May 4. 2017

RECAP of the 5/4/2017 Twitter Chat with Fountas and Pinnell on Putting Guided Reading into Action with Fountas & Pinnell Classroom

On Thursday, May 4, Irene C. Fountas and Gay Su Pinnell  hosted a Twitter Chat about Guided Reading in anticipation of their exciting new system, Fountas & Pinnell Classroom, a first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. People from all over the country chimed in to share their thoughts about this important topic. Followers engaged in a discussion about many different angles of Guided Reading from the tools teachers use to get the most success out of guided reading lesson, to how guided reading propels students toward a literate life. Some favorite tweets included: More...

May 2. 2017

5 Steps to Preparing an Introduction to a Text for Guided Reading Lessons: A Teacher Tip from Fountas and Pinnell

You will become more efficient in planning text introductions when you have a great deal of experience. You will also get to know your book collection well over time and will be able to anticipate many of the challenges in the texts. You will also be able to add to your knowledge of the text and your knowledge of the particular readers you are teaching. Using books with many students will help you predict the range of response you can predict. You will find your own way of planning but consider these five steps to preparing your introductions to texts:

  1. Read the text, thinking about how the book works, the messages of the text, and the other text characteristics.
  2. Review the behaviors and understandings in The Fountas & Pinnell Literacy Continuum, noting what the readers control and need to learn how to control. Consider learning opportunities in the lesson and how you can attend to a few opportunities in the orientation.
  3. Write a brief opening statement that will immediately engage the readers in thinking about the topic or story.
  4. List page numbers where you mean to take the readers with a brief phrase or note to remind you of what you want to help them notice. [You might also place sticky notes on a few pages.]
  5. Leave the readers with one or two things to think about that will drive them into the text and may initiate the discussion following the reading.
Adapted 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.

April 27. 2017

Registration Now Open for Fountas & Pinnell Classroom Summer Institute

Fountas and Pinnell Classroom

The Fountas & Pinnell Classroom™, is a first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction, and was designed by Irene C. Fountas and Gay Su Pinnell to change the landscape of reading instruction and to ensure the right of every student to lead a literate life. Come and learn from Irene and Gay Su themselves during our four-day institute,  “Create Your Vision: Getting Started With Fountas & Pinnell Classroom™ (Grades K–2)” in Baltimore, MD, running from July 31 - August 3, 2017.  They’ll share their vision to lift your students’ literacy learning through authentic experiences in reading, thinking, talking, and writing.

April 26. 2017

VIDEO: A Closer Look into Fountas & Pinnell's Guided Reading, Second Edition

Since the 1996 release of their wildly successful book, Guided Reading: Good First Teaching for All Children, Irene C. Fountas and Gay Su Pinnell have done extensive work in schools all over the country and had many interactions with teachers from all over the world. From these collaborations, a conversation about responsive teaching was sparked. And twenty years after their first publication, their new book, Guided Reading: Responsive Teaching Across the Grades, Second Edition, was born.


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