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| fountas and pinnell continuum of literacy learning: The Fountas & Pinnell Literacy Continuum Irene C. Fountas, Gay Su Pinnell, 2016 There has never been a more comprehensive resource available to teachers that does what the continuum does - provide specific behaviors and understandings that are required at each level for students to demonstrate thinking within, beyond, and about the text. These behaviors and understandings describe what students will be expected to do in order to effectively read and understand the text. More in-depth, more intuitive, and more essential than ever-The Fountas & Pinnell Literacy Continuum, Expanded Edition enables teachers to construct a common vision for student achievement that effectively and efficiently engages all students in the robust, authentic and meaningful literacy learning every child deserves. The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. Each instructional context contributes substantially, in different but complementary ways, to students' development of the literacy process. With this indispensable literacy tool, Fountas and Pinnell remind you of The Literacy Continuum's critical role in transforming literacy teaching and learning. (Re)Discover The Fountas & Pinnell Literacy Continuum, Expanded Edition to: elevate your language and literacy expertise develop an understanding of the demands of texts on readers build your understanding of the reading and writing process and how it changes over time hone your observation of students' literacy behaviors teach toward student integration of the Systems of Strategic Actions articulate the literacy curriculum within and across grade levels activate the responsive teaching that meets students where they are and brings them forward with intention and precision build professional learning opportunities with colleagues create a common vision and common language for literacy in your school. Look for these new enhancements inside: Streamlined organization and navigation Expanded behaviors and examples across the continua First appearance of a behavior or goal or text characteristic is indicated by a red square (Behaviors are acquired and then elaborated over time) Clear organization of and explicit links to the Systems of Strategic Actions Four-color design for clarity and focus Also check out our on-demand mini-course: Thinking and Talking About Books Across the Day. |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning Teaching Library Gay Su Pinnell, Irene C. Fountas, 2011-06-09 Use The Continuum of Literacy Learning and The Continuum of Literacy Learning Teaching Library DVD companion series, to deepen your understanding of the continua and how to use them as assessment and planning tools. These videos will hone your ability to observe the behaviors of your own readers and writers, and help sharpen your thinking about how your teaching can match your students' needs as they become more proficient in the use of literacy and language. The User Guide is designed to help you navigate theThe Continuum of Literacy Learning Teaching Library and deepen your understanding of how to use the Continuum as an assessment and planning tool. By following the suggestions for viewing and discussing the video segments you will hone your ability to observe the behaviors of your readers and writers. Specific viewing suggestions for individuals, small groups, and staff developers are identified throughout the User Guide to help customize your learning experience. Armed with The Continuum of Literacy Learning and The Continuum of Literacy Learning Teaching Library DVD companion series, both from Gay Su Pinnell and Irene Fountas, every teacher will have the tools and techniques they need to guide assessment, activate responsive teaching, and support students on their literacy and language journey. Content Coverage in the Language Arts Curriculum The behaviors presented in each of the continua of learning serve as the basis for both the Continuum book and the Continuum DVD library. Using these two resources together, individuals, small groups, and staff developers will have the opportunity to study and observe student behaviors and the appropriate teaching that supports students in increasing their ability across the language arts curriculum. Save with a Teaching Library Bundle or a Staff Development Bundle. |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning, Grades PreK-8, Second Edition Gay Su Pinnell, Irene Fountas, 2010-05-25 Includes index tab dividers between chapters. |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning, Grades 3-8 Gay Su Pinnell, Irene C. Fountas, 2011 A combination assessment tool and guide for teaching identifies the literacy goals appropriate to grades three-eight and offers tools to help analyze students' strengths and identify areas needing teaching support. |
| fountas and pinnell continuum of literacy learning: Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide Irene C. Fountas, Gay Su Pinnell, 2009-08-05 Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI |
| fountas and pinnell continuum of literacy learning: Leveled Books (K-8) Irene C. Fountas, Gay Su Pinnell, 2006 For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket. |
