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March 27. 2018

Teacher Tip: Support English Language Learners Through Multiple Modes of Communication

To support English language learners, you will not want to depend solely on oral language, especially with children who have newly arrived from another country and have very limited understanding of English. Think what it is like to listen to a string of directions and remember them; then think what it would be like to listen to it in a language that you are only beginning to learn. Use other means of communication:

  • Act it out.
  • Demonstrate explicitly what you want students to do.
  • If it's complicated, have them "walk through it," acting out what they will do (or have a few students demonstrate while others watch).
  • Seek the support of another student who also speaks the student's primary language (if possible).
  • Use pictures and symbols.
  • Provide it in simple writing accompanied by illustrations if necessary.
  • If at all possible, learn some key words in the child's language.

From When Readers Struggle: Teaching That Works by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2009 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

March 23. 2018

Writing Opportunities Within Fountas & Pinnell Classroom™

Students learn to write by writing. While the names Fountas and Pinnell have become synonymous with reading instruction, they believe that both reading and writing are what make up a comprehensive literacy design. Opportunities for students to write within and outside of the context of reading are woven throughout their new system, Fountas & Pinnell Classroom™ (FPC). Read on to learn how.

Fountas & Pinnell Classroom is made up of seven instructional contexts: interactive read-aloud, shared reading, guided reading, book clubs, independent reading, phonics, spelling, and word study, and reading minilessons. Below is a breakdown of how writing is incorporated into each of those contexts. More...

March 23. 2018

FAQ Friday: Which LLI System Should I Use?

Q: Which Leveled Literacy Intervention System (LLI) should I use?

A: There are seven systems that make up LLI and span grades K through 12.

Primary Systems:

  • Orange System: levels A through E
  • Green System: levels A through K
  • Blue System: levels C through N

Intermediate Systems:

  • Red System: levels L through Q
  • Gold System: levels O through T

Middle/High School Systems:

  • Purple System: levels R through W
  • Teal System: level U through Z

There are specific Lesson Guides for each LLI System, and the systems are coordinated with the grade levels at which they will most likely be used; however, educators may make other decisions as they work to match the program to the needs of particular readers. The systems overlap in levels, but books and lessons for each system are unique, with no overlap of titles or lessons.

The LLI books have been written specifically for the intervention system. Written by children's authors and illustrated by high-quality artists, they are designed to provide engaging, age-appropriate material while at the same time offering increasingly sophisticated learning opportunities so that students can build a reading process over time.

March 20. 2018

Teacher Tip: 6 Ways to Save Time During the Assessment Conference

To save time during the assessment conference, consider the following suggestions:

  1. Starting Point. Knowing where to start will save the student from having to read numerous texts. Use last year's reading records to get an indication of where to start, or what will be an independent text for the student. Then have in mind the next text, an instructional text, for the student.
  2. Organized Materials. Keep you Benchmark Assessment books and Recording Forms well organized in a hanging file next to you so you can "hit the ground running."
  3. Familiarity with Books. When you know the Benchmark Assessment books and key understandings well, you can move the comprehension conversation along briskly.
  4. Fluency. If your readers are fluent, the reading will take less time.
  5. Hard Text. As soon as a student's text reading shows the number of errors indicative of hard text, discontinue the reading. There is no need for the student to struggle through the whole text.
  6. Comprehension Conversation. If the text is hard (based on accuracy), do not have the comprehension conversation.

From the BAS Assessment Guide, 3rd Edition by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

March 16. 2018

FAQ Friday: How Can I Ensure That I Am Conducting the Benchmark Assessment in a Standardized Manner?

Q: How can I ensure that I am conducting the Benchmark Assessment in a standardized manner?

A: The precise steps of the assessment conference are described in the Assessment Guides and are systematically presented on the Recording Form for each book. Remember to keep your own language spare and to avoid teaching or leading the student to answers. The introduction to each Benchmark Assessment book is standardized and printed on the cover as well as on the Recording Form. The steps for administration, scoring, and analysis are all standardized and explained in detail in the Assessment Guides. In addition, the tools supporting the assessment, such as the F&P Calculator/ Stopwatch, the Coding and Scoring at-a-Glance chart, and the comprehension conversation rubrics, provide an easy way to maintain consistency across assessments and help you internalize the steps in the process. Furthermore, the Professional Development Videos provide clear examples and plenty of practice opportunities for developing precision and consistency throughout assessment conferences.