I. Breakthrough to Literacy:
Three Blocks of Powerful Teaching for All Students
1. Becoming Lifelong Readers and Writers 2. Achieving
Literacy with a Three-Block Framework: Language and Word Study,
Reading, and Writing 3. Investigating Words: Language and
Word Study 4. Becoming Joyful Readers: The Reading Workshop
5. Developing Accomplished Writers: The Writing Workshop
6. Making It Work: Organizing and Managing Time and
Resources
II. Independent Reading
7. Encouraging Independent Reading 8. Planning Effective
Minilessons and Conferences 9. Getting Started: The First
Twenty Days 10. Writing to Expand Meaning: Response
Journals
III. Guided Reading
11. Understanding Guided Reading 12. Planning for Guided
Reading 13. Dynamic Grouping for Effective Teaching
14. Selecting, Introducing, and Using Leveled Texts
IV. Literature Study
15. Discovering Literature Study: The Essential Elements
16. Putting Literature Study in Action 17. Responding
to Literature: Multiple Paths to Deeper Meaning
V. Comprehension and Word Analysis
18. Understanding the Reading Process 19. Comprehending
Written Text 20. Teaching for Sustaining Strategies in
Reading 21. Teaching for Expanding Strategies in Reading
22. Solving Words: Phonics, Spelling, and Vocabulary
VI. The Reading and Writing Connection
23. Teaching Genre and Content Literacy: Explore Fiction and
Nonfiction Texts 24. Creating the Poetry Workshop: Reading,
Writing, and the Arts 25. Exploring the Writing Terrain:
Writer's Talks, Writer's Notebooks, and Investigations 26.
Supporting Readers and Writers: Tools That Make a Difference
27. Understanding the "Testing Genre": Preparing Students
for High Quality Performance 28. Making Teaching Decisions
Using Continuous Assessment
Appendixes: featuring forms you can use in your reading and writing workshop; numerous graphic organizers; a list of the 500 most frequently used words and spelling demons, writer websites, and magazines for kids; bibliographies of picture books for use with intermediate students; a bibliography of poetry anthologies; and other practical tools.
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 in the USA and overseas. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University.
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 Association’s 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.
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