WorldCat Identities

Pinnell, Gay Su

Overview
Works: 246 works in 531 publications in 2 languages and 15,003 library holdings
Genres: Case studies  Handbooks and manuals  Abstracts 
Roles: Author, Creator, Teacher , Editor, Other
Classifications: LB1050.5, 372.4
Publication Timeline
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Most widely held works by Gay Su Pinnell
Guided reading : good first teaching for all children by Irene C Fountas( Book )

8 editions published in 1996 in English and held by 1,086 WorldCat member libraries worldwide

Guided Reading was written for K-3 classroom teachers, reading resource teachers, preservice teachers, teacher educators, 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 reading 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 presents theoretical underpinnings for the practices it suggests
Word matters : teaching phonics and spelling in the reading/writing classroom by Gay Su Pinnell( Book )

5 editions published in 1998 in English and held by 717 WorldCat member libraries worldwide

Explains how to create literacy programs for K-3 students that focus on letters, sounds, and words, discussing the theory of word study and providing instructions and practical tools for reading and writing skills
Guiding readers and writers, grades 3-6 : teaching comprehension, genre, and content literacy by Irene C Fountas( Book )

4 editions published in 2001 in English and held by 693 WorldCat member libraries worldwide

Provides major components for an elementary literacy program, including the teaching of comprehension and word analysis, a 1,000 title book list, and suggestions for struggling readers and writers
Partners in learning : teachers and children in reading recovery by Carol A Lyons( Book )

4 editions published between 1993 and 1994 in English and held by 687 WorldCat member libraries worldwide

Matching books to readers : using leveled books in guided reading, K-3 by Irene C Fountas( Book )

3 editions published in 1999 in English and held by 613 WorldCat member libraries worldwide

Compiles more than seven thousand caption books, natural language texts, series books, and childrens literature for kindergarten through grade three
Interactive writing : how language and literacy come together, K-2 by Andrea McCarrier( Book )

4 editions published in 2000 in English and held by 562 WorldCat member libraries worldwide

Focusing on the early phases of writing and having special relevance to prekindergarten through grade 2 teachers, this book shows how teachers can use interactive writing to teach a range of foundational literacy skills by sharing the pen with young writers. Skill building includes: letter formation, letter names, phonemic awareness, spelling, high-frequency words, concepts about print, early reading, and organizing and composing narrative and expository text. The book features practical advice, suggestions for using children's literature and art in the writing program, examples of children's writing, suggestions for helping children learn to write and read expository text, suggestions for professional development, and specific steps for getting started day by day. Chapters in the book are: (1) What Is Interactive Writing? (2) Language and Literacy Learning: The Role of Interactive Writing; (3) Organizing Space and Materials To Support Interactive Writing; (4) Getting Started with Interactive Writing; (5) Essential Elements of Interactive Writing; (6) Learning about the Writing Process: Composing a Text; (7) Constructing a Text: Learning about Letters and How Print Works; (8) Constructing a Text: Learning How Words Work; (9) Exploring and Extending the Meaning of Literature; (10) Learning about Expository Text through Interactive Writing; (11) Using Expository Writing as a Tool for Inquiry; (12) Knowing Your Learners: The Foundation for Effective Teaching; (13) Making Decisions for Effective Teaching; (14) Adjusting Interactive Writing as Writers Change over Time; and (15) Why Interactive Writing Helps Children Learn Literacy. Appendixes contain specifications for building an easel; an approximately 500-item list of children's literature titles integral to interactive writing; a self-assessment rubric for interactive writing; an analysis of writing form; and 9 murals based on works of children's literature. (Rs)
Bridges to literacy : learning from reading recovery( Book )

4 editions published in 1991 in English and held by 557 WorldCat member libraries worldwide

Teachers and research : language learning in the classroom by Gay Su Pinnell( Book )

8 editions published in 1989 in English and held by 513 WorldCat member libraries worldwide

This book provides information culled from classroom research, including some from teacher researchers, for those engaged in creating educational settings that support children's development of language and literacy. The book contains the following chapters: (1) "Observing Carlos: One Day of Language Use in School" (Mary M. Kitagawa); (2) "What Teachers and Children Do in a Language Rich Classroom" (Nancy G. Platt); (3) "Comments from a Teacher Researcher" (Vera E. Milz); (4) "Involving Teachers in Classroom Research" (Marie M. Clay); (5) "Observing Readers and Writers: a Teacher and a Researcher Learn Together" (Myna L. Matlin and Robert C. Wortman); (6) "a Teacher's Experience with Change" (Vida Louise Welsh); (7) "Teacher as Learner: Implications for Staff Development" (Angela M. Jaggar); (8) "Integrating the Curriculum for Teacher Preparation" (Charlotte S. Huck); (9) "Teacher Research and Decision Making: An Administrator's View" (Donald S. Monroe); (10) "Using Research to Create a Supportive Literacy Climate" (Gay Su Pinnell); (11) "Teacher Support Groups: Why and How" (Dorothy J. Watson and Margaret T. Stevenson); and (12) "Language Development: Issues, Insights, and Implementation" (Kenneth S. Goodman). A 25-page suggested reading list, "Whole Language Theory, Practice, and Assessment" (Angela M. Jaggar and Kathy T. Harwood) is appended. (Ms)
Listening to children read aloud : data from NAEP's integrated reading performance record (IRPR) at grade 4( Book )

3 editions published in 1995 in English and held by 442 WorldCat member libraries worldwide