| fountas and pinnell continuum of literacy learning: Guided Reading Irene C. Fountas, Gay Su Pinnell, 2017 Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning, Grades K-8 Gay Su Pinnell, Irene C. Fountas, 2007 Presents a comprehensive curriculum document that provides a vision of language and literacy development for students in kindergarten through grade 8. The book contains the same text characteristics and goals as the K-2 and 3-8 books but instead is organized along the following instructional contexts: interactive read-aloud and literature discussion; shared and performance reading; writing about reading; writing; oral, visual, and technological communication; phonics, spelling, and word study; and guided reading. |
| fountas and pinnell continuum of literacy learning: The Fountas and Pinnell Quick Guide to Literacy Learning Irene C. Fountas, Gay Su Pinnell, 2018-05-15 This information-packed guide provides an important look at reading, writing, talking, and word study, while succinctly describing research-based instructional practices for high-impact literacy teaching. |
| fountas and pinnell continuum of literacy learning: Guiding Readers and Writers, Grades 3-6 Irene C. Fountas, Gay Su Pinnell, 2001 Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students. |
| fountas and pinnell continuum of literacy learning: Word Matters Irene Fountas, Gay Su Pinnell, 2018-01-31 Fresh new cover, same great content In 1996, Gay Su Pinnell and Irene Fountas presented Guided Reading, the most comprehensive guided reading resource ever published. Hailed for its practical, systematic approach, the book showed hundreds of thousands of teachers how to address the needs of the whole classroom as well as individual readers. Now, with the publication of Word Matters, Pinnell and Fountas offer K-3 teachers the same unparalleled support, this time focusing on phonics and spelling instruction. Word Matters presents essential information on designing and implementing a high-quality, systematic literacy program to help children learn about letters, sounds, and words. The central goal is to teach children to become word solvers: readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. Where similar books are narrow in focus, Word Matters presents the theoretical underpinnings and practical wherewithal of word study in three contexts: word study that includes systematically planned and applied experiences focusing on the elements of letters and words writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning. Each topic is supported with a variety of practical tools: reproducible sheets for a word study system and for writing workshop; lists of spelling minilessons; and extensive word lists, including frequently used words, antonyms, synonyms, and more. Armed with these tools-and the tried-and-true wisdom of Gay Su Pinnell and Irene Fountas-teachers can help students develop not just the essential skills, but also a joyful appreciation of their own literacy. |
| fountas and pinnell continuum of literacy learning: Literacy Beginnings Irene Fountas, Gay Su Pinnell, 2018 Play and language are both important learning tools for the prekindergarten child. Through play and language, they learn about their world and about themselves. Play and language are also the most important tools for early literacy learning. Think of the young child who takes a memo pad and marker around to family members, 'taking orders' for dinner. Like all emergent readers and writers, this child makes no distinction between play and literacy -- both involve curiosity, excitement, learning, and discovery. In Literacy Beginnings, Gay Su Pinnell and Irene Fountas bring their characteristically rich, comprehensive, and practical insights to the frontier of early literacy. They show you how to tap into young children's curiosity to introduce them to the world of literacy in joyful, engaging ways. Based on their many experiences in real prekindergarten classrooms they demonstrate how to: create a classroom community that is play-based, but that also prepares children for the literary-rich world in which they live, promote constructive learning through inquiry, recognize the language and literacy behaviors and understandings that are appropriate instructional goals for preschoolers, use powerful and playful ways to guide children to learn about letters, sounds, and words, [and] support emergent readers and writers through an array of literacy activities--Back cover. |
| fountas and pinnell continuum of literacy learning: Guided Reading Irene C. Fountas, Gay Su Pinnell, 1996 This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents. |
| fountas and pinnell continuum of literacy learning: The Fountas and Pinnell Leveled Book List K-8+ Irene C. Fountas, Gay Su Pinnell, 2013 When you need to identify the level of a book accurately, whether for guided reading lessons or to build classroom or school libraries, you can rely on The Fountas and Pinnell Leveled Book List for an extensive selection of books in various genres and levels to support your students' interest. |
| fountas and pinnell continuum of literacy learning: Fountas and Pinnell Prompting Guide Part 1 for Oral Reading and Early Writing Irene Fountas, Gay Su Pinnell, 2012-02-02 In this tool Fountas and Pinnell have compiled a comprehensive collection of precise language to use when teaching for, prompting for, and reinforcing effective strategic actions for each student's precise literacy behaviors. |
| fountas and pinnell continuum of literacy learning: LLI Red System Irene C. Fountas, Gay Su Pinnell, 2013 |
