December 20. 2016
Reading is thinking, and students’ “talk” reveals their thinking. Talking about books is a way to activate students’ interest and introduce them to new texts they might otherwise miss. Think of a book talk as a brief commercial for a book. Book talks are short—you simply want to whet the students’ appetites.
Consider the following when selecting books for book talks:
- New books by authors whom the students love.
- Another book by an author whose book you’ve read aloud.
- “Best-selling” titles that are popular with the age group.
- Books on issues or topics that interest the students.
- Books that introduce a new author, genre, or illustrator.
Book talks enable you to help your students get to know authors, genres and books that appeal to them, and thus extend their literate lives. Excerpted from Guiding Readers and Writers.
September 19. 2016
Reflect on your assessment analysis and observations, and engage in a discussion with colleagues to plan rich and comprehensive literacy experiences that meet learners where they are and bring them forward with intention and precision.
September 16. 2016
The primary purpose of assessment is to gather data to inform teaching. If assessment does not result in improved teaching then its value in school diminishes greatly.
September 15. 2016
When students spend their time thinking, reading, writing, and talking everyday, they get a message about what is valued in your classroom and they begin to develop their own values. Guided Reading: Responsive Teaching Across the Grades, Second Edition. © 2017 by Fountas and Pinnell.
September 14. 2016
We need to listen to our students closely and spend time talking with them, not at them.
September 13. 2016
Learners progress in their individual ways, but they ultimately reach the same goal—a complex and flexible literacy processing system. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
September 12. 2016
Lessons are carefully planned and systematic; but there is always room for moment-to-moment adjustment given student response. Guided Reading: Responsive Teaching Across the Grades, Second Edition. © 2017 by Fountas and Pinnell.
September 9. 2016
Common teacher language creates a thread of coherence for students' literacy learning. Use language to emphasize the importance of reinforcing newly emerging literacy behaviors.
September 8. 2016
Responsive teaching are those moment-to-moment decisions that teachers make as they observe and analyze their students’ behaviors.
(Excerpted from Guided Reading: Responsive Teaching Across the Grades, Second Edition. © 2017 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.)
September 7. 2016
Learning does not automatically happen; most students need expert teaching to develop high levels of reading and writing expertise.
(Excerpted from The Fountas & Pinnell Literacy Continuum. © 2017 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.)