| callnumber-sort | LB 41576 M795 42018 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Getting started with the exemplary literacy day -- Setting up the literacy environment -- Assessment guiding instruction -- Word-study session: strategies for figuring out words, phonological awareness, phonics, and more -- Literacy work stations -- Guided reading grouping for differentiation of instruction -- Reading comprehension workshop -- Writing workshop -- Interdisciplinary literacy instruction -- Concluding thoughts -- Appendix A. Exemplary literacy day planning example -- Appendix B. Fry (198) sight words grouped by relative difficulty. Cover; Half Title Page; Series Page; Title Page; Copyright; About the Authors; Series Editorsâ#x80;#x99; Note; Preface; Acknowledgments; Contents; 1. Getting Started with the Exemplary Literacy Day; Classroom Vignette: Meet Ms. Patricia Tapia; A New Way of Thinking: Moving Beyond the â#x80;#x9C;Reading Blockâ#x80;#x9D;; An Exemplary Literacy Day; Choosing Our Exemplary Literacy Teacher; Classroom Vignette: Examining Classroom Culture; What Is Classroom Culture?; Using Language to Create a Literacy Community: What and Why?; Using Language to Create a Literacy Community: How?; Using Student Praise: What and Why? Using Student Praise: How?Using Language to Help Students Develop Selfâ#x80;#x91;Control: What and Why?; Using Language to Help Students Develop Selfâ#x80;#x91;Control: How?; Teacher Language: What and Why?; Teacher Language: How?; Behavior Management: What and Why?; Behavior Management: How?; Handling Disruptive Behavior: What and Why?; Conclusion; Stop! Think! React!; 2. Setting Up the Literacy Environment; Classroom Vignette: Organizing the Classroom for Learning; What Is the Literacy Environment?; Organizing the Literacy Environment: What and Why?; The Vocabulary Word Wall. Organizing the Literacy Environment: How?Responsibilities Chart; Setting Up the Library Corner; Setting Up the Authorâ#x80;#x99;s Spot; Preparing for Literacy Work Stations; Using Anchor Charts: What and Why?; Using Anchor Charts: How?; Classroom Vignette: From Organizing Space to Implementing the Doâ#x80;#x91;Now; Implementing the Doâ#x80;#x91;Now: What and Why?; Implementing the Doâ#x80;#x91;Now: How?; Conclusion; Stop! Think! React!; 3. Assessment Guiding Instruction; Classroom Vignette; Assessment in Literacy Development: A Guide for Designing Instruction; Why We Need to Assess Childrenâ#x80;#x99;s Literacy Achievement. What Does It Mean to Authentically Assess Students?Authentic Assessment: How?; Inâ#x80;#x91;Depth Informal Measures of Assessment; Retelling to Evaluate Comprehension; Guidelines for Storyâ#x80;#x91;Retelling Instruction; Retelling Assessment; Portfolio Assessment; Standardized Tests: The Pros and Cons; Conclusion; Stop! Think! React!; Appendix 3.1. Informal Phonics Inventory; 4. Introducing the Vocabulary Meeting; Classroom Vignette: From Assessment to Vocabulary; Why Do We Need to Teach Vocabulary?; What Is a Vocabulary Meeting?; Vocabulary Meeting: How?; Tier One, Tier Two, and Tier Three Words. Introducing New Vocabulary Words: How?Vocabulary Journals; Explicit/Spontaneous/Contentâ#x80;#x91;Area Instruction; Administering and Using Assessment to Guide Instruction; Conclusion; Stop! Think! React!; 5. Wordâ#x80;#x91;Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More; Theory and Research Concerning Figuring Out Words; Objectives for Foundational Skills in Word Study; Phonological Awareness and Phonemic Awareness; Scope and Sequence of Phonemic Awareness Instruction; Teaching the Alphabet; Word Study: Time, Place, Materials; Using a Wordâ#x80;#x91;Study Station. |
| ctrlnum | (OCoLC)1027476937 |
| dewey-full | 372.6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.6 |
| dewey-search | 372.6 |
| dewey-sort | 3372.6 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-on1027476937 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:28:14Z |
| institution | BVB |
| isbn | 9781462534494 146253449X |
| language | English |
| oclc_num | 1027476937 |
| open_access_boolean | |
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| physical | 1 online resource (xvi, 232 pages) |
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| publishDate | 2018 |
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| series | Best practices in action. |
| series2 | Best practices in action |
