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Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Contents: 1.What Is Guided Reading? 2.Building on Early Literacy 3.Guided Reading Within a Balanced Literacy Program 4.Designing and Organizing the Learning Environment 5.Managing the Classroom 6.Using Assessment to Inform Teaching 7.Using Running Records 8.Dynamic Grouping 9.Creating a Text Gradient 10.Using a Leveled Set of Books 11.Selecting and Introducing Books 12.Teaching for Strategies 13.Learning About Letters and Words 14.Shifts Over Time 15.Good First Teaching with a Second Chance to Learn Appendixes: A.Keep Books Order Form B.Work Board Icons C.Alphabet Chart D.Management of Guided ReadingTen-Day Plan E.Guided Reading Record Version One F.Guided Reading Record Version Two G.Guided Reading Observations H.Record of Book-Reading Progress Version One I.Record of Book-Reading Progress Version Two J.Making a Folder Letter Book K.Evaluation Response for Text Gradient L.Guided Reading Self-Assessment M.Guided Reading Book List N.Book Publishers/Distributors. Bookseller Inventory #

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Synopsis:

Grades K-3

 

Among the many changes to sweep American literacy education has been a move toward whole class instruction. Nonetheless, children still bring to literacy a wide range of experiences and competencies. How, then, might teachers best support a literate community yet still meet the needs of individual readers? For Fountas and Pinnell, the answer lies in guided reading, which allows children to develop as individual readers within the context of a small group. Their new book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.

 

Guided Reading was written for K-3 classroom teachers, reading resource teachers, teacher educators, preservice teachers, researchers, administrators, and staff developers. Based on the authors' nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by read aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter clearly presents the theoretical underpinnings of the practices it suggests. Also included are guidelines for:

 

  • observation and assessment
  • dynamic grouping of readers
  • creating sets of leveled books
  • selecting and introducing books
  • teaching for strategies
  • classroom management.

Best of all, there are well over 2,500 leveled books in the Appendixes, along with many other reproducible resources that teachers will use for years to come. "Good first teaching is the foundation of education and the right of every child," assert the authors. With the publication of this book, educators themselves will find the foundation in reading skills instruction they so rightly deserve.

About the Author: GAY SU PINNELL is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Associations Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame.IRENE C. FOUNTAS, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University.

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