March 24. 2017
Interactive read-aloud should expand vocabulary and nurture the ability to think, talk, and writing about texts that will fully engage students' interests.
March 23. 2017
Interactive read-aloud provides consistent demonstrations of how reading should sound so students can develop a concept of phrased, fluent reading.
March 20. 2017
Interactive read-aloud is at the heart of literacy instruction in the classroom.
March 17. 2017
On Thursday, March 16, Heinemann hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and Gay Su Pinnell about the role of Interactive Read-Aloud (IRA) in their newest system, Fountas & Pinnell Classroom™ (FPC). People from all over the country followed along in order to learn more about putting Interactive Read-Aloud into action with this exciting, first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. Followers learned about everything from the importance of Interactive Read-Aloud within a classroom literacy system to how teachers can engage readers in meaningful discussion through IRA. They also learned about the resources that make up the IRA component in FPC, such as the content that makes up the lessons and the process in which the books were chosen. Some favorite tweets included:
"Reading aloud to students is not a luxury but a necessity."
"All students can think and talk about the text, even if they can't read it it for themselves."
"Reading aloud is an essential foundation of a good language and literature system."
To read the whole chat, click the link below. And mark your calendars to log in on Thursday, April 13, 2017 at 8 p.m. (EST) as we continue the exciting chat series on Fountas & Pinnell Classroom™!
March 17. 2017
Books should spark discussion and help students engage in meaningful conversation.
March 15. 2017
Reading aloud is an essential foundation of a good language and literacy system.
March 14. 2017
Sometimes teachers are tempted simply to pick up a handy book and read it, and it is certainly true that students can enjoy and benefit from any wonderful book. But if you want to get the most instructional power from interactive read-aloud, it is important to plan for teaching in a more precise way. Here are some guidelines for selecting books for interactive read-aloud.
- Look for texts that you know your students will love (funny, exciting, connected to their experiences, able to extend their thinking.)
- Select texts appropriate to the age and interests of your students.
- Select texts that are of high quality (award winners, excellent authors, high-quality illustrations).
- Plan selections so that you present a variety of cultures; help students see things from different perspectives.
- Choose texts that help students understand how people have responded to life's challenges.
- Consider books on the significant issues in the age group--peer pressure, friendship, families, honesty, racism, competition.
- Especially for younger readers, select texts that help them enjoy language--rhythm, rhyme, repetition.
- Select different versions of the same story to help students make comparisons.
- Evaluate the texts to be sure the ideas and concepts can be understood by your students.
- Plan selections that appeal to both boys and girls.
- Mix and connect fiction and nonfiction.
- Repeat some texts that have been loved by former students.
- Vary genres so that students listen to many different kinds of texts--articles, poems, fiction, informational texts.
- Select informational texts, even if they are long; you can read some interesting parts aloud and leave the books for students to peruse on their own.
- Choose texts that will expand your students' knowledge of others' lives and empathy.
- Choose texts that will help students reflect on their own lives.
- Select texts that you love and tell students about them.
- Select texts that build on one another in various ways (sequels, themes, authors, illustrators, topics, settings, structure).
- Link selections in ways that will help students learn something about how texts work.
- Select books that provide good foundations for minilessons in reading and writing.
- Consider the curriculum demands of your district; for example, link texts with social studies, science, or the cor literature program.
- Select several texts that help listeners learn from an author's style or craft.
- Select texts that offer artistic appreciation.
- Select fiction and nonfiction texts on the same general topics.
- Consider "text sets" that are connected in various ways--theme, structure, time period, issues, series, author illustrator, and genre.
Adapted from Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
March 13. 2017
Reading aloud to students is not a luxury, it's a necessity.
February 2. 2017
The Future of Literacy Education is HERE!
Heinemann and Fountas & Pinnell Literacy™ are pleased to announce the soon-to-be-released Fountas & Pinnell Classroom™, a cohesive, multi-text approach to literacy instruction for all students in grades PreK–6. The System is designed to support whole-group, small-group and independent learning opportunities including: interactive read-aloud, reading minilessons, shared reading, phonics/spelling/word study lessons, guided reading, book clubs, and independent reading collections. Fountas & Pinnell Classroom™ is rich with authentic texts, lessons or conferring cards, minilessons and professional tools & learning for a systematic, transformative approach to literacy instruction.
Click here to learn how Fountas & Pinnell Classroom™ will lift students' learning beyond the walls of the classroom with texts and a blueprint for teaching that create authentic experiences in reading, thinking, talking, writing, and reflecting to realize what it truly means to live a literate life.