| spelling | Morrow, Lesley Mandel, author. http://id.loc.gov/authorities/names/n82150026 Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall. New York : The Guilford Press, [2018] ©2018 1 online resource (xvi, 232 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Best practices in action Includes bibliographical references and index. Getting started with the exemplary literacy day -- Setting up the literacy environment -- Assessment guiding instruction -- Word-study session: strategies for figuring out words, phonological awareness, phonics, and more -- Literacy work stations -- Guided reading grouping for differentiation of instruction -- Reading comprehension workshop -- Writing workshop -- Interdisciplinary literacy instruction -- Concluding thoughts -- Appendix A. Exemplary literacy day planning example -- Appendix B. Fry (198) sight words grouped by relative difficulty. Cover; Half Title Page; Series Page; Title Page; Copyright; About the Authors; Series Editorsâ#x80;#x99; Note; Preface; Acknowledgments; Contents; 1. Getting Started with the Exemplary Literacy Day; Classroom Vignette: Meet Ms. Patricia Tapia; A New Way of Thinking: Moving Beyond the â#x80;#x9C;Reading Blockâ#x80;#x9D;; An Exemplary Literacy Day; Choosing Our Exemplary Literacy Teacher; Classroom Vignette: Examining Classroom Culture; What Is Classroom Culture?; Using Language to Create a Literacy Community: What and Why?; Using Language to Create a Literacy Community: How?; Using Student Praise: What and Why? Using Student Praise: How?Using Language to Help Students Develop Selfâ#x80;#x91;Control: What and Why?; Using Language to Help Students Develop Selfâ#x80;#x91;Control: How?; Teacher Language: What and Why?; Teacher Language: How?; Behavior Management: What and Why?; Behavior Management: How?; Handling Disruptive Behavior: What and Why?; Conclusion; Stop! Think! React!; 2. Setting Up the Literacy Environment; Classroom Vignette: Organizing the Classroom for Learning; What Is the Literacy Environment?; Organizing the Literacy Environment: What and Why?; The Vocabulary Word Wall. Organizing the Literacy Environment: How?Responsibilities Chart; Setting Up the Library Corner; Setting Up the Authorâ#x80;#x99;s Spot; Preparing for Literacy Work Stations; Using Anchor Charts: What and Why?; Using Anchor Charts: How?; Classroom Vignette: From Organizing Space to Implementing the Doâ#x80;#x91;Now; Implementing the Doâ#x80;#x91;Now: What and Why?; Implementing the Doâ#x80;#x91;Now: How?; Conclusion; Stop! Think! React!; 3. Assessment Guiding Instruction; Classroom Vignette; Assessment in Literacy Development: A Guide for Designing Instruction; Why We Need to Assess Childrenâ#x80;#x99;s Literacy Achievement. What Does It Mean to Authentically Assess Students?Authentic Assessment: How?; Inâ#x80;#x91;Depth Informal Measures of Assessment; Retelling to Evaluate Comprehension; Guidelines for Storyâ#x80;#x91;Retelling Instruction; Retelling Assessment; Portfolio Assessment; Standardized Tests: The Pros and Cons; Conclusion; Stop! Think! React!; Appendix 3.1. Informal Phonics Inventory; 4. Introducing the Vocabulary Meeting; Classroom Vignette: From Assessment to Vocabulary; Why Do We Need to Teach Vocabulary?; What Is a Vocabulary Meeting?; Vocabulary Meeting: How?; Tier One, Tier Two, and Tier Three Words. Introducing New Vocabulary Words: How?Vocabulary Journals; Explicit/Spontaneous/Contentâ#x80;#x91;Area Instruction; Administering and Using Assessment to Guide Instruction; Conclusion; Stop! Think! React!; 5. Wordâ#x80;#x91;Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More; Theory and Research Concerning Figuring Out Words; Objectives for Foundational Skills in Word Study; Phonological Awareness and Phonemic Awareness; Scope and Sequence of Phonemic Awareness Instruction; Teaching the Alphabet; Word Study: Time, Place, Materials; Using a Wordâ#x80;#x91;Study Station. Print version record. Language arts United States. Reading comprehension United States. Literacy United States. Arts du langage États-Unis. Compréhension de la lecture États-Unis. EDUCATION Elementary. bisacsh Language arts fast Literacy fast Reading comprehension fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Kunz, Kenneth, author. http://id.loc.gov/authorities/names/n2018013260 Hall, Maureen, author. http://id.loc.gov/authorities/names/n83060695 has work: Breaking through the language arts block (Text) https://id.oclc.org/worldcat/entity/E39PCG3fJGPv43CcbXJ94B9GQC https://id.oclc.org/worldcat/ontology/hasWork Print version: Morrow, Lesley Mandel. Breaking through the language arts block. New York : The Guilford Press, [2018] 1462534465 9781462534463 (OCoLC)994564895 Best practices in action. http://id.loc.gov/authorities/names/no2010199716 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1720102 Volltext |
