Publication Date: January 2001 ISBN-10: 0,325,003,106 ISBN-13 :978-0325003108 Edition: 1
Ontario Ministry of Education recommended
Grades 3-6
Author Irene Fountas, and Gai Yisu Pinnell has helped hundreds of thousands of K-3 teachers engage, inform, and inspire early readers and writers. Now, guiding readers and writers (Grades 3-6), Fountas and Pinnell next stage of literacy journey, the unique challenges of the support teachers teaching upper elementary students.
The product is one of the most comprehensive and the most authoritative guide to today’s many years of work with classroom teachers, guidance readers and writers (Grades 3-6). It explores the
Breakthrough in literacy, language / literacy Fountas and Pinnell within, the framework of the plan, including community development, research breakthroughs through language, text, reading, writing, and the basic structure of the visual arts. The framework play out three “blocks”, it can be understood as the concept of units and in the time period of the school day. How to build a reading and writing workshop provided specific information. A practical chapters will help you organize and manage the implementation of the principle of the classroom, in their own classrooms.
Independent Reading: It is important for students to develop interests and tastes of readers every day choose for their own book. Fountas and Pinnell into four chapters, independent reading, to explore how to structure teaching, minilessons, and meeting, groupshare, as well as how to use the reaction of magazine reading workshops.
Chapters REVIEW: This section provides detailed planning information REVIEW dynamic grouping, and select effective teaching, the introduction and use of razed to the ground text. Fountas and Pinnell difficulty and ways to organize text described in the text of your classroom and school-related characteristics.
Literary studies books section will discuss how to make as much as possible to enrich students’ experience with literature. The authors provide specific recommendations, the formation of the group, guide students to select and literature teaching routines. Whole chapter explores reader response and dig deep to help readers discover the meaning of the text.
Teaching understanding and discourse analysis: to learn more about exploring oral and silent reading and understanding of the process and behavior, and how to help students construct meaning in the reading process. In order to maintain and expand the meaning of 12 systems in the reading process, coupled with the discussion of the important areas of the alphabet, spelling and vocabulary.
Reading and Writing Connection: These chapters showcase the teaching environment poetry, writers laptop, writer’s talks, genre, content literacy, and student research, support students in reading and writing connection. Characteristics of information presentation will help you teach students to read and write a variety of genres of fiction and non-fiction. More importantly, I suggest ways to help students to learn the “genre” test and the reading and writing tasks required to perform a variety of tests. They also detail the continuous thoughtful assessment to guide all aspects of effective teaching.
A special function at the end of each section, Fountas and Pinnell provide indispensable work with struggling readers and writers recommended.
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