Suggested Readings for Levels 1 – 2




*referenced in this module


Helpful Sections Related to this Module

Guided Reading: Good First Teaching for All Children by Irene C. Fountas and Gay Su Pinnell, 1995, Heinemann
  • The classic guide to guided reading, this book puts guided reading in context, exploring the “foundations on which teachers make instructional decisions about guided reading – and present an overview of a balanced literacy program” (p. xvi).
  • Also addresses the classroom environment, formative assessment and changes over time in children’s learning and our teaching.
Chapter 10 – Using a Leveled Set of Books – p. 117-119 (Levels A and B);

Chapter 11 – Selecting and Introducing Books –p.135-140

The Continuum of Literacy Learning, Grades PreK-8, by Gay Su Pinnell and Irene C Fountas, 2011, Heinemann
  • Provides specific information about teaching children with books at guided reading levels A-Z
  • Includes text characteristics and behaviors to “notice, teach, and support” in readers
Guided Reading Section: Introduction – p. 239-250, Levels PreA, A, and B – p. 251-259
Interactive Writing: How Language & Literacy Come Together, K-2, by Andrea McCarrier, Gay Su Pinnell, and Irene C. Fountas, 2000, Heinemann
  • Comprehensive resource on using interactive writing, with many resources and student examples
Chapter 7 – Constructing a Text: Learning about Letters and How Print Works, p. 98-108, Chapter 8 – Constructing a Text, Learning How Words Work, p. 109-120
Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom by Gay Su Pinnell and Irene C. Fountas, 1998, Heinemann
  • Provides framework for instruction in solving words
  • Chapter 18 – “Guided Reading, Powerful Teaching for Word Solving,” p. 233-246, explores how word solving is integrated into guided reading lessons.
Teaching for Comprehension and Fluency by Irene C. Fountas and Gay Su Pinnell, 2006, Heinemann
  • Divided into 3 sections, “Readers,” “Texts,” and “Teaching”
  • Supports teaching for comprehension and fluency across the various components of literacy instruction
  • Chapters 25, 26 and 27 devoted to Using Guided Reading to Teach Comprehension (in Fiction and in Nonfiction) and Fluency
*The Next Step in Guided Reading by Jan Richardson, 2009, Scholastic
  • A straightforward and comprehensive guide to guided reading, including preparation and assessment,
  • Includes detailed chapters on appropriate teaching moves to support children’s reading progress at various levels.
Chapter 3: Pre-A and Emergent Guided Reading – p. 56-105
Goodbye Round Robin by Michael Opitz and Timothy Rasinski,2008, Heinemann
  • Explains why round robin reading is ineffective and shares many alternatives for oral reading
Chapter 1 – Understanding Reading, p. 1-12




These articles are appropriate across all primary book levels. The URLs are available with a subscription to The Reading Teacher.



Refining Guided Reading Instruction Overall “Guided Reading: The Romance and the Reality,” by Irene C. Fountas and Gay Su Pinnell, in The Reading Teacher, Dec. 2012/Jan. 2013, p. 268-284


Book Introductions “Orientation to a New Book: More Than a Picture Walk” by Connie Briggs and Salli Forbes, The Reading Teacher,

May 2009, p. 706-710


Choosing Teaching Points, Prompting “Decisions, Decisions: Responding to Primary Students During Guided Reading,” by Robert M. Schwartz, in The Reading Teacher, Feb. 2005, p. 436-443


Reading/Writing Reciprocity “Reciprocity Between Reading and Writing: Strategic Processing as Common Ground,” by Nancy L. Anderson and Connie Briggs, The Reading Teacher, Apr., 2011, p. 546-549