| fountas and pinnell continuum of literacy learning: The Reading Minilessons Book Irene C Fountas, 2018-08 Engages students in inquiry that leads to the discovery and understanding of a general principle they can apply to their own independent reading -- |
| fountas and pinnell continuum of literacy learning: Interactive Writing Andrea McCarrier, Irene Fountas, Gay Su Pinnell, 2018-08-22 Interactive Writing is specifically focused on the early phases of writing, and has special relevance to prekindergarten, kindergarten, grade 1 and 2 teachers. |
| fountas and pinnell continuum of literacy learning: When Readers Struggle Gay Su Pinnell, Irene C. Fountas, 2009 Offers reading teachers effective strategies for helping students in kindergarten through third grade overcome reading and writing difficulties and become proficient readers. |
| fountas and pinnell continuum of literacy learning: Shifting the Balance, 3-5 Katie Cunningham, Jan Burkins, Kari Yates, 2023-09-14 In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of misunderstandings that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction. |
| fountas and pinnell continuum of literacy learning: LLI Gold System Irene C. Fountas, Gay Su Pinnell, 2013 |
| fountas and pinnell continuum of literacy learning: Phonics Lessons Gay Su Pinnell, Irene C. Fountas, 2002-10 A Complete Phonics and Word Study Curriculum for each of the primary grades With 100 minilessons for each of the three grade levels, you can use the month-bymonth planning guide, the assessment checklists, and the lesson selection map to choose the lessons that align with your student''s needs and the Word Study Continuum. The Continuum encompasses nine scientific categories of learning: · Early Literacy Concepts · High-Frequency Words · Phonological and Phonemic Awareness · Spelling Patterns · Letter Knowledge · Word Structure · Letter/Sound Relationships · Word-Solving Actions · Word Meaning Each 4-page lesson includes: 1. Professional Understandings Explanations of underlying principles research, and suggestions for working with English Language Learners 2. 3-part Lesson plan · Teach Step by step instructions for implementing the lesson · Apply Application activities and routines for teaching them · Share Guidelines for reinforcing principles and helping children share their learning 3. Follow-up Assessment links to literacy framework, extensions, and home connections |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning, Grades K-2 Gay Su Pinnell, Irene C. Fountas, 2007 In a convenient, easy-to-read format, these interdependent continua show the grade level at which students typically demonstrate specific abilities related to the use of oral and written language.--BOOK JACKET. |
| fountas and pinnell continuum of literacy learning: Leveled Books for Readers, Grades 3-6 Gay Su Pinnell, Irene C. Fountas, 2002 Includes more than 6000 leveled books - cover. |
| fountas and pinnell continuum of literacy learning: Teaching for Comprehending and Fluency Irene C. Fountas, Gay Su Pinnell, 2006 A practical guide for teaching comprehension and fluency in the kindergarten through eighth-grade classroom with instruction on reading levels, writing about reading, and interactive read-aloud and literature study; and contains a DVD with over 100 blackline masters, forms, and checklists. |
| fountas and pinnell continuum of literacy learning: Leading for Literacy Irene Fountas, Gay Su Pinnell, 2022-03-07 Leading for Literacy: What Every School Leader Needs to Knowis an inspiring and practical resource for all school leaders-teacher leaders, literacy coaches, school administrators, and district-level leaders. Filled with useful look-for tools for observing literacy teaching and reflecting upon the culture and systems of your school, Leading for Literacyhelps school leaders understand key principles of effective literacy teaching and create equitable communities of learning for all students. Leading for Literacyprovides guidance for creating a culture of collaborative professionalism, facilitating conversations about effective practice, and making high-impact decisions based on evidence and the values identified by the school team. An important resource for every school leader aiming to scale up excellence, Leading for Literacyhelps leaders create effective systems for improving the literacy outcomes of all students. With OVER 30 TOOLS to support your work, discover how to... Beginning of the book - 1. Harness the foundations of inspirational school leadership 2. Build effective teams that deliver high outcomes for all students 3. Create a common vision and shared values to create a healthy, collaborative school culture Middle of the book - 4. Implement evidence-based instructional practices 5. Observe and document student progress effectively 6. Teach English learners strategically 7. Design effective systems for intervention 8. Create high-quality book collections End of the book - 9. Harness responsibilities and opportunities as a school leader 10. Create new leadership opportunities 11. Nurture coaches and teacher leaders as important agents of change 12. Sustain and scale up systemic improvements in your district or school |
| fountas and pinnell continuum of literacy learning: Stages of Reading Development Jeanne Sternlicht Chall, 1983 |
