Teaching for Comprehending and Fluency 2E

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 insight about the specific demands that fiction and nonfiction texts place on readers and about how effective readers think within a text, beyond a text, and about a text to gain rich understandings.

CONTENTS

Teaching for Comprehending and Fluency K–8 comes with 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 work–including blackline masters, forms, checklists, and numerous other classroom tools.

Acknowledgments 

Introduction 

Living a Literate Life: The Right of Childhood 

Creating a Classroom Community of Readers and Writers

SECTION I: READERS 

1. Understanding Readers, Texts and Teaching 

2. Helping Students Build a System for Processing a Variety of Texts 

3. Reading Is Thinking: Within, Beyond, and About the Text 

4. Helping Students Develop Systems of Strategic Actions to Sustain Processing 

5. Helping Students Develop Systems of Strategic Actions for Expanding Thinking 

6. Understanding the Fluent Reader: Effective Processing 

7. Recognizing Change Over Time in Fluent Reading 

8. Assessing Comprehension and Fluency to Document Progress and Inform Teaching 

9. The Role of Talk, Writing, and Benchmark Books in Assessing Comprehension

SECTION II: TEXTS 

10. Using a Variety of High-Quality Texts to Support Literacy Learning 

11. Supporting Thinking Across a Variety of Genres 

12. Using a Gradient of Text to Match Books to Readers 

13. Understanding the Demands of Nonfiction Texts 

14. Understanding the Demands of Fiction and Poetry

SECTION III: TEACHING 

15. Engaging Readers in Thinking and Talking about Texts Through Interactive Read-Aloud 

16. Creating a Literate Culture Through Interactive Read-Aloud: Shared Talk About Texts 

17. Planning for Interactive Read-Aloud and Literature Study Across the Grades 

18. Moving from Interactive Read-Aloud to Literature Study 

19. Deepening Comprehension: Engaging Students in Small-Group Literature Discussion 

20. Getting Started with Book Clubs: Thinking and Talking about Texts 

21. Promoting Shared and Performed Reading: Fluent Oral Processing of Texts 

22. Maximizing Independent Reading: Helping Students Think Within, Beyond, and About Texts in a Reading Workshop 

23. Designing Minilessons to Support Thinking About Texts in a Reading Workshop 

24. Using Guided Reading to Teach Comprehending and Fluency 

25. Using Guided Reading to Teach for the Comprehending of Fiction Texts 

26. Using Guided Reading to Teach for the Comprehending of Nonfiction Texts 

27. Writing about Reading: Moving from Talk to Written Conversation about Texts

28. Writing about Reading in a Variety of Genres 

29. Meeting the Diverse Needs of English Language Learners 

30. Teaching for Fluency Across Instructional Contexts 

31. Expanding Vocabulary Across Instructional Contexts

Final Thoughts

Teacher Resources: Description of Print Materials on the DVD 

Bibliography of Children's Literature 

References 

Index