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"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. About the author: Tony Stead became a teacher because he wanted to make a difference in children's lives. And he is certainly doing that through his publications, teaching, and work with teachers all over the world. A native of Melbourne, Australia, Tony earned his master of education degree from the University of Melbourne and worked for fourteen years as a K-6 teacher in five different school settings in Melbourne. He believes that professional development should be "hands-on, relevant, reflective, engaging, empowering." He encourages teachers to "take off the teacher hat and replace it with that of the learner," and to celebrate success, no matter how small. Tony is the author of Reality checks, Is that a fact? and the videos Bridges to Independence and Time for Nonfiction."@en
"Progam that explores guided reading instruction with early emergent, developing, and fluent readers. After an introduction, three in-depth programs look at what happens before, during, and after the reading--accessing student's 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."
"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."@en
"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."
"Progam exploring guided reading instruction with early emergent, developing, and fluent readers. After an introduction, three in-depth programs look at what happens before, during, and after the reading--accessing student's 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."@en
"Progam that explores guided reading instruction with early emergent, developing, and fluent readers."