February 23. 2017
Learners progress in their individual ways, but they ultimately reach the same goal--a complex and flexible literacy processing system.
February 22. 2017
Learning does not automatically happen; most students need expert teaching to develop high levels of reading and writing expertise.
February 21. 2017
Struggling readers need to build a core of words that they know quickly and automatically--that they can recognize without effort. They also need to develop a system for learning how to learn words. Here are some ideas for ways to help children look at and learn a new word:
1. Use language that makes it clear you are talking about a word: "This word is _____." (Some children confuse letters and words.)
2. Tell children to look at the beginning of the word and show them what that means (first letter on the left).
3. Read the word to children as you run your finger under the word, left to right.
4. Ask children to look closely at the word and say what they notice at the beginning.
5. Ask them to look at the word and then read it as they use a finger to check it, left to right.
6. Remind them of another word that will help them remember a new word: an, and; the, then.
7. Help children notice the first letter and then look at the rest of the letters in the word, left to right, to notice more.
8. Give children magnetic letters in order to build the word left to right.
9. After building the word, have children take it apart and build it several times.
10. After building the word several times, have children write the word.
11. Show children how to check the word they have written letter by letter: a, a, n, n, d, d.
12. Have children, using magnetic letters, break the word apart by pulling down the first letter (s) and then the rest of the letters, e.g., s-ee, th-e.
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.
February 17. 2017
On Thursday, February 16, Heinemann
hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and
Gay Su Pinnell about their newest system, Fountas & Pinnell Classroom™
(FPC). People from all over the country followed along in order to learn
more about this exciting, first-of-its-kind, cohesive system for high-quality
classroom-based literacy instruction. Educators were highly engaged making
#FPLiteracy the #1 trending hashtag for the entire hour-long chat, and well
into the night. Followers learned about everything from the instructional
contexts that make up FPC to what is at the heart of the system. They learned
about the many components and high-quality texts that are included while gaining
insight into the philosophy that went into its creation.
To read the whole chat, click the
link below. And mark your calendars to log in on Thursday, March 16, 2017 at 8
p.m. (EST) as we continue the exciting chat series on Fountas & Pinnell
February 17. 2017
Text analysis and close observation of behaviors are the most important resources for your moment-to-moment teaching in guided reading.
February 16. 2017
You select language in response to the reading behaviors you observe.
February 10. 2017
When teachers systematically observe the literacy strengths and needs of all students, it can inform instruction and teaching can be powerful and responsive.
February 9. 2017
Observations help teachers notice patterns in students development as readers as they process increasingly challenging texts.
February 8. 2017
Without a system of gaining information about each reader, you will be teaching without the children.
February 7. 2017
You need to make your instruction count when you are helping struggling readers learn how to look at letters. Here is a list of some general suggestions you can use during word study, reading, or writing. Use these ideas every time there is an opportunity.
1. Be sure that letters are clearly printed in black or dark print on white or cream paper.
2. Be sure that readers are at all times able to see the print in word study lessons or in shared or interactive writing.
3. For beginning readers and writers (and children who are having difficulty), select texts with a consistent and clear font.
4. Use a verbal description of letter formation (the "verbal path") to help children learn features of text.
5. Use a variety of ways to draw children's attention to the features of letters.
6. Provide kinesthetic experiences that help children learn directionality and the distinctive features of letters. (colored plastic letters, making letters in sand or salt, sandpaper letters)
7. Use magnetic letters to help children feel letter features as they sort them and build words.
8. Vary the ways children view letters as they read or write them.
9. Emphasize looking at the letters in words from left to right.
10. Create strong references that will help children keep the letter and a key word beginning with the letter in mind. (Alphabet Linking Chart)
Excerpted from When Readers Struggle: Teaching That Works by Irene C. Fountas and Gay Su Pinnell. Copyright (c) by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.