Guiding Readers and Writers
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Table of Contents

  • 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.

About the Author

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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