| fountas and pinnell continuum of literacy learning: The Fountas & Pinnell Literacy Continuum, Second Edition: A Tool for Assessment, Planning, and Teaching, Prek-8 Irene Fountas, Gay Su Pinnell, 2022-03-09 There has never been a more comprehensive resource available to teachers that does what the continuum does - provide specific behaviors and understandings that are required at each level for students to demonstrate thinking within, beyond, and about the text. These behaviors and understandings describe what students will be expected to do in order to effectively read and understand the text. More in-depth, more intuitive, and more essential than ever-The Fountas & Pinnell Literacy Continuum, Second Edition is the essential tool to guide your assessment, activate responsive teaching, and support your students on their language and literacy journey. The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. Each instructional context contributes substantially, in different but complementary ways, to students' development of the literacy process. With this indispensable literacy tool, Fountas and Pinnell remind you of The Literacy Continuum's critical role in transforming literacy teaching and learning. Enhance your teaching with The Fountas & Pinnell Literacy Continuum, Second Edition elevate your language and literacy expertise develop an understanding of the demands of texts on readers build your understanding of the reading and writing process and how it changes over time hone your observation of students' literacy behaviors teach toward student integration of the Systems of Strategic Actions articulate the literacy curriculum within and across grade levels activate the responsive teaching that meets students where they are and brings them forward with intention and precision build professional learning opportunities with colleagues create a common vision and common language for literacy in your school. Look for these enhancements inside: Updated Digital Communication continuum for the modern classroom Expanded PreK continuum to reflect today's early readers Streamlined organization and navigation Expanded behaviors and examples across the continua First appearance of a behavior or goal or text characteristic is indicated by a red bullet Clear organization of and explicit links to the System of Strategic Actions |
| fountas and pinnell continuum of literacy learning: Sing a Song of Poetry, Grade K, Revised Edition Irene Fountas, Gay Su Pinnell, 2017-08-02 This companion to the Fountas & Pinnell Phonics, Spelling, and Word Study System series use poetry to its full advantage to expand children's oral language capabilities, develop phonological awareness, and teach about the intricacies of print. The poems in Sing a Song of Poetry immerse students in rich, rhythmical language, providing age appropriate opportunities to enjoy language through shared reading, stimulate oral language development, connect words, and much more. Poetry enhances any early childhood curriculum. 225 poems Increased support around poetry and how it works Language and ideas consistent with the language and ideas included in the Fountas & Pinnell Literacy Continuum Specific references to the Sing a Song of Poetry poems in the Phonics, Spelling and Word Study Systems. |
| fountas and pinnell continuum of literacy learning: Fountas and Pinnell Benchmark Assessment System 1 Irene C. Fountas, Gay Su Pinnell, 2007 |
| fountas and pinnell continuum of literacy learning: Matching Books to Readers Irene C. Fountas, Gay Su Pinnell, 1999 This reference provides a comprehensive, up-to-date levelled reading list. Created with the input of hundreds of early literacy teachers, it compiles more than 7000 caption books, natural language texts, series books, and children's literature for kindergarten through grade three. |
| fountas and pinnell continuum of literacy learning: The Continuum of Literacy Learning, Grades PreK-2 Gay Su Pinnell, Irene C. Fountas, 2011 A combination assessment tool and guide for teaching identifies the literacy goals appropriate to pre-K through grade two and offers tools to help analyze students' strengths and identify areas needing teaching support. |
| fountas and pinnell continuum of literacy learning: Coherence Michael Fullan, Joanne Quinn, 2015-07-16 Complex times call for clear solutions—If initiative overload and fragmentation are keeping your best plans from becoming reality, it’s time to start leading differently. The key to bringing about the kind of successful and sustainable change you need is the Coherence Framework, a dynamic, customizable road map made up of four essential components: Focused direction to build collective purpose Cultivating collaborative cultures while clarifying individual and team roles Deepening learning to accelerate improvement and foster innovation Securing accountability from the inside out Coherence provides the insights and tools to drive effective leadership. Now you can gain a deeper understanding of Coherence with The Taking Action Guide to Building Coherence in Schools, Districts, and Systems. Coherence is a book that demands action – it moves from the narrative of fixing one teacher at a time, to asking about the coherence of the system (be it school, national, or world issues). Fullan and Quinn create an important narrative about direction, working together, deepening learning, and securing accountability. The book sparkles with examples of coherence in action, it makes no excuses for employing the wrong levers of change. This is the blueprint for a new vocabulary of education action; it shows where we need to go next, and is another example of Fullan at the top of his game. John Hattie Director, Melbourne Education Research Institute and Author of Visible Learning School systems that struggle are riddled with incoherence—mismatched strategies, competing cultures, and illogical initiatives. Fullan and Quinn explain clearly how coherence can solve the problem. Based on solid research and lessons drawn from effective practice, Coherence provides a comprehensive model to guide educators as they learn and lead their way to better schools. Susan Moore Johnson Jerome T. Murphy Research Professor Harvard Graduate School of Education |
