April 26. 2017

VIDEO: A Closer Look into Fountas & Pinnell's Guided Reading, Second Edition

Since the 1996 release of their wildly successful book, Guided Reading: Good First Teaching for All Children, Irene C. Fountas and Gay Su Pinnell have done extensive work in schools all over the country and had many interactions with teachers from all over the world. From these collaborations, a conversation about responsive teaching was sparked. And twenty years after their first publication, their new book, Guided Reading: Responsive Teaching Across the Grades, Second Edition, was born.


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April 25. 2017

Six ways to help English language learners benefit from shared reading: A Teacher Tip from Fountas and Pinnell

From the very simple texts that kindergartners and first graders read in a shared way to the more sophisticated poems and readers' theater texts that upper elementary and middle school students enjoy, shared and performed reading are highly productive for English language learners. Here are some suggestions for helping English language learners benefit from shared and performed reading:

  1. Select texts for shared reading that have simple, easy sentences. Learning a new language is much more than decoding words. English language learners are learning new syntactic structures, and they need to absorb simple sentence patterns before they go on to complex ones. 
  2. Once a shared reading text is learned, it becomes a language resource for your students. You can use it as an example, revisiting the text to help children remember specific words or phrases. Individuals can refer to it to recall vocabulary or pattern their own writing after the language structures.
  3. Rhythmic and repetitive texts are beneficial to English language learners. The repetition will give them maximum experience with the syntax of English and will help them develop an implicit understanding of noun-verb agreement, plurals, and other concepts.
  4. Personal poetry books made up of poems used in shared reading are texts older learners can return to again and again to revisit meaning, vocabulary, and language structures. Rereading this material, even overlearning it, will support fluency.
  5. If you are able to find some traditional rhymes or songs from students' own languages, you can use these for shared and performed reading. If they are not too complicated, all students will enjoy reading them in a shared way. 
  6. English translations of traditional rhymes or songs in students' native languages are a great resource. Try "echo" reading with one group reading a line in English and the other group echoing the line in the other language.


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. 

April 18. 2017

RECAP of 4/17/2017 Twitter Chat on Putting Shared Reading into Action with Fountas & Pinnell Classroom™


On Monday, May 4, Heinemann hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and Gay Su Pinnell about the role of Shared Reading in their newest system, Fountas & Pinnell Classroom™ (FPC). People from all over the country followed along in order to learn more about putting Shared Reading into action with this exciting, first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. Followers engaged in a discussion about many different angles of Shared Reading, including its importance to young readers and how it is used within a classroom literacy system. Heinemann also interviewed Fountas and Pinnell about some of features in the Shared Reading component of Fountas & Pinnell Classroom™. Followers learned about what makes the books special and what they can expect to see in the lessons that accompany each authentic book. Some favorite tweets included: More...


April 18. 2017

Three Tips for Selecting Texts for Shared Reading: A Teacher Tip from Fountas and Pinnell

In August of this year, there will be a beautiful collection of authentic, original Shared Reading books available for sale with the new Fountas & Pinnell Classroom(TM). In the meantime, here are three tips on how to select texts you can use for Shared Reading in your classroom community.

The first consideration is that the text for shared reading should be worth reading and rereading. The content, the story, and the language must engage the readers. In selecting texts, consider the readers' ages, previous experiences, and levels of expertise in processing text. What may seem too difficult for beginning readers becomes available because of teacher support, and because the texts are so engaging. Consider stories, poems, chants, and songs as well as fascinating informational books.

  1. Choose texts that provide early experiences with print. Children in preschool and kindergarten generally need a simple text with bold, colorful illustrations and engaging content. To get started, choose a text with only one line of print per page with clear spaces between words. Print and illustrations should be clearly separated. In fiction, select simple stories and nonfiction topics that are close to students' own experiences. The language should have some repetition with simple structures. You can also use simple four- or five-line poems for shared reading with young children. After a couple of readings, the rhyme and rhythm carry the readers along. It is easy to read when supported by the group and the teacher's pointer. 
  2. Choose texts that lead the development of an early reading process. Select enlarged texts that are just beyond those that most children can process in guided reading. Students can read more lines of print and more complex stories or informational books with more text. These books should still have some repetition or longer repeating patterns, and language that engages students. 
  3. Choose texts that promote the construction of meaning and the development of language. All high-quality texts support students' attention to the construction of meaning and the talk that surrounds it. Shared reading promotes opportunities for meaningful talk and the development of language structures. Wordless picture books have enormous potential for productive work in shared reading; children can engage in meaning making even without print. 
Adapted 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.