Guided Reading

Guided Reading : Good First Teaching for All Children

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Description

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 the authors, the answer lies in guided reading, which allows children to develop as individual readers withing the context of a small group. This text 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 programme 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, everty 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; and classroom management. There are also well over 2500 leveled books in the Appendices, along with many other reproducible resources that should be useful to teachers.

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Product details

  • Paperback | 397 pages
  • 213.36 x 276.86 x 22.86mm | 975.22g
  • Pearson Education Limited
  • Rigby Educational Publishers
  • Harlow, United Kingdom
  • English
  • 0435088637
  • 9780435088637
  • 39,369

Review quote

?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

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Table of contents

What is Guided Reading?; Building on Early Literacy; Guided Reading Within a Balanced Literacy Programme; Designing and Organizing the Learning Environment for Literacy; Managing the Classroom; Using Assessment to Inform Teaching; Using Running Records; Dynamic Grouping; Creating Text Gradients; 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; Appendix A - Keep Books Order Form; Appendix B - Work Board Icons; Appendix C - Alphabet Chart; Appendix D - Management of Guided Reading - Ten-day Plan; Appendix E - Guided Reading Record Version One; Appendix F - Guided Reading Record Version Two; Appendix G - Guided Reading Observation; Appendix H - Record of Book-Reading Progress Version One; Appendix I - Record of Book-Reading Progress Version Two; Appendix J - Fluency Rubric; Appendix K - Letter Books; Appendix L - Evaluation Response for Text Gradients; Appendix M - Guided Reading Self-Assessment; Appendix N - Guided Reading Book List; Appendix O - Guided Reading Book Publishers/Distributers.

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