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September 13. 2018

Daily Lit Bit - 9/13/18

We would never take a book out of child's hand. If a child wants to read a book, let them read a book. But we can help them choose books they will enjoy by conferring with them and looking at what they write about books.

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 6. 2018

Teacher Tip: How to Introduce Independent Work Areas

When introducing independent work areas:

  1. Talk about and demonstrate the routine yourself.
  2. Have children practice the routine.
  3. Observe children in the center until you are comfortable that they are consistently using the area independently and are being respectful of others and of the materials.
  4. Help children learn how to clean up and organize the materials at the center before transitioning or moving on to the next center.
  5. Teach children how to transition from one area to another.

From Fountas & Pinnell Classroom System Guide by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2018 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

February 6. 2018

How to Transition Younger Children to Independence

In grade two or even grade three, you may have students who are just beginning to sustain attention to texts and have little experience managing themselves independently. You may want to structure the independent work period so that it includes three independent tasks:

  • Reading books of their choice.
  • Writing in a reader’s notebook.
  • Completing one carefully designed word study/phonics activity with a partner.

The word-study activity can be an outcome of the phonics/word-study minilesson that you teach at another part of the day. These activities can be individual or involve partners or a group of four using quiet voices. Students can learn to complete three tasks during the alloted time.

When students are called to the guided reading group during independent work time, they set aside their materials and go to the group. Then, they return to whatever they were doing. This kind of transition may not be needed very long as students begin to build stamina for reading for increasing amounts of time.

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.