| fountas and pinnell continuum of literacy learning: The Teachers & Writers Guide to Classic American Literature Christopher Edgar, Gary Lenhart, 2001 Published by Teachers & Writers Collaborative in association with The Library of America, The T&W Guide to Classic American Literature is an anthology of essays that provides rich and diverse approaches and insights to writers and teachers of writing at all levels. These include introducing third graders to Gertrude Stein, teaching Emily Dickinson's poetry to prisoners, and using the model of Henry David Thoreau's journals in the college classroom. The other authors discussed in this book are James Baldwin, Elizabeth Bishop, Raymond Chandler, Stephen Crane, Frederick Douglass, Nathaniel Hawthorne, Zora Neale Hurston, Henry James, Herman Melville, Eugene O'Neill, Lorine Niedecker, Edgar Allan Poe, Anne Porter, Wallace Stevens, Jean Toomer, Mark Twain, Walt Whitman, and William Carlos Williams. The T&W Guide to Classic American Literature also includes a useful bibliography and essay on using World War II journalism to inspire imaginative writing. The distinguished contributors to this volume are veteran teachers of imaginative writing from across the country. The T&W Guide to Classic American Literature is an inspiring collection for teachers American literature and imaginative writing. It is also a fascinating read for anyone passionate about teaching, literature, or creative writing. |
| fountas and pinnell continuum of literacy learning: Who's Doing the Work? Jan Miller Burkins, Kim Yaris, 2016 In their follow-up to Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning. Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way. Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice. Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers. |
| fountas and pinnell continuum of literacy learning: A Teacher's Guide to Reading Conferences Jennifer Serravallo, 2019-01-24 With a focus on goal-directed, purpose-driven reading conferences, the author shows how form follows function--the structure of each conference is clearly designed to serve its purpose. Through Researcher Spotlights in each chapter, she'll also introduce you to a few of the teaching mentors and researchers who've had a profound influence on her work. The author describes different types of conferences, some designed for individuals, others for small groups. Some are used during independent reading time, others during partnership or club time. One can read the chapters in order or dip into the chapter that best suits their needs and purpose-- |
| fountas and pinnell continuum of literacy learning: The Next Step in Guided Reading Jan Richardson, 2009 Teachers facing the challenge of meeting the diverse reading needs of students will find the structure and tools they need in Jan Richardson's powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Each chapter contains planning sheets to help teachers analyze assessments in order to group students and select a teaching focus Includes detailed, ready-to-go lesson plans for all stages of reading: emergent, early, transitional, and fluent |
| fountas and pinnell continuum of literacy learning: Genre Study Irene C. Fountas, Gay Su Pinnell, 2012 This title is a comprehensive volume that focuses on genre study through inquiry-based learning with an emphasis on reading comprehension and the craft of writing. In exploring genre study, Fountas and Pinnell advocate a way of thinking and learning where students are actively engaged in the thinking process. |
| fountas and pinnell continuum of literacy learning: Voices on Word Matters Irene C. Fountas, Гай Су Пиннелл, 1999 A collection of sixteen articles on phonics and spelling programs, including practical advice on assessment tools, interactive writing and shared reading, and word sorting, as well as discussions of observed individual readers and entire classrooms. |
| fountas and pinnell continuum of literacy learning: Literacy in the Early Grades Gail E. Tompkins, 2015 Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers, 4/e has been written to help teachers get every child off to a successful start in literacy. In this text, Gail Tompkins, a long-recognized leader in the field of literacy education, focuses her attention exclusively on the developmental needs of children in Pre-Kindergarten through Grade 4, and on the skills and strategies teachers need to guide young children to become fluent readers and writers. With oodles of classroom applications--authentic classroom vignettes, student work samples, minilessons, assessment tools, video case studies, and a Compendium of Instructional Procedures--this fourth edition conscientiously presents research-based and practical directives for sound literacy instruction and assessment. Through the use of this text, new and experienced teachers will be well-prepared to pass licensure exams and teach reading and writing confidently and effectively.--Publisher's description. |
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