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Guided reading : good first teaching for all children
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Guided reading : good first teaching for all children

Author: Irene C Fountas; Gay Su Pinnell
Publisher: Portsmouth, NH : Heinemann, ©1996.
Edition/Format:   Book : EnglishView all editions and formats
Summary:
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  Read more...
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Additional Physical Format: Online version:
Fountas, Irene C.
Guided reading.
Portsmouth, NH : Heinemann, c1996
(OCoLC)622063576
Document Type: Book
All Authors / Contributors: Irene C Fountas; Gay Su Pinnell
ISBN: 0435088637 9780435088637
OCLC Number: 35151250
Description: xvii, 405 p. : ill. ; 28 cm.
Contents: What is guided reading? --
Building on early learning --
Guided reading within a balanced literacy program --
Designing and organizing the learning environment --
Managing the classroom --
Using assessment to inform teaching --
Using running records --
Dynamic grouping --
Creating a text gradient --
Using a leveled set of books --
Selecting and introducing books --
Teaching for strategies --
Learning about letters and words --
Shifts over time --
Good first teaching with a second chance to learn.
Responsibility: Irene C. Fountas and Gay Su Pinnell.

Abstract:

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.

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