January 19. 2017
The Literacy Continuum enables teachers to attend to observable literacy behaviors, not simply the words in the book.
January 18. 2017
Skilled observers note the precise language/literacy behaviors students reveal and understand how it reflects the students' literacy processing system. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
January 17. 2017
Text introductions are critical. You need to provide just enough information to ensure that students will be able to problem-solve or process increasingly challenging texts successfully. Your job is to unlock the text, make it more accessible, and then allow readers to use their "in-the-head" systems of strategic actions to think about and problem-solve their way through the text.
The introduction should be conversational. The way you shape the conversation can help you attend to anything your students need to know how to do in relation to the text. You want to provide scaffolds that will enable readers to access the full meaning, the language, and the print.
Try this: As you plan your brief introductions, think about the reading process, the demands of the text, and the readers' strengths and needs.
Refer to Teaching for Comprehending and Fluency for suggested teaching moves to support comprehending and fluency in text introductions.
January 16. 2017
With observation and strong teaching, students will develop and build their reading power capacity to process and deeply understand new texts. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
January 13. 2017
Responsive teaching are those moment-to-moment decisions that teachers make as they observe and analyze their students’ behaviors. Guided Reading, Second Edition. © 2017 by Irene C. Fountas and Gay Su Pinnell.
January 13. 2017
describe your school's culture as being warm and supportive, but without
attention to rigorous learning? Or is it run like a tight ship in an attempt to
create rigorous learning, but lacks warmth? Fountas and Pinnell believe that in
order to build an inclusive, respectful, and supportive social community where
people collaborate with and help each other, you can't have one scenario
without the other. One of the goals of the second edition of Guided Reading is
to get teachers to not only treat the classroom as a place to learn to read,
write, and expand language skills, but to create a community of
learners. Here are some ways to start building your community!
classroom is where students spend most of their lives. It's important to create
an environment that helps them think deeply about the world, themselves, and
how they fit into the world as global citizens. A great way to open up these
channels of thinking is through books! Give them high-quality books that help
them think about important ideas and issues, and about developing empathy for
In Guided Reading, 2e, Fountas and Pinnell describe the
behavioral and emotional expectations of a student from entry to middle school;
the traits you want to see in a successful student. These include, social
interaction, empathy, sense of community, emotional well-being, and
Reading, 2e shows you ways to provide numerous opportunities for students
to learn these traits throughout the school day, from grade to grade, starting
with the classroom. Your classroom should be a peaceful environment and reflect
a climate of acceptance in which you can communicate to your students that you
are interested in what they have to say. But you should also think about the
physical space, as well as predictability, empathy and kindness, inquiry, and
more. “Your classroom is a place where students learn how to read, write, and
expand all of their language skills, but it is much more. It is a laboratory
where they learn how to be confident, self-determined, kind, and democratic,”
(Fountas and Pinnell 2017).
Design for Literacy Education
the ideal literacy classroom environment where your students are always
thinking, talking, and reading about the world can be a daunting task. You want
to make adequate time for designing a landscape for language and literacy
learning, but how? Where do you start? Fountas and Pinnell know from personal
experience, and from talking to teachers that there are many constraints—both
physical and financial—to creating this ideal environment, but it is possible.
In Guided Reading, 2e,
Fountas and Pinnell provide creative ways to take this vision of a literacy
classroom into an actual design, as well as provide advice on how to create
this classroom on a budget. "When students
spend their time thinking, reading, writing, and talking every day, they get a
message about what is valued in your classroom and they begin to develop their
own values," (Fountas and Pinnell 2017).
literacy community in your classroom takes a lot of thought and effort, but the
payoff is worth it. "In a sense, the classroom is a sheltered environment
within a noisy world where everything interferes with high-level intellectual
discourse and time for reading and writing. But in these short years students
have a chance to live a literate life that expands their empathy, curiosity,
and competencies. Literacy is their job,"
(Fountas and Pinnell, 2017).
~The Fountas & Pinnell Team
Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com
For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum
For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/
January 12. 2017
It is the observation and analysis of the students’ reading behaviors that informs your next teaching moves. Excerpted from Guided Reading, Second Edition. © 2017 by Irene C. Fountas and Gay Su Pinnell.
January 11. 2017
When teachers with a common vision work together over time, and have the lift of excellent professional learning, they develop a common knowledge about the nature of learning.
January 10. 2017
Guided reading is not a static concept; the materials, teacher decisions,
and interactive framework change over time as students grow in knowledge,
skill, and independence, and teachers become more experienced. Fountas and
Pinnell believe that teacher expertise and the professional development that
supports it is the only way to raise student achievement. High-quality, highly
effective implementation of guided reading involves a process of
Each time you work with a small group of students, you can learn a
little more and hone your teaching skills. For example, in guided reading
lessons, the goal is to teach the reader, not the text.
Think about how your language interactions with
readers support the ability of each student to initiate problem-solving
actions. Ask yourself: How does my language support pass control to the reader?
What have I taught the readers how to do today that they will be able to do
with other texts? Remember, reflective teaching is rewarding because you are
learning from teaching.
To read more about guided
reading, and to ponder the challenges and opportunities that come from its implementation, pick up a copy of the NEW Guided Reading, Second Edition.
You can also sign up for a FREE LIVE Webinar with Fountas and Pinnell on January 11 at 4:00 p.m. where the focus will be on teaching for comprehension across guided reading lessons. And don't forget to join us the next night on January 12 at 8:00 p.m. for a LIVE Twitter Chat with Fountas and Pinnell using #FPLiteracy to discuss more on Guided Reading!
Excerpted and adapted from "Guided Reading: The Romance and the
Reality published in Reading Teacher," (Dec/Jan 2012)
January 9. 2017
We enter texts with expectations that have everything to do with our enjoyment, appreciation (or dislike), and the meaning we take from them. Genre Study. © 2012 by Fountas and Pinnell.