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Teaching for Comprehending and Fluency Thinking, Talking, and Writing about Reading

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ISBN-10: 0325003084

ISBN-13: 9780325003085

Edition: 2nd 2005

Authors: Irene C. Fountas, Gay Su Pinnell

List price: $62.50
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Teaching for Comprehending and Fluency, K - 8is the next new breakthrough from Irene Fountas and Gay Su Pinnell. Offering a complete picture of how to skillfully teach meaning making and fluency within any instructional context, Teaching for Comprehending and Fluency, K - 8, supports you with frameworks for high-quality instruction that describe appropriate expectations for comprehending, fluency, and vocabulary development. Fountas and Pinnell's teaching and assessment frames will give you a firm understanding of your students' reading levels: where they are, where they should be, and what they need to do to get there - for any reader, in any grade, at any moment. You'll also gain…    
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Book details

List price: $62.50
Edition: 2nd
Copyright year: 2005
Publisher: Heinemann
Publication date: 4/25/2006
Binding: Paperback
Pages: 608
Size: 8.00" wide x 10.50" long x 1.25" tall
Weight: 3.234
Language: English

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. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovations are The Fountas & Pinnell Leveled Literacy Intervention and The Fountas & Pinnell Benchmark Assessment System, a…    

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 Association's 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. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovations are The…    

Acknowledgments
Introduction Living a Literate Life: The Right of Childhood Creating a Classroom Community of Readers and Writers
Readers
Understanding Readers, Texts and Teaching
Helping Students Build a System for Processing a Variety of Texts 3.Reading Is Thinking: Within, Beyond, and About the Text
Helping Students Develop Systems of Strategic Actions to Sustain Processing
Helping Students Develop Systems of Strategic Actions for Expanding Thinking
Understanding the Fluent Reader: Effective Processing
Recognizing Change Over Time in Fluent Reading
Assessing Comprehension and Fluency to Document Progress and Inform Teaching
The Role of Talk, Writing, and Benchmark Books in Assessing Comprehension
Texts
Using a Variety of High-Quality Texts to Support Literacy Learning
Supporting Thinking Across a Variety of Genres
Using a Gradient of Text to Match Books to Readers
Understanding the Demands of Nonfiction Texts
Understanding the Demands of Fiction and Poetry
Teaching
Engaging Readers in Thinking and Talking about Texts Through Interactive Read-Aloud
Creating a Literate Culture Through Interactive Read-Aloud: Shared Talk About Texts
Planning for Interactive Read-Aloud and Literature Study Across the Grades
Moving from Interactive Read-Aloud to Literature Study
Deepening Comprehension: Engaging Students in Small-Group Literature Discussion
Getting Started with Book Clubs: Thinking and Talking about Texts
Promoting Shared and Performed Reading: Fluent Oral Processing of Texts
Maximizing Independent Reading: Helping Students Think Within, Beyond, and About Texts in a Reading Workshop
Designing Minilessons to Support Thinking About Texts in a Reading Workshop
Using Guided Reading to Teach Comprehending and Fluency
Using Guided Reading to Teach for the Comprehending of Fiction Texts
Using Guided Reading to Teach for the Comprehending of Nonfiction Texts
Writing about Reading: Moving from Talk to Written Conversation about Texts
Writing about Reading in a Variety of Genres
Meeting the Diverse Needs of English Language Learners
Teaching for Fluency Across Instructional Contexts
Expanding Vocabulary Across Instructional Contexts
Final Thoughts
Teacher Resources:Description of Print Materials on the DVD
Bibliography of Children's Literature
References
Index