WorldCat Identities

Pinnell, Gay Su

Overview
Works: 236 works in 600 publications in 2 languages and 15,117 library holdings
Genres: Case studies  Handbooks and manuals  Abstracts 
Roles: Author, Teacher , Creator, Editor, Other
Publication Timeline
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Most widely held works by Gay Su Pinnell
Guided reading : good first teaching for all children by Irene C Fountas( Book )

8 editions published in 1996 in English and held by 1,071 WorldCat member libraries worldwide

Guided Reading was written for K-3 classroom teachers, reading resource teachers, preservice teachers, teacher educators, researchers, administrators, and staff developers. Based on the authors' nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by reading aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter presents theoretical underpinnings for the practices it suggests
Word matters : teaching phonics and spelling in the reading/writing classroom by Gay Su Pinnell( Book )

5 editions published in 1998 in English and held by 702 WorldCat member libraries worldwide

Explains how to create literacy programs for K-3 students that focus on letters, sounds, and words, discussing the theory of word study and providing instructions and practical tools for reading and writing skills
Guiding readers and writers, grades 3-6 : teaching comprehension, genre, and content literacy by Irene C Fountas( Book )

4 editions published in 2001 in English and held by 696 WorldCat member libraries worldwide

Provides major components for an elementary literacy program, including the teaching of comprehension and word analysis, a 1,000 title book list, and suggestions for struggling readers and writers
Partners in learning : teachers and children in reading recovery by Carol A Lyons( Book )

5 editions published between 1993 and 1994 in English and held by 679 WorldCat member libraries worldwide

Matching books to readers : using leveled books in guided reading, K-3 by Irene C Fountas( Book )

3 editions published in 1999 in English and held by 596 WorldCat member libraries worldwide

Compiles more than seven thousand caption books, natural language texts, series books, and childrens literature for kindergarten through grade three
Interactive writing : how language and literacy come together, K-2 by Andrea McCarrier( Book )

4 editions published in 2000 in English and held by 555 WorldCat member libraries worldwide

This text explains the practice of interactive writing, an instructional approach in which teachers and children collaborate to produce a written text. The book is specifically focused on the early phases of writing, and has special relevance to prekindergarten, kindergarten, grade 1 and 2 teachers. The authors show how teachers can use interactive writing to teach a range of foundational literacy skills by sharing the pen with young writers: letter learning, phonological, and orthographic awareness, learning the nature of words, building a writing vocabulary, learning concepts about print, organizing and composing narrative and expository text
Bridges to literacy : learning from reading recovery( Book )

6 editions published between 1991 and 1992 in English and held by 553 WorldCat member libraries worldwide

Classroom teachers discuss connections made between teaching and children's use of reading and writing in learning
Teachers and research : language learning in the classroom by Gay Su Pinnell( Book )

8 editions published in 1989 in English and held by 501 WorldCat member libraries worldwide

This book provides information culled from classroom research, including some from teacher researchers, for those engaged in creating educational settings that support children's development of language and literacy. The book contains the following chapters: (1) "Observing Carlos: One Day of Language Use in School" (Mary M. Kitagawa); (2) "What Teachers and Children Do in a Language Rich Classroom" (Nancy G. Platt); (3) "Comments from a Teacher Researcher" (Vera E. Milz); (4) "Involving Teachers in Classroom Research" (Marie M. Clay); (5) "Observing Readers and Writers: a Teacher and a Researcher Learn Together" (Myna L. Matlin and Robert C. Wortman); (6) "a Teacher's Experience with Change" (Vida Louise Welsh); (7) "Teacher as Learner: Implications for Staff Development" (Angela M. Jaggar); (8) "Integrating the Curriculum for Teacher Preparation" (Charlotte S. Huck); (9) "Teacher Research and Decision Making: An Administrator's View" (Donald S. Monroe); (10) "Using Research to Create a Supportive Literacy Climate" (Gay Su Pinnell); (11) "Teacher Support Groups: Why and How" (Dorothy J. Watson and Margaret T. Stevenson); and (12) "Language Development: Issues, Insights, and Implementation" (Kenneth S. Goodman). A 25-page suggested reading list, "Whole Language Theory, Practice, and Assessment" (Angela M. Jaggar and Kathy T. Harwood) is appended. (Ms)
Listening to children read aloud : data from NAEP's integrated reading performance record (IRPR) at grade 4( Book )

3 editions published in 1995 in English and held by 460 WorldCat member libraries worldwide

Teaching reading comprehension : theory and practice by William D Page( Book )

6 editions published between 1979 and 1980 in English and Undetermined and held by 386 WorldCat member libraries worldwide

Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how people learn to read. The first section, "Theory," is comprised of three chapters, of which the first two synthesize research on language use and on language and reading, and the third presents the theories behind conventional approaches to reading instruction. The second section, "Practice," contains four chapters, which deal with exploring language uses, developing purposes for reading, assessing reading for meaning, and planning for student learning. These chapters describe activities that are consistent with the application of language experience to the development of reading comprehension. In addition to suggesting teaching strategies, they provide guidelines for observational and data gathering activities that teachers can use in their classrooms. (Gt)
Voices on word matters : learning about phonics and spelling in the literacy classroom by Irene C Fountas( Book )

6 editions published in 1999 in English and Russian and held by 380 WorldCat member libraries worldwide

