Take advantage of our pre-publication price and order now! What can change the landscape of literacy education in every classroom? The Fountas & Pinnell Literacy Continuum: Expanded Edition! The Fountas & Pinnell Literacy Continuum: Expanded Edition is the newest edition of the beloved Continuum of Literacy Learning resource by best-selling literacy authors and educators, Irene Fountas and Gay Su Pinnell. 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 new on-demand mini-course: Thinking and Talking About Books Across the Day.
A combination assessment tool and guide for teaching identifies the literacy goals appropriate to grades PreK-eight and offers tools to help analyze students' strengths and identify areas needing teaching support.
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.
Based on a "word solving" concept, offers information on designing and implementing a literacy program to help children learn about sounds, letters, and words.
Now aligned to the Expanded Edition of The Fountas & Pinnell Literacy Continuum! Play and language are critical 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, Irene C. Fountas and Gay Su Pinnell 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.
The Fountas & Pinnell Prompting Guide 2, for Comprehension: Thinking, Talking, and Writing contains precise language to use when teaching, prompting for, and reinforcing effective strategic actions in reading and writing. Classroom teachers, reading specialists, literacy teachers, and literacy coaches can use the flip chart as a ready reference while working with students in several instructional setting and contexts. Fountas and Pinnell provide language for teaching readers how to focus or expand their thinking through talk and writing before, during, and after reading. The goal is to help students think in three broad ways. 1. Thinking Within the Text Noticing and using the information that is directly stated in the text 2. Thinking Beyond the Text Noticing what is implied, not explicitly stated 3. Thinking About the Text Analyzing the writer's craft and thinking critically about the whole text. The prompts in this flip chart tool are designed to help teachers help teachers demonstrate, prompt for, or reinforce effective reading behaviors related to comprehension including Self-monitoring and Self-correcting Searching for and Using Meaning Summarizing Predicting Inferring Making Connections Synthesizing Analyzing Critiquing
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.
This is a concise overview of the fundamentals of teaching in early childhood settings (pre-K–2). Beginning with what the research tells us about how young children develop and learn, Falk shows how to create learning environments, plan, teach, and assess in ways that support children’s optimal development. “This text is a portrait of what it means to be an early childhood professional and to take seriously the job of establishing meaningful relationships with children, families, and professional colleagues.” —From the Foreword by Jacqueline Jones, Foundation for Child Development “No less than a manual for creating growth-enhancing experiences in early childhood, Beverly Falk has distilled years of experience into practical advice and well-researched lessons.” —Samuel J. Meisels, founding executive director, Buffett Early Childhood Institute, University of Nebraska “Brilliantly challenges us to translate what we know into what we do in order to improve school and life outcomes for ALL children.” —Maurice Sykes, Early Childhood Leadership Institute “Falk brings us critical knowledge about early childhood in this superb book.” —Ann Lieberman, Stanford Center for Opportunity Policy in Education
The Literacy Quick Guide provides a concise description of a coherent literacy system in which all instructional contexts are reciprocally connected to improve student outcomes. 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. This first-of-its-kind, practical, spiral-bound tool for all teachers and administrators is another significant contribution to the field of education from literacy leaders Irene C. Fountas and Gay Su Pinnell.
"These are the tried and true lessons I return to year after year. The lessons that students said made a difference in their writing and that will bring power and beauty to your students' writing and to your writing classroom." -Leslie Blauman "What's wrong with a little mentorship?" Leslie Blauman asks. Reap the benefits of her years as a Public Education and Business Coalition (PEBC) teacher with 31 of her best kid-tested and approved lessons that lead to great student writing. Not only are these research-based writing lessons kids' self-proclaimed favorites, they incorporate mentor texts, support the Common Core State Standards, and are research-based. Four lesson clusters reflect Leslie's core beliefs for teaching: writing narratives, informative texts, and opinion pieces/arguments a love of language, word play, vocabulary, and poetry writing fictional narratives writing research-based nonfiction. Use these generative lessons as a springboard-giving them your personal stamp-and watch as they lead to great writing for authentic purposes and in testing situations.
Take word learning to the next level in your classroom Hungry for lively and engaging ways to augment word study? This hands-on guide to word study instruction connects research with experience to make word learning jubilant and fun. With the goal of instilling curiosity and a self-starting attitude in students, Word Study That Sticks delivers challenging, discovery-based instructional practices that support all learners in any subject area. Lesson ideas, routines, key practices, and special advice for beginning teachers make word study instruction accessible for educators working at every experience level.
Book study groups and professional learning communities, save when you order the Literacy Instruction for English Language Learners Book Study Bundle. 15 copies for $318.75. SAVE $56.25! Teaching English Language Learners to read and write is challenging. Every classroom teacher, ESL teacher, and reading specialist shares this crucial responsibility. These educators need research-based practices to help them meet the challenge, and Literacy Instruction for English Language Learners is their comprehensive guide. Literacy Instruction for English Language Learners is for everyone who teaches English language learners to read and write. It turns important research findings about ELL students into evidence-based, effective classroom practice. It helps teachers: learn more about the ELL students in their classroom support the emergence and early development of English literacy skills in nonnative speakers help English learners reach their full potential as readers and writers promote biliteracy in English and students' home languages guide ELL students as they develop academic language and literacy in English connect reading and writing strongly to promote growth in each assess the literacy skills of English language learners and use that information to plan responsive instruction. Internationally recognized ELL experts Nancy Cloud, Fred Genesee, and Else Hamayan have examined the research evidence to determine what works for ELL students. They recommend best practices for teaching English learners to read and write from emergent literacy to primary school and on through middle school. Their guide makes the research understandable and their suggested practices actionable. Research findings quickly summarize the latest and most important ideas for teaching. Quotes from researchers provide direct support for effective teaching. Classroom Suggestions offer practical ways to put research into practice. Additional Resources point toward rich information sources for teaching literacy to English learners. Research Questions provide paths for investigation in any classroom. From reading their first English words to basic literacy to a mastery of academic English, students need proven-effective teaching backed by the strongest, most recent research. Find it in Literacy Instruction for English Language Learners.
