The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.

Featuring extracts from some of the most influential education writers in recent times The Guided Reader to Teaching and Learning is an essential compendium providing insight, guidance and clarity about key issues affecting practitioners at every level. All extracts have been carefully chosen to represent education issues that affect every practising teacher. Each extract is accompanied by an introduction to the passage, key words and phrases and a summary of key points. In addition, there are questions to prompt discussion, suggestions about areas for possible investigation and references to other key readings to extend thinking. Uniquely, the book provides cross-referencing between extracts to facilitate a more complete understanding of how different issues overlap and how competing arguments have to be evaluated. Combining both theoretical and practical dimensions into one handy and engaging volume, The Guided Reader to Teaching and Learning includes extracts, summaries and discussions about the following: the teacher effective teachers and teaching motivating learners teaching approaches teaching younger children managing teaching and learning other adults in the school child development ways that pupils learn learning climate learning styles thinking and learning assessment and learning. The book will be of considerable interest to trainee and newly qualified teachers who are seeking to gain a higher qualification, notably at Masters degree level. More experienced teachers and teaching assistants wishing to upgrade their qualifications will also find the book an invaluable source of information and guidance.

This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.

Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.

Is there too much emphasis on guided reading in primary classrooms? It's a question that many educators, like kindergarten teacher and literacy coach Cathy Mere, are starting to ask. Guided reading provides opportunities to teach students the strategies they need to learn how to read increasingly challenging texts, but Cathy found that she needed to find other ways to help students gain independence. While maintaining guided reading as an important piece of their reading program, teachers need to offer students opportunities during the day to develop as readers, to learn to choose books, to find favorite genres and authors, and to talk about their reading. In More Than Guided Reading, Cathy shares her journey as she moved from focusing on guided reading as the center of her reading program to placing children at the heart of literacy learning--not only providing more time for students to discover their reading lives, but also shaping instruction to meet the needs of the diverse learners in her classroom. By changing the structure of the day, Cathy found she was better able to adjust the support she was providing students, allowing time for whole-class focus lessons, conferences, and opportunities to share ideas, as well as reading from self-selected texts using the strategies, skills, and understandings acquired in reader's workshop. The focus lesson is the centerpiece of the workshop. It is often tied to a read-aloud and connected to learning from the previous day, helping to build skills, extend thinking, and develop independence over time. This thoroughly practical text offers numerous sample lessons, questions for conferences, and ideas for revamping guided reading groups. It will help teachers tweak the mix of instructional components in their reading workshops, and provoke school-wide conversations about the place of guided reading in a complete literacy curriculum.

Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons

The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.

The Guided Reader to Teaching and Learning Music draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting Music teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Analysing your own work as a music teacher; Concepts of musicality; Notions of musical development and progression; Pedagogies for teaching music musically; Music inside and outside the school; Formal, informal and non-formal approaches to music education; Productive methods of assessment and transition for music education; Creativity and music education; Supporting the gifted and talented in music; Using ICT within music education. Aimed at trainee and newly qualified teachers including those working towards Masters-level qualifications, as well practicing teachers, this accessible, but critically provocative text will be an essential resource for all teachers that wish to deepen their understanding of Music Education.

Classroom-tested strategies and model guided reading lessons for emergent, early, developmental, and fluent readers.

In an era of change in education, the time is right to refocus attention on guided reading practices. Guided reading remains an anchor in classroom literacy programs, but how has it changed with the new shifts in education? In this book, Dr. Michael P. Ford provides a practical resource for guided reading. He explains how it evolved, why it's still important, how to fit it into a comprehensive literacy program, how to select texts, how to assess and support students, and how to position it for intervention. Also included is an Appendix with a listing of recommended guided reading books.