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References DeFord, D. E., Lyons, C. A., & Pinnell, G. S. (1991). Bridges to literacy: Learning from reading recovery. Portsmouth, NH: Hennemann. Fountas, I. C., & Pinnell, G. (2013). Guided reading: The romance and the reality. Reading Teacher, 66(4), 268-284. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. This book focuses on ways to support classroom teachers in making literacy a reality for students. Designed for kindergarten through third grade classrooms, it helps educators with ideas to create balanced literacy programs supported by guided and shared reading accompanied by interactive writing and other approaches. Throughout the book, there are practical ideas and examples for educators to relate to and draw from as they implement the ideas presented in their own classrooms. Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. As one of their most updated works, this book provides educators with all of the basic and essential components of a quality upper elementary literacy program. They emphasize three blocks of this program: language and word study, reading workshop, and writing workshop. Fountas and Pinnell offer a structure for each block with practical curriculum components. These components focus on the context of student comprehension using both independent, guided, and inquiry based activity. Interactive ideas are offered to sustain student engagement and simultaneously teach comprehension, genre, and content literacy. Fountas, I. C., & Pinnell, G. S. (2006). Leveled books (K-8): Matching texts to readers for effective teaching. Portsmouth, NH: Heinemann. Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8 [Computer software]. Portsmouth: Heinemann. Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann. Fountas, I. C., & Pinnell, G. S. (2009). The Fountas & Pinnell prompting guide 1: A tool for literacy teachers : Teach, prompt, reinforce. Portsmouth, NH: Heinemann. Fountas, I. C., & Pinnell, G. S. (2011). The Fountas & Pinnell story. Heinemann: Fountas & Pinnell Educational Services and Teaching Resources for Guided Reading. Retrieved from Fountas, I. C., & Pinnell, G. S. (2012). The Fountas & Pinnell prompting guide, part 2, for comprehension: Thinking, talking, and writing ;. Portsmouth, NH: Heinemann. Fountas, I. C., & Pinnell, G. S. (2012). Fountas & Pinnell sistema de evaluación de la lectura grados K-2, niveles A-N. Portsmouth, NH: Heinemann. Fountas, I. C., Pinnell, G. S., & Askew, B. J. (1999). Voices on word matters: Learning about phonics and spelling in the literacy classroom. Portsmouth, NH: Heinemann. This book follows another one of the authors' books Word Matters and is designed to help teachers implement effective phonics and spelling programs. The authors look at how word solving is a process and examine the context of writing. They help to understand further how students learn about language, letters, and words as they read. Focusing on the power of language as a tool for learning, the history of spelling and reading programs are examined and the authors argue for a less "fragmented" approach to spelling instruction. Fountas, I. C., Pinnell, G. S., & Bird, L. B. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann. This is a practical reference for teachers. Designed to focus on students in kindergarten through third grade, the book provides a comprehensive leveled reading list containing caption books, natural language texts, series books, and children's literature. Books are organized by title as well as by level of difficulty. The leveled list provides teachers word counts to utilize during their keeping of running records. The authors provide benchmarks for each level to monitor student progress. It is a comprehensive guide to using leveled books in the early primary grades. Lyons, C. A., & Pinnell, G. S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann. In a rare difference from her other books, this book is specifically designed to help literacy professionals design professional development for teachers. It focuses on kindergarten through sixth grade classrooms. However, it is a practical guide for all educational settings and offers structures and ideas for troubleshooting issues in students' literacy development. Lyons, C. A., Pinnell, G. S., & DeFord, D. E. (1993). Partners in learning: Teachers and children in reading recovery. New York, NY: Teachers College Press. McCarrier, A., Fountas, I. C., & Pinnell, G. S. (2000). Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann. This book focuses on the complex process of writing and offers teachers practical solutions to help children in their journey of becoming an effective writer. To do that, the authors introduce interactive writing that integrates structure, spelling, meaning and comprehension at a variety of levels. Teachers are encouraged to develop a quality literacy program in which students work as apprentices alongside their teacher. Built on a foundation of effective writing, student engagement also becomes a focus of the book as the authors offer ideas and classroom structures from not only their experiences as educators, but from teachers all over the country. Pinnell, G., & Fountas, I. C. (2006). Marie M. Clay: Demonstrating that the world can be different. Language Arts, 83(4), 364-370. Pinnell, G., & Galloway, C. (1987). Human development, language and communication: Then and now. Theory Into Practice, 26, 353-357. Pinnell, G., & Green, J. L. (1986). Learning from language research to talk about education. Language Arts, 63, 384-389. Pinnell, G., & Green, J. L. (1986). Research currents: Learning from language research to talk about education. Language Arts, (4), 384. doi:10.2307/41405451. Pinnell, G., & Lyons, C. A. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29(1), 8. Pinnell, G. (1984). Communication in small group settings. Theory Into Practice, 23, 246-254. Pinnell, G. (1984). Communication in Small Group Settings. Theory Into Practice, 23(3), 246-254. Pinnell, G. (1985). The “catch-22” of school discipline policy making. Theory Into Practice, 24, 286-292. Pinnell, G. (1985). Helping teachers help children at risk: Insights from the Reading Recovery Program. Peabody Journal Of Education (0161956X), 62, 70-85. doi: 10.1080/01619568509538485. Pinnell, G. (1987). Helping teachers see how readers read: Staff development through observation. Theory Into Practice, 26, 51-58. doi: 10.1080/00405848709543249. Pinnell, G. (1987). Helping teachers see how readers read: Staff development through observation. Theory Into Practice, 26(1), 51-58. Pinnell, G. (1989). Reading Recovery: Helping at-risk children learn to read. Elementary School Journal, 90, 160-183. doi: 10.1086/461610. Pinnell, G. (2006). Every child a reader: What one teacher can do. Reading Teacher, 60(1), 78-83. Pinnell, G., DeFord, D. E., & Lyons, C. A. (1995). Response to Rasinski. Reading Research Quarterly, 30, 272-275. doi: 10.2307/748036. Pinnell, G., Fried, M. D., & Estice, R. (1990). Reading Recovery: Learning how to make a difference. Reading Teacher, 43, 282-295. Pinnell, G., Lyons, C. A., & DeFord, D. E. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29, 9-39. doi: 10.2307/747736. Pinnell, G., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, (1), 9. doi:10.2307/747736 Pinnell, G. S., & Fountas, I. C. (1997). Help America read: A handbook for volunteers. Portsmouth, NH: Heinemann. Pinnell, G. S., & Fountas, I. C. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann. Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning, grades PreK-8: A guide to teaching. Portsmouth, NH: Heinemann. Pinnell, G. S., & Fountas, I. C. (2011). Literacy beginnings: A prekindergarten handbook. Portsmouth, NH: Heinemann. Pinnell, G. S., & Matlin, M. (1989). Teachers and research: Language learning in the classroom. Newark, DE: International Reading Association. Pinnell, G. S. (1991). Restructuring beginning reading with the reading recovery approach. Bloomington, IN: Phi Delta Kappa Educational Foundation. Pinnell, G. S., Fountas, I. C., & Giacobbe, M. E. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann. Word matters is a comprehensive guide to phonics and spelling instruction. It offers practical and systematic approaches for teachers that focuses on the needs of individual students and whole classrooms. The authors advocated that phonics and spelling should be taught in the context of reading and writing activities within the classroom. A foundational component of this book is actually found in the appendices. The word lists and activities provided for teacher use are a great addition to any teacher's repertoire. ................
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