Primary Professional Resources June 25l



Primary Resources

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| |Easy Lessons for Word Families (Lynch) |

| |ISBN 0-590-68570-8 (Scholastic) |

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| |This resource is a practical guide for teachers which links phonemic awareness with phonics. Included are lesson formats, letter |

| |cards and nursery rhymes or poems to practice common word patterns/chunks. |

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| |Guided Reading: Good First Teaching (Fountas & Pinnell) |

| |ISBN 0-435-8863-7 (Pearson) |

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| |This comprehensive text explains guided reading in the primary classroom. It integrates theory with practice and provides direction |

| |on grouping, assessment, levelling text, selecting text, teaching strategies and classroom management. |

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| |Is That A Fact (Stead) |

| |ISBN 1-57110-331-7 (Pembroke) |

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| |Finally, a resource for K-3 teachers on teaching non-fiction writing. Especially important because children can explore and |

| |communicate about topics they love. Part One of the book provides an overview on how to teach primary students research skills |

| |(i.e., locating, recording, publishing, and sharing information). Part Two includes concise examples of classroom experiences of |

| |specific forms of writing - instructional , descriptive , report, persuasive, and nonfiction |

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| |Kid’s Poems (set of 4 books) (Routman) |

| |ISBN 0-590-22735-1 (Scholastic) |

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| |This resource includes a set of 4 books for grades K – 4 which include many ideas/examples of teaching strategies and |

| |mini-lessons to support poetry writing in the relevant grade. Tips for supporting the reluctant writer are also included. |

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| |Literacy Work Stations (Diller) |

| |ISBN 1-57110-353-8 (Pembroke) |

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| |Easy-to-follow ideas/suggestions for setting up and managing literacy centres (e.g., letter study, poetry) during the guided |

| |reading block are provided in this resource. Many management and problem-solving strategies |

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| |Literature-Based Mini-Lessons to Teach Decoding and Word Recognition (Lunsford) |

| |ISBN 0-439-08682-5 (Scholastic) |

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| |This resource is a compilation of easy to follow literature-based Word Power Mini-Lessons which include: rhyming words, word |

| |endings, compound words, long and short vowels, homonyms, synonyms and nouns. |

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| |Making Words (Cunningham & Hall) |

| |ISBN 0-86653-806-2 (Scholastic) |

| |Practical resource to be used in the word study block. It explains the making words process and includes letter cards and word |

| |lessons. Students develop phonemic awareness skills and learn about patterns in spelling words through this hands-on, |

| |manipulative activity. The series includes Making Words, Making Big Words and Making More Big Words. |

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| |Matching Books to Readers (Fountas & Pinnell) |

| |ISBN 0-325-00193-6 (Pearson) |

| |This resource explains the theory and practice of using levelled texts in the classroom. It includes a booklist designed to |

| |support guided and independent reading. |

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| |The Most Wonderful Writing Lessons Ever (Mariconda) |

| |ISBN 0-590-87304-0 (Scholastic) |

| |This resource for teaching writing skills (good beginnings, adding detail, building suspense, using dialogue, etc.) includes |

| |lessons, samples of student writing, reproducible activity sheets and suggestions on managing the writing program. |

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| |Phonemic Awareness (Fitzpatrick) |

| |ISBN 1-57471-231-4 |

| |Phonemic Awareness (Fall Sounds) |

| |ISBN 1-57471-692-1 (Wintergreen or Scholar’s Choice) |

| |The five levels of phonemic awareness are explained simply and clearly in this resource and supported by a series of engaging |

| |activities, activity cards, picture cards, and word lists. Easy to use and highly practical. |

| |The book of Fall Sounds and Rhymes is part of this series. It includes a CD to assist with teaching songs. |

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| |Reading With Meaning (Miller) |

| |ISBN 1-57110-307-4 (Pembroke) |

| |Miller provides a realistic and excellent description of her own experience teach children strategies for comprehending text. In|

| |this resource, she describes how explicit instruction, modeling, classroom discussion, and the gradual release of responsibility|

| |help children become independent readers. |

| |Excellent resource for teaching the comprehension strategies in primary grades. |

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| |Retelling, Relating and Reflecting (Schwartz & Bone) |

| |ISBN 0-7725-2098-4 (Irwin) |

| |This book provides a description of the 3R’s framework of retelling, relating and reflecting. Includes practical learning and |

| |teaching strategies as well as effective techniques for integrating instruction, assessment and evaluation. Using the 3R’s |

| |framework encourages the development of higher order thinking skills. (EQAO) |

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| |Teaching Reading Strategies in the Primary Grades (Bergeron & Bradbury-Wolff) |

| |ISBN 0-439-28840-1 (Scholastic) |

| |This resource describes the instructional framework and classroom environment that supports the teaching of reading strategies |

| |including: visualizing, predicting, monitoring, rereading, chunking words, cross-checking, synthesizing, etc. |

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| |Beyond Levelled Books (Szymusiak & Sibberson) |

| |1SBN 1-55138-140-0 (Pembroke) |

| |This resource focuses on the main goal of reading instruction, that is, to help student’s become independent, self-regulating |

| |readers. It defines the strengths and needs of the Transitional Reader and offers mini-lessons on: the use of flashbacks, |

| |inferring, using background knowledge, and new vocabulary. Good ideas to use with students who are level P and beyond in running|

| |records. |

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