"This is an important book for teachers, administrators,
prospective teachers, college professors, or anyone seeking to
provide quality teaching to children in their first years of
schooling." - Harvard Educational Review
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.
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