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July 13. 2018

FAQ Friday: How Does FPC Support ELLs?

Q: How does Fountas & Pinnell Classroom support English language learners?

A: Each lesson in FPC contains numerous suggestions for modifying or scaffolding instruction to support English learners in processing the text, using language to participate in discussions, and benefiting from the teaching.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

July 9. 2018

Teacher Tip: How to Provide Opportunities for Processing Texts

Comprehending the fullest meaning of a text is the goal every time we read anything. We do not teach comprehension by applying one strategy to one book during one lesson: we help students learn how to focus on the meaning and interpretation of texts all the time, in every instructional context, each instance contributing in different ways to the same complex processing system. Below are some suggestions for you and your colleagues to provide your students with opportunities for processing texts:

  1. Bring together a cross-grade-level group of colleagues to think about text experiences. You may want to have them work in small grade-level groups and then share as a whole group. 
  2. Use large chart paper divided into columns. As a group, consider (1) processing orally presented written texts; (2) processing written texts; and (3) acting on the meaning of texts after reading. These three actions occur across instructional contexts. 
  3. Have each group use their weekly schedules to discuss a week of instruction in their classroom. Make a list of all the processing opportunities students have in each of the three areas in the three columns on the chart paper. 4. Review the charts. Have the whole group participate in a larger discussion of how these opportunities can be expanded. Emphasize that there are specific ways of teaching for comprehending in each of these settings. 
From Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

July 6. 2018

FAQ Friday: How does the Benchmark Assessment System contribute to my knowledge of children and how they develop as readers?

Q: How does the Fountas & Pinnell Benchmark Assessment System contribute to my knowledge of children and how they develop as readers?

A: The comprehensive assessment procedures and the variety of tools and options provided in Benchmark Assessment Systems 1 and 2 are rich resources for helping you systematically examine a child's strengths and needs, helping you think about the important link between assessment and instruction. You will find detailed information about analyzing the reading behaviors of a child on an instructional-level text and tools for linking those behaviors to specific instructional goals in the Assessment Guide. The Fountas & Pinnell Literacy Continuum: Expanded Edition, included in every Benchmark Assessment System, is the foundation for instruction. You can make a direct link from the data gathered with the assessment to The Literacy Continuum's specific behaviors to notice, teach, and support in every instructional context related to literacy. The Professional Development Videos are another rich resource. They are designed to help you conduct efficient and effective assessments, learn how to interpret the results, and connect results to instruction. Over time, observations made through the assessment, instruction designed to move the child ahead from level to level, and follow-up assessment will deepen your understanding of literacy development.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

July 3. 2018

Teacher Tip: Expand Your Guided Reading Moves with Self-Reflection

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 self-reflection.

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.

Self-reflect: 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.

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.