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Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students.
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.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.
Table of Contents
|Breakthrough to Literacy<BR>|
|:Three Blocks of Powerful Teaching for All Students<BR>|
|Becoming Lifelong Readers and Writers<BR>|
|Achieving Literacy with<BR>|
|a Three-Block Framework: Language and Word Study, Reading, and Writing<BR>|
|Words: Language and Word Study<BR>|
|Becoming Joyful Readers: The Reading<BR>|
|Developing Accomplished Writers: The Writing Workshop<BR>|
|It Work: Organizing and Managing Time and Resources<BR>|
|Encouraging Independent Reading<BR>|
|Planning Effective Minilessons<BR>|
|Getting Started: The First Twenty Days<BR>|
|to Expand Meaning: Response Journals<BR>|
|Understanding Guided Reading<BR>|
|Planning for Guided Reading 13.<BR>|
|Dynamic Grouping for Effective Teaching<BR>|
|and Using Leveled Texts<BR>|
|Discovering Literature Study: The Essential Elements<BR>|
|Literature Study in Action<BR>|
|Responding to Literature: Multiple Paths<BR>|
|to Deeper Meaning<BR>|
|Comprehension and Word Analysis<BR>|
|Understanding the Reading Process<BR>|
|Comprehending Written Text<BR>|
|Teaching for Sustaining Strategies in Reading<BR>|
|for Expanding Strategies in Reading<BR>|
|Solving Words: Phonics, Spelling,<BR>|
|The Reading and Writing Connection<BR>|
|Teaching Genre and Content Literacy: Explore Fiction and Nonfiction<BR>|
|Creating the Poetry Workshop: Reading, Writing, and the Arts 25.<BR>|
|Exploring the Writing Terrain: Writer's Talks, Writer's Notebooks, and<BR>|
|Supporting Readers and Writers: Tools That Make a<BR>|
|Understanding the "Testing Genre": Preparing<BR>|
|Students for High Quality Performance<BR>|
|Making Teaching Decisions<BR>|
|Using Continuous Assessment<BR>|
|Appendixes: featuring forms you can use in your reading and writing<BR>|
|workshop; numerous graphic organizers; a list of the 500 most frequently used<BR>|
|words and spelling demons, writer websites, and magazines for kids;<BR>|
|bibliographies of picture books for use with intermediate students; a<BR>|
|bibliography of poetry anthologies; and other practical tools.|