| spellingShingle | Morrow, Lesley Mandel Kunz, Kenneth Hall, Maureen Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / Best practices in action. Getting started with the exemplary literacy day -- Setting up the literacy environment -- Assessment guiding instruction -- Word-study session: strategies for figuring out words, phonological awareness, phonics, and more -- Literacy work stations -- Guided reading grouping for differentiation of instruction -- Reading comprehension workshop -- Writing workshop -- Interdisciplinary literacy instruction -- Concluding thoughts -- Appendix A. Exemplary literacy day planning example -- Appendix B. Fry (198) sight words grouped by relative difficulty. Cover; Half Title Page; Series Page; Title Page; Copyright; About the Authors; Series Editorsâ#x80;#x99; Note; Preface; Acknowledgments; Contents; 1. Getting Started with the Exemplary Literacy Day; Classroom Vignette: Meet Ms. Patricia Tapia; A New Way of Thinking: Moving Beyond the â#x80;#x9C;Reading Blockâ#x80;#x9D;; An Exemplary Literacy Day; Choosing Our Exemplary Literacy Teacher; Classroom Vignette: Examining Classroom Culture; What Is Classroom Culture?; Using Language to Create a Literacy Community: What and Why?; Using Language to Create a Literacy Community: How?; Using Student Praise: What and Why? Using Student Praise: How?Using Language to Help Students Develop Selfâ#x80;#x91;Control: What and Why?; Using Language to Help Students Develop Selfâ#x80;#x91;Control: How?; Teacher Language: What and Why?; Teacher Language: How?; Behavior Management: What and Why?; Behavior Management: How?; Handling Disruptive Behavior: What and Why?; Conclusion; Stop! Think! React!; 2. Setting Up the Literacy Environment; Classroom Vignette: Organizing the Classroom for Learning; What Is the Literacy Environment?; Organizing the Literacy Environment: What and Why?; The Vocabulary Word Wall. Organizing the Literacy Environment: How?Responsibilities Chart; Setting Up the Library Corner; Setting Up the Authorâ#x80;#x99;s Spot; Preparing for Literacy Work Stations; Using Anchor Charts: What and Why?; Using Anchor Charts: How?; Classroom Vignette: From Organizing Space to Implementing the Doâ#x80;#x91;Now; Implementing the Doâ#x80;#x91;Now: What and Why?; Implementing the Doâ#x80;#x91;Now: How?; Conclusion; Stop! Think! React!; 3. Assessment Guiding Instruction; Classroom Vignette; Assessment in Literacy Development: A Guide for Designing Instruction; Why We Need to Assess Childrenâ#x80;#x99;s Literacy Achievement. What Does It Mean to Authentically Assess Students?Authentic Assessment: How?; Inâ#x80;#x91;Depth Informal Measures of Assessment; Retelling to Evaluate Comprehension; Guidelines for Storyâ#x80;#x91;Retelling Instruction; Retelling Assessment; Portfolio Assessment; Standardized Tests: The Pros and Cons; Conclusion; Stop! Think! React!; Appendix 3.1. Informal Phonics Inventory; 4. Introducing the Vocabulary Meeting; Classroom Vignette: From Assessment to Vocabulary; Why Do We Need to Teach Vocabulary?; What Is a Vocabulary Meeting?; Vocabulary Meeting: How?; Tier One, Tier Two, and Tier Three Words. Introducing New Vocabulary Words: How?Vocabulary Journals; Explicit/Spontaneous/Contentâ#x80;#x91;Area Instruction; Administering and Using Assessment to Guide Instruction; Conclusion; Stop! Think! React!; 5. Wordâ#x80;#x91;Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More; Theory and Research Concerning Figuring Out Words; Objectives for Foundational Skills in Word Study; Phonological Awareness and Phonemic Awareness; Scope and Sequence of Phonemic Awareness Instruction; Teaching the Alphabet; Word Study: Time, Place, Materials; Using a Wordâ#x80;#x91;Study Station. Language arts United States. Reading comprehension United States. Literacy United States. Arts du langage États-Unis. Compréhension de la lecture États-Unis. EDUCATION Elementary. bisacsh Language arts fast Literacy fast Reading comprehension fast |
| title | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / |
| title_auth | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / |
| title_exact_search | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / |
| title_full | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall. |
| title_fullStr | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall. |
| title_full_unstemmed | Breaking through the language arts block : organizing and managing the Exemplary Literacy Day / Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall. |
| title_short | Breaking through the language arts block : |
| title_sort | breaking through the language arts block organizing and managing the exemplary literacy day |
| title_sub | organizing and managing the Exemplary Literacy Day / |
| topic | Language arts United States. Reading comprehension United States. Literacy United States. Arts du langage États-Unis. Compréhension de la lecture États-Unis. EDUCATION Elementary. bisacsh Language arts fast Literacy fast Reading comprehension fast |
| topic_facet | Language arts United States. Reading comprehension United States. Literacy United States. Arts du langage États-Unis. Compréhension de la lecture États-Unis. EDUCATION Elementary. Language arts Literacy Reading comprehension United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1720102 |
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