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January 2. 2018

Twelve Tips for Powerful Teaching in Guided Reading Lessons

The following are some guiding principles that may help you get more power in your teaching:
  1. Notice the student's precise reading behaviors.
  2. Eliminate ineffective behaviors and help the reader do what proficient readers do. 
  3. Select a text on which the reader can learn how to read better- not too difficult and not too easy. 
  4. Teach the reader not the text.
  5. Teach the student to read written language not words.
  6. Teach for the student to initiate effective problem-solving actions. Use clear precise language that passes the control to the reader. 
  7. Only ask the student to do what you know he can do. 
  8. Don't clutter the teaching with too much talk. 
  9. Focus on self-monitoring and self-regulating behaviors so the reader becomes independent. 
  10. Build on examples of successful processing. 
  11. Teach for fast responding so the reader can process smoothly and efficiently.
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.
December 29. 2017

FAQ Friday: How Can LLI Be Integrated into FPC?

Q: How can Leveled Literacy Intervention (LLI) be integrated into Fountas & Pinnell Classroom (FPC)?

A: LLI supplements FPC for children who need something extra. All children should have high-quality classroom-based literacy instruction, and LLI is the most coherent supplementary literacy intervention to FPC for students that need extra support to achieve grade level proficiency.

December 22. 2017

FAQ Friday: Can a Child Look at the Book During the Comprehension Conversation?

Q: Can a child look at the book during the comprehension conversation?

A: Yes. One purpose of the Benchmark Assessment System is to give you information to guide your instruction. If a child has to look back as a reminder it doesn’t necessarily mean the child doesn’t understand or remember. Perhaps the child doesn’t feel confident in his or her memory or talking about the text without that confirming look. Reinforcement and prompts to talk about texts without always looking back may build the child's confidence. The teacher needs to know the student and note such observations of behaviors that provide evidence of thinking and analyze the child’s thinking at that point in time.

December 20. 2017

Ask Meli! December, 2017

It's time for school to break for the holidays, so Meli wanted to be sure to wish you all healthy, happy, and FUN days off! She received many letters over the past year, and every single one of them have filled her heart with joy. She's so happy to know that children all over the world are practicing their reading and writing, and enjoying it! Keep it up! 

Here are some questions from her friends at Woodland Elementary East in Gages Lake, Illinois. More...