A collection of sixteen articles on phonics and spelling programs, including practical advice on assessment tools, interactive writing and shared reading, and word sorting, as well as discussions of observed individual readers and entire classrooms
Teaching for comprehending and fluency : thinking, talking, and writing about reading, K-8 by Irene C Fountas( Book )

4 editions published in 2006 in English and held by 354 WorldCat member libraries worldwide

A practical guide for teaching comprehension and fluency in the kindergarten through eighth-grade classroom with instruction on reading levels, writing about reading, and interactive read-aloud and literature study; and contains a DVD with over 100 blackline masters, forms, and checklists
Discovering language with children by Gay Su Pinnell( Book )

3 editions published in 1980 in English and held by 340 WorldCat member libraries worldwide

Based on an examination of research on the language acquisition of children, the articles in this book are organized into three interrelated sections. Section one, "Language and the Young Language Learner," focuses on what and how children learn as they begin to acquire their language. The topic of language differences is also explored. Articles in section two, "Language Growth in Educational Environments," center on creating in the school environment a context that will foster the further language development of children. Some articles focus on the beginnings of reading and writing in the very young child; others present implications for language arts education--speaking, reading, writing--applicable to the full range of students in the elementary school. The final section, "Evaluation in Language Education," deals with techniques and issues related to accountability in the language arts and points to new directions in the search for information about how children learn and develop language. (Ho)
Leveled books (K-8) : matching texts to readers for effective teaching by Irene C Fountas( Book )

5 editions published between 2005 and 2006 in English and held by 334 WorldCat member libraries worldwide

Discusses the use of leveled texts in kindergarten through eighth-grade classrooms, examines the "text base" needed for effective language literacy instruction, provides guidelines for creating a high-quality leveled book collection and matching books to readers, and explains how to analyze and level books
Systems for change in literacy education : a guide to professional development by Carol A Lyons( Book )

4 editions published in 2001 in English and held by 319 WorldCat member libraries worldwide

A guide to planning and implementing a literacy professional development course for teachers, sharing information about classroom and adult learning, offering suggestions for implementing an effective professional development system, discussing coaching in the professional development context, and exploring issues in the modern educational environment
When readers struggle : teaching that works by Gay Su Pinnell( Book )

3 editions published between 2009 and 2017 in English and held by 304 WorldCat member libraries worldwide

Offers reading teachers effective strategies for helping students in kindergarten through third grade overcome reading and writing difficulties and become proficient readers
Literacy beginnings : a prekindergarten handbook by Gay Su Pinnell( Book )

2 editions published between 2011 and 2018 in English and held by 297 WorldCat member libraries worldwide

"Play and language are both important learning tools for the prekindergarten child. Through play and language, they learn about their world and about themselves. Play and language are also the most important tools for early literacy learning. Think of the young child who takes a memo pad and marker around to family members, 'taking orders' for dinner. Like all emergent readers and writers, this child makes no distinction between play and literacy -- both involve curiosity, excitement, learning, and discovery. In Literacy Beginnings, Gay Su Pinnell and Irene Fountas bring their characteristically rich, comprehensive, and practical insights to the frontier of early literacy. They show you how to tap into young children's curiosity to introduce them to the world of literacy in joyful, engaging ways. Based on their many experiences in real prekindergarten classrooms they demonstrate how to: create a classroom community that is play-based, but that also prepares children for the literary-rich world in which they live, promote constructive learning through inquiry, recognize the language and literacy behaviors and understandings that are appropriate instructional goals for preschoolers, use powerful and playful ways to guide children to learn about letters, sounds, and words, [and] support emergent readers and writers through an array of literacy activities"--Back cover
Help America read : a handbook for volunteers by Gay Su Pinnell( Book )

3 editions published in 1997 in English and held by 296 WorldCat member libraries worldwide

Offers advice on how to be an effective literacy volunteer, identifying ten ways to help, and including advice on time management, finding ways to talk with children, choosing books, and other topics
Leveled books for readers, grades 3-6 by Gay Su Pinnell( Book )

4 editions published between 2001 and 2002 in English and held by 283 WorldCat member libraries worldwide

Includes more than 6000 leveled books - cover
The continuum of literacy learning, grades 3-8 : a guide to teaching by Gay Su Pinnell( Book )

5 editions published between 2007 and 2011 in English and held by 277 WorldCat member libraries worldwide

Presents a comprehensive curriculum document that provides a vision of what upper elementary children and adolescent students need to be able to do as readers, writers, and language users. Organized by grade or text level, each section contains continua that list characteristics and goals appropriate to the specific grade or level
 
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Audience Level
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  Kids General Special  
Audience level: 0.30 (from 0.24 for Guiding re ... to 0.40 for Listening ...)

Guided reading : good first teaching for all children
Covers
Word matters : teaching phonics and spelling in the reading/writing classroomGuiding readers and writers, grades 3-6 : teaching comprehension, genre, and content literacyPartners in learning : teachers and children in reading recoveryMatching books to readers : using leveled books in guided reading, K-3Interactive writing : how language and literacy come together, K-2Bridges to literacy : learning from reading recoveryVoices on word matters : learning about phonics and spelling in the literacy classroomTeaching for comprehending and fluency : thinking, talking, and writing about reading, K-8
Alternative Names
Su Pinnell, Gay

Languages