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April 26. 2018

FAQ Friday: Do the Shared Reading Books in FPC Have Levels?

Q: Do the Shared Reading books in Fountas & Pinnell Classroom™ have levels?

A: No. The Shared Reading books are not leveled. Leveled books are ONLY meant to be used in guided reading instruction and to guide students during independent reading.

In the early years, shared reading provides easy entry into behaving like a reader. It helps students understand how to find and use information from print—directional movement, one-to-one correspondence, words and letters, and the whole act of reading and understanding a story or nonfiction text. As readers become more proficient, shared reading continues to offer opportunities for more advanced reading work than students can do independently. Supported by the group, they can take on more complex texts; and, with your teaching, they can learn a great deal which they can then apply in guided and independent reading.

The guided reading books in FPC were created and leveled according to the text characteristics in the Guided Reading section of The Literacy Continuum. The guided reading section is organized by the F&P Text Level Gradient™, A–Z+. The Shared Reading books were created according to the text characteristics in the Shared Reading section of The Literacy Continuum, which is organized by grade level, not by levels according to the gradient. The characteristics upon which the Shared Reading books were created are different from that of the guided reading characteristics so they cannot be leveled according to the gradient.

The accompanying smaller books should only be used for independent reading, not guided. The children are meant to be encouraged to reread them after the Shared Reading lesson in order to practice. They cannot be used in guided reading because they are not created according to guided reading characteristics, and therefore would not correspond with any level on the F&P Text Level Gradient™.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

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.

Interactive Read-Aloud

Within each FPC Interactive Read-Aloud lesson there is a section called Respond to the Text. Here, you can give students an opportunity to share their thinking about the text you have just read through shared writing, interactive writing, or independent writing. Reading Minilessons There are four types of minilessons within The Reading Minilessons Book—Management, Literary Analysis, Strategies and Skills, and Writing About Reading. The Writing About Reading minilessons are concise, explicit lessons with a powerful application in building students’ independent reading competencies. The Writing About Reading minilessons introduce the reader’s notebook and help students use this important tool for reflecting on their reading and documenting their reading life for the year. Also, within the other types of reading minilessons, there are optional suggestions for extending the learning of the minilesson over time or in other contexts in an optional section called, Extend the Lesson. Finally, the last page of many of the umbrellas there is a section called Link to Writing where students are offered suggestions for writing/drawing about reading in a reader’s notebook.

Shared Reading

Each lesson in the FPC Shared Reading Collection has a section called Respond to the Text. This is where you can expand students’ thinking about the reading with suggestions that include art activities, drama, research, and shared or interactive writing.

Independent Reading

After conferring with a student about the book he is reading and learning his thoughts on the text, you may want to encourage him to expand his thinking about the book through writing or drawing. The Conferring Cards that accompany each title within the FPC Independent Reading Collection has Writing About Reading Prompts. You can choose or modify these prompts that would best support and extend the student’s understanding of the text.

Phonics, Spelling, and Word Study

Fountas and Pinnell believe that explicit phonics instruction should be both out of text (outside of reading instruction) and in text (embedded within reading instruction). Both can be systematic; both can be explicit; both are essential. The lessons within the Phonics, Spelling, and Word Study System provide explicit phonics instruction out of text, but each lesson provides suggestions for extending the learning through explicit instruction in text. For example, they include specific suggestions to use in interactive read-aloud, shared reading, guided reading, modeled writing, shared writing, interactive writing, and independent reading and writing.

Guided Reading

Each lesson in the FPC Guided Reading Collection has an optional Writing About Reading section. This section offers suggestions for students to reflect and expand their thinking on the book they are reading, through shared, interactive, and independent writing activities. Choose topics that evoke the most interest and conversation.

Book Clubs

Occasionally teachers may want to encourage students to expand their thinking about a book they have just read through writing in their reader’s notebooks. Each Discussion Card in the FPC Book Club Collection provides suggested topics that the teacher can give students to reflect and expand on through writing, after the discussion.

By connecting learning across these instructional contexts, you ensure that students make connections to the texts that they're reading and writing about and find authentic application for their learning. When students spend their time thinking, reading, writing, and talking every day, they get a message about what is valued in your classroom and they begin to develop their own values. The act/process of reading and the reader's response through talk and writing are powerful tools for high-impact teaching.

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/
March 9. 2018

FAQ Friday: Do the Fountas & Pinnell Classroom™ Shared Reading Books Have Levels?

Q: Do the Fountas & Pinnell Classroom™ Shared Reading books have levels?

A: The books in the Fountas & Pinnell Classroom™ Shared Reading Collection do not have levels. Levels are only used in guided reading instruction.

In the early years, shared reading provides easy entry into behaving like a reader. It helps students understand how to find and use information from print—directional movement, one-to-one correspondence, words and letters, and the whole act of reading and understanding a story or nonfiction text. As readers become more proficient, shared reading continues to offer opportunities for more advanced reading work than students can do independently. Supported by the group, they can take on more complex texts; and, with your teaching, they can learn a great deal which they can then apply in guided and independent reading.

December 8. 2017

FAQ Friday: How are phonics and word study integrated into Fountas & Pinnell Classroom™?

A: Phonics, spelling, and word study are woven into the various instructional contexts within Fountas & Pinnell Classroom™ (FPC) including:

Phonics, Spelling and Word Study System: The lessons in this system are systematic, and sequenced with built-in flexibility for teachers to choose which minilessons to use and when, according to the needs of the students. Each “Teach” activity within the minilessons is designed for use with the whole class, and the “Apply” activity could be used with a small group, pair, or an individual student. All of the revised lessons are derived and connected to principles from The Fountas & Pinnell Comprehensive Phonics, Spelling and Word Study Guide, which reflects the specific behaviors related to the nine areas of learning for letters, sounds, and words that children develop over time:

  1. Early Literacy Concepts
  2. Phonological Awareness
  3. Letter Knowledge
  4. Letter-Sound Relationships
  5. Spelling Patterns
  6. High-Frequency Words
  7. Word Meaning/Vocabulary
  8. Word Structure
  9. Word-Solving Actions

FPC Shared Reading Collection: The lessons in the FPC Shared Reading Collection include suggested Phonological Awareness/Phonics/Word Study goals taken from The Literacy Continuum that the text used in the lesson will support the teacher in helping students achieve.

FPC Guided Reading Collection: The goals embedded within the FPC Guided Reading Collection lessons apply the principles from The Fountas & Pinnell Comprehensive Phonics, Spelling and Word Study Guide. In addition, an important component of each FPC Guided Reading Collection lesson are brief, but focused attention to words and how they work in the form of an embedded phonics activity that is based on the Planning for Letter and Word Work After Guided Reading feature from the Guided Reading continuum in The Literacy Continuum.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>


November 21. 2017

Teacher Tip: Organizing Your Classroom for Shared Reading

As you arrange your classroom for shared reading, be sure to accommodate children so that every child can see the big book or chart. Store texts and tools nearby for easy access.

Texts:

  • large print books
  • projected texts
  • shared/interactive writing texts
  • small copies of large texts

Tools:

  • easel
  • plain pointer
  • