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October 5. 2017

Daily Lit Bit - 10/5/17

Work with colleagues in your school to establish a set of core values that will form the backbone for every decision you make. A set of values is not the same as a comprehensive curriculum. It’s a known set of statements that gives you a touchstone against which to measure your decisions.

October 4. 2017

VIDEO: The Story of The Literacy Continuum

The Literacy Continuum is at the center of all Fountas & Pinnell Literacy™ resources. It contains the text demands, competencies, and behaviors on which such valuable resources as Leveled Literacy Intervention, Benchmark Assessment Systems, and Fountas & Pinnell Classroom™ were built. In order to implement these resources effectively, you must intimately understand this indispensable literacy tool.

This video shows the story of how The Literacy Continuum was conceptualized, and how it can be used to guide your assessment, activate responsive teaching, and support your students on their language and literacy journeys. 

This is The Literacy Continuum.


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Wistia video thumbnail - Continuum Promo-Authors' Voice Copydd
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The Fountas & Pinnell Literacy™ Team

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October 3. 2017

Teacher Tip: Create a List of Classroom Norms

Any time twenty-five or so people work together for hours every day in one room, they need agreements about how members of the group will work together so the time and space works well for everyone. Gather your students and have a talk about how they feel they can best learn and share what you need to offer your best teaching. Create a set of norms together for your classroom using either shared or interactive writing, as you discuss rationales.

You will want a simple list of these descriptive guidelines to which you can refer if needed. Post them on the wall where students can easily see them. Some general guidelines for norms include:

  • Encourage students to participate in constructing the list.
  • Don't make the list long--keep it short.
  • State the agreements in positive terms.
  • Norms should describe specific behaviors as much as possible.
  • Revisit the list during self-assessment.
  • Add items if problems arise and another is needed.

As students learn the procedures for routines, they are also learning and internalizing important descriptors for the kinds of behaviors that are required so that everyone can enjoy their work and learn.

From Guided Reading: Responsive Teaching Across the Grades by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.