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The reading assignments for the edu 484 course, which focuses on guiding readers and writers and strategies that work by irene fountas, gay su pinnell, stephanie harvey, and anne goudvis. Students are required to read a chapter a day and respond to their partner's writing. A schedule of chapters to be read and the corresponding days. Optional readings are also provided.
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EDU 484 Partner Journal Text Reading Assignments TEXTS: Guiding Readers and Writers, Irene Fountas and Gay Su Pinnell, Strategies That Work, Stephanie Harvey & Anne Goudvis GRW = Guiding Readers and Writers (tan book) STW = Strategies That Work Peer journaling: You read a chapter and then e-mail it to your partner. She does the same to you. You respond to what she has written. Read & send a chapter a day. (Turn in complete journal at the end of the semester.) Day 1 GRW Chapter 10 “Writing to Explore Meaning: Response Journals” GRW Chapter 17 “Responding to Literature: Multiple Paths to Deeper Meaning” Day 2 GRW Chapter 1 “Becoming Lifelong Readers and Writers: The Goal of the Intermediate Literacy Program” GRW Chapter 18 “Understanding the Reading Process” Day 3 GRW Chapter 19 “Teaching for Comprehending Written Text: Across the Language and Literacy Framework” GRW Chapter 11 “Understanding Guided Reading” Day 4 GRW Chapter 12 “Planning for Guided Reading” GRW Chapter 13 “Dynamic Grouping for Effective Teaching in Guided Reading” Day 5 GRW Special Feature: p. 249 Struggling Readers and Writers: Teaching That Makes a Difference Day 6 GRW Chapter 8 “Planning Effective Mini-lessons and Conferences” GRW Chapter 26 “Supporting Readers and Writers: Tools That Make a Difference in Comprehending and Constructing Texts, GRW Appendices Day 7 GRW Chapter 28 “Making Teaching Decisions Using Continuous Assessment GRW Special Feature p. 508 Struggling Readers and Writers: Teaching That Makes a Difference Day 8 GRW Chapter 21 “Teaching for Connecting and Expanding Strategies in Guided Reading” GRW Chapter 3 “Investigating and Using Language: The Language and Word Study Design GRW Special Feature: p. 111 Struggling Readers and Writers: Teaching That Makes a Difference Day 9 STW Chapter 1 “Strategic Thinking” STW Chapter 2 “Strategic Reading” Day 10 STW Chapter 3 “Strategy Instruction and Practice” STW Chapter 4 “Teaching with Short Text” STW Chapter 5 “Book Selection” Day 11 (Week 3)– Begin observing at your host school. Day 16 (Week 4) – Begin working with your student group.
GRW Chapter 2 “Achieving Literacy with a Three-Block Framework: Language & Word Study, Reading & Writing GRW Chapter 4 “Becoming Joyful Readers: The Reading Workshop” GRW Chapter 7 “Encouraging Independent Reading” GRW Chapter 9 “Getting Started: The First 20 Days of Independent Reading” GRW Special Feature: p. 186 Struggling Readers and Writers: Teaching That Makes a Difference GRW Chapter 5 “Developing Accomplished Writers: The Writing Workshop” GRW Chapter 15 “Discovering Literature Study: The Essential Elements” GRW Chapter 16 “Putting Literature Study in Action” GRW Special Feature p. 299 Struggling Readers and Writers: Teaching That Makes a Difference GRW Chapter 25 “Exploring the Writer’s Terrain: Writer Talks, Writer’s Notebooks and Investigations” GRW Chapter 22 “Teaching for Word-Solving: Phonics, Spelling and Vocabulary GRW Special Feature: p. 386 Struggling Readers and Writers: Teaching That Makes a Difference GRW Chapter 23 “Teaching Genre and Content Literacy: Explore Fiction and Nonfiction Texts GRW Chapter 27 “Understanding the ‘Testing Genre’: Preparing Students for High-Quality Performance GRW Chapter 14 “Selecting, Introducing and Using Leveled Texts” GRW Special Feature p. 249 Struggling Readers and Writers: Teaching That Makes a Difference GRW Chapter 20 “Teaching for Sustaining Strategies in Guided Reading” GRW Chapter 6 Making it Work: Organizing and Managing Time, Space and Resources Blake 2007