Teaching reading comprehension : theory and practice by William D Page( Book )

4 editions published between 1979 and 1980 in English and held by 392 WorldCat member libraries worldwide

Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how people learn to read. The first section, "Theory," is comprised of three chapters, of which the first two synthesize research on language use and on language and reading, and the third presents the theories behind conventional approaches to reading instruction. The second section, "Practice," contains four chapters, which deal with exploring language uses, developing purposes for reading, assessing reading for meaning, and planning for student learning. These chapters describe activities that are consistent with the application of language experience to the development of reading comprehension. In addition to suggesting teaching strategies, they provide guidelines for observational and data gathering activities that teachers can use in their classrooms. (Gt)
Voices on word matters : learning about phonics and spelling in the literacy classroom by Irene C Fountas( Book )

7 editions published in 1999 in English and Russian and held by 381 WorldCat member libraries worldwide

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
Discovering language with children by Gay Su, Ed Pinnell( Book )

2 editions published in 1980 in English and held by 344 WorldCat member libraries worldwide

Based on an examination of research on the language acquisition of children, the articles in this book are organized into three interrelated sections. Section one, "Language and the Young Language Learner," focuses on what and how children learn as they begin to acquire their language. The topic of language differences is also explored. Articles in section two, "Language Growth in Educational Environments," center on creating in the school environment a context that will foster the further language development of children. Some articles focus on the beginnings of reading and writing in the very young child; others present implications for language arts education--speaking, reading, writing--applicable to the full range of students in the elementary school. The final section,"Evaluation in Language Education," deals with techniques and issues related to accountability in the language arts and points to new directions in the search for information about how children learn and develop language. (Ho)
Leveled books (K-8) : matching texts to readers for effective teaching by Irene C Fountas( Book )

3 editions published in 2006 in English and held by 329 WorldCat member libraries worldwide

Why match books to readers? -- A gradient of text: what, why and how? -- A comprehensive and effective literacy curriculum -- The text base for an effective language and literacy program -- Factors related to text accessibility -- Analyzing the features of texts -- Putting text analysis into action -- Creating a high-quality leveled book collection -- Finding the right books for readers -- Using leveled books in guided reading -- Understanding levels of text: A to I -- Understanding levels of text: J to M -- Understanding levels of text: N to S -- Understanding levels of text: T to Z -- The classroom library -- The classroom collection for guided reading -- Creating and using a school bookroom -- Book clubs, gifts, and cost-effective planning -- How to write grant proposals to acquire more books
Systems for change in literacy education : a guide to professional development by Carol A Lyons( Book )

4 editions published in 2001 in English and held by 315 WorldCat member libraries worldwide

A guide to planning and implementing a literacy professional development course for teachers, sharing information about classroom and adult learning, offering suggestions for implementing an effective professional development system, discussing coaching in the professional development context, and exploring issues in the modern educational environment
Help America read : a handbook for volunteers by Gay Su Pinnell( Book )

3 editions published in 1997 in English and held by 300 WorldCat member libraries worldwide

Offers advice on how to be an effective literacy volunteer, identifying ten ways to help, and including advice on time management, finding ways to talk with children, choosing books, and other topics
When readers struggle : teaching that works by Gay Su Pinnell( Book )

3 editions published between 2009 and 2017 in English and held by 291 WorldCat member libraries worldwide

Restructuring beginning reading with the reading recovery approach by Gay Su Pinnell( Book )

2 editions published in 1991 in English and held by 284 WorldCat member libraries worldwide

Leveled books for readers, grades 3-6 by Gay Su Pinnell( Book )

4 editions published between 2001 and 2002 in English and held by 283 WorldCat member libraries worldwide

Includes more than 6000 leveled books - cover
Literacy beginnings : a prekindergarten handbook by Gay Su Pinnell( Book )

1 edition published in 2011 in English and held by 279 WorldCat member libraries worldwide

Overview: For prekindergarten children, language and play are the major tools for learning about the world, and they are also the most important tools for early literacy learning. The three- or four-year-old who takes a memo pad and marker around to family members "to take orders" for dinner, like all young children, makes no distinction between play and reading and writing. It all involves curiosity, learning, discovery, and excitement. In their latest professional book, Gay Su Pinnelland Irene Fountas show you how to tap into young children's excitement to introduce them to the world of literacy in joyful, engaging ways. As with their Continuum of Literacy Learning for grades K-8, they provide detailed descriptions of language and literacy behaviors and understandings for teachers to notice, teach, and support, while offering practical strategies for the prekindergarten classroom. Full of resources like songs, rhymes, and finger plays, Literacy Beginnings also includes 35 ready-to-use lessons to introduce young children to reading and writing
 
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Audience Level
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  Kids General Special  
Audience level: 0.30 (from 0.24 for Guiding re ... to 0.41 for Listening ...)

Guided reading : good first teaching for all children
Alternative Names
Su Pinnell, Gay

Languages
Covers
Word matters : teaching phonics and spelling in the reading/writing classroomGuiding readers and writers, grades 3-6 : teaching comprehension, genre, and content literacyPartners in learning : teachers and children in reading recoveryMatching books to readers : using leveled books in guided reading, K-3Interactive writing : how language and literacy come together, K-2Bridges to literacy : learning from reading recoveryVoices on word matters : learning about phonics and spelling in the literacy classroomLeveled books (K-8) : matching texts to readers for effective teaching