Teaching for Comprehending and Fluency : Thinking, Talking, and Writing about Reading, K-8

Edition: 1st
Format: Paperback w/DVD
Pub. Date: 2006-04-25
Publisher(s): HEINEMANN
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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 therefor any reader, in any grade, at any moment. You'll also gain insight about the specific demands that fiction and nonfiction texts place on readers and about how effective readers think withina text, beyonda text, and abouta text to gain rich understandings. As you learn about how the characteristics of texts help or hinder a reader's improvement, you'll find effective teaching strategies for: comprehending, word solving, fluency, and vocabulary writing about reading in a variety of genres and using writing as a tool for thinking using guided reading with fiction and nonfiction books discussing books during interactive read-aloud and literature study taking part in shared and performance reading. Fountas and Pinnell's teaching tips, smart strategies, proven classroom ideas, and professional-learning opportunities will lead the way as you discover how to help readers develop effective systems of strategic actions over time. You'll also learn how to take running records of reading behavior to assess comprehension and fluency then use those assessments to inform and differentiate your teaching. In addition, Fountas and Pinnell have also added a dynamic companion resource to Teaching for Comprehending and Fluency, K-8: a DVD containing short, focused video segments that illustrate concepts from the book and demonstrate exemplar teaching in real classroom settings. The DVD is also a repository of useful materials to support your workincluding blackline masters, forms, checklists, and numerous other classroom tools.

Table of Contents

Introduction Living a Literate Life: The Right of Childhood Creating a Classroom Community of Readers and Writers
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
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
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
Table of Contents provided by Publisher. All Rights Reserved.

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