A Teaching Resource for Phonemic Awareness, Phonics, and Fluency 250 Poems Reproducibles: one poem per page in large type Suggestions for using poetry in the classroom Learn more about Phonics Lessons by visiting phonicsminilessons.com where you can review the table of contents, download sample lessons, read a passage from the introduction, and watch a lesson walk through! Learn more about firsthand.
For Introduction to Reading and Beginning Reading courses. This developmentally organized, constructivist reading methods book places the reader squarely in today's reading classroom, grounding theoretical discussion with self-regulating pedagogy and providing a wealth of actual classroom examples and activities. The result is a polished, engaging book that will quickly instill in future teachers the joy of helping children learn to read and read to learn. Follows children's literacy progress as they develop from being early readers to being interpretive readers to being independent, critically thinking readers. It weaves together a discussion of skills, strategies, and assessment procedures, and connects ideas to Interstate New Teachers Assessment and Support Consortium (INTASC) standards. Developmental organization reflects the way children's literacy evolves—divides coverage into Early Readers, Interpretive Readers, and Critical Readers, addressing key literacy topics as they affect each learning stage. For future teachers who will teach beginning reading.
This popular text articulates a powerful theory of critical literacy—in all its complexity. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, Creating Critical Classrooms meets a huge need for a practical, theoretically based text on this topic. Pedagogical features in each chapter • Teacher-researcher Vignette • Theories that Inform Practice • Critical Literacy Chart • Thought Piece • Invitations for Disruption • Lingering Questions New in the Second Edition • End-of-chapter "Voices from the Field" • More upper elementary-grade examples • New text sets drawn from "Classroom Resources" • Streamlined, restructured, revised, and updated throughout • Expanded Companion Website now includes annotated Classroom Resources; Text Sets; Resources by Chapter; Invitations for Students; Literacy Strategies; Additional Resources
Inspired by the author’s research and work with preservice and beginning teachers, this book presents a unique framework to help educators (grades 3–8) embed their efforts to teach social studies for social justice within the context of literacy. It is a resource for using primary and other sources to offer students new ways of thinking about history while meeting Language Arts Common Core Standards demands for information text and critical thinking. Grounded in the daily realities of today’s public schools, the framework offers a way of planning that takes into account teaching factors that include pressures for content coverage, preparing students for high-stakes tests, and the low importance placed by many districts on including social studies in the curriculum. Each chapter explains how teachers can restructure, reshape, and work with mandated curriculum materials to teach from a critical perspective. The book also discusses how to meet Common Core Standards by teaching language arts and social studies as complementary subjects. Book Features: Sample lessons. Text boxes indicating connections to Common Core Standards. Reflection exercises that help further extend concepts and understandings into classroom practice. Ruchi Agarwal-Rangnathis an adjunct professor in Elementary Education at San Francisco State University, and vice president of the National Association of Multicultural Education, California Chapter (NAME-CA). As an educational consultant she works with schools to develop and enrich their mission of teaching toward equity and social justice. “If you are a teacher, or preparing to become a teacher, this is a book you will want to keep so that you can refer back to it again and again. If you are a teacher educator, this is a book that will help you connect demands on teachers today with a compelling vision of academically rich, student-centered, social justice teaching. In either case, you are in for a treat.” —From the Foreword byChristine Sleeter, professor emeritus, California State University Monterey Bay “This is an important contribution for pre-service teachers and those in districts who are willing to think deeply about how to build content knowledge in an integrated fashion by combining social studies and language arts. Much more attention to social studies from the perspective of social justice is needed!” —Donna Ogle, professor emeritus, National-Louis University
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
What makes a teacher outstanding? More than anything, it's a way of being with kids in the classroom that lets them know they're smart and capable of high achievement. When you combine this mind-set with effective instruction, teaching and learning are transformed. In Teaching Essentials, Regie Routman gives us as much of a blueprint for achieving this powerful, responsive teaching as we're ever going to get. Drawing on her extensive work with students who have excelled against great odds, Regie shares the principles and practices that help all students and teachers reach their full potential. Teaching Essentials shows teachers and principals how to build an efficient and joyful practice by: setting lessons and activities in a meaningful context using an Optimal Learning Model to organize teaching and gradually release responsibility to students demonstrating reading, writing, and thinking for students so they have explicit models to follow articulating high expectations for every student, including ELLs and struggling learners, and ensuring that they meet them embedding assessment into all aspects of instruction and planning employing the reading-writing connection to improve comprehension motivating writers by always writing for real audiences and purposes implementing a schoolwide coaching model for higher achievement and a more fulfilling collaboration with colleagues. A companion website, www.regieroutman.com, provides additional information, including a downloadable, easy-to-use study guide to promote professional conversations and video clips of Regie teaching so you can view and review the language and routines behind engaging, responsive instruction and learning. The Teaching Essentials book and website are ideal for individual, whole school, and districtwide professional development.
Grade level: 1, 2, 3, k, e, p, t.

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