BRIDGES TO INDEPENDENCE: GUIDED READING WITH NONFICTION

Guided reading has long been recognized as a dynamic process that supports children's skills as readers in all genres, yet fiction accounts for over ninety percent of the texts we select for these small-group encounters. If children are to be empowered, life-long readers, who read for many different purposes, they need concentrated, small-group encounters with informational texts.

In this series, Tony Stead works with third-grade teacher Lisa Elias Moynihan and first-grade teacher Lauren Benjamin to explore guided reading instruction with early emergent, developing, and fluent readers, using a variety of informational texts. After an introduction, three in-depth programs look at what happens before, during, and after the reading�accessing students' prior knowledge; overcoming text challenges; introducing the focus of the lesson; sharing and reflecting and, most importantly, determining if the students have understood what they read.

Program 1: Getting Started An introduction to key issues for ensuring successful guided reading sessions: forming groups using assessments, selecting the focus and text, and managing the rest of the class.

Program 2: Guided Reading with Early Emergent Readers Lauren and Tony each conduct guided reading sessions with young learners, focusing on the importance of making children aware of what they are learning about the world as they read.

Program 3: Guided Reading with Developing Readers The importance of using procedural texts in guided reading is highlighted as Tony and a group of children read through How to Make a Paper Airplane. Will the children be able to follow the instructions and make a plane that can fly?

Program 4: Guided Reading with Fluent Readers We watch as Lisa Elias Moynihan works with her fluent third-grade readers using a biography and then reconvenes the group a few days later to follow-up.

Available as either 2 60-minute DVD discs or 4 30-minute VHS videos.

Reviews Tony Stead helps teachers and educators develop literacy instruction with a specific focus on reading and writing nonfiction. He has taught at both the elementary and college level. His publications include Is That a Fact?: Teaching Nonfiction Writing K�3 (Stenhouse, 2002), the children's book, Should There Be Zoos?, and the video series Time for Nonfiction (Stenhouse 2004), which highlights his work with several teachers at the Manhattan New School. Tony currently provides workshops and classroom demonstrations throughout North America and Australia, and is a frequent keynote speaker at literacy conferences. His greatest love is working with, and learning from, children and teachers.


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