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Intentional From the Start
Guiding Emergent Readers in Small Groups
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In Intentional from the Start: Guiding Emergent Readers in Small Groups, Carolyn Helmers and Susan Vincent take a concentrated look at the often-underestimated reading and writing work that occurs during the emergent reading stages of literacy development (PreA–D) and the seemingly simplistic books we use to teach them in small-group guided reading. Though both may appear unsophisticated, these earliest readers and the texts we use to meet their needs are each unique and full of nuances that generally go overlooked.
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The authors explore how emergent readers learn best and position text levels appropriately in the service of students. They also turn their attention to a comprehensive exploration of the particular needs of emergent readers and how the work they do at text levels PreA–D lays a critical foundation necessary for them to continue growing successfully into text levels E and beyond. As they examine the needs of learners working at each emergent text level individually, Carolyn and Susan
- detail the specific demands the books in that text level require and how to best coach young readers working through them;
- highlight instructional procedures for reading, writing, and word study that can be put to use immediately at your small group table;
- suggest optimal schedules, techniques, and formats for efficient instruction at that level; and
- unpack the book characteristics specific to that level and demonstrate ways to capitalize on them to intentionally support emergent readers and writers.
With plenty of useful classroom examples, as well as additional online resources with literacy center ideas that correlate directly with the work students are doing at particular levels, this book is a resource your emergent reading teacher heart will reach for again and again.
About the Author(s)
Table of Contents
Foreword by Tanny McGregor
Acknowledgments
Introduction: Learning from the Start
Chapter 1: Emergent Readers: How They Learn and How to Teach Them
Fundamentals for Teaching Reading
Guided Reading: From Fundamentals to Practice
What is Happening During Literacy Centers?
Chapter 2: Choosing Books Children are Ready to Read
The Role of Leveled Books in Emergent Literacy
How Levels Are Determined
Selecting Books from Level Bands
Remember the Purpose of Teaching with Leveled Books
Chapter 3: Learning Where to Look
Children Who Don’t Look at Print Yet
Key Characteristics of Level Pre-A Texts
Teaching with Teacher-Created Pre-A Text
Remember the Purpose of Teaching with Pre-A Text
Example Lesson with Teacher-Created Pre-A Text
Chapter 4: Learning How to Look at Print
My Children’s Eyes Are on the Print. Now What?
Key Characteristics of Levels A and B Texts
Teaching with Levels A and B Texts
Remember the Purpose of Teaching with Levels A and B Texts
Example Lesson with Level A Text
Chapter 5: Learning How to Monitor and Solve
From the Shallow End to the Deep End: A Suggested Transition Lesson Format
My Children Have Directionality and One-to-One Matching Under Control. Now What?
Key Characteristics of Level C Texts
Teaching with Level C Texts
Remember the Purpose of Teaching with Level C Texts
Example Lesson with Level C Texts
Chapter 6: Learning How to Integrate Information in Print
My Children Are Monitoring and Attempting to Solve. Now What?
Key Characteristics of Level D Texts
Teaching with Level D Texts
Remember the Purpose of Teaching with Level D Texts
Example Lesson with Level D Texts
Conclusion: It’s Just the Beginning
Professional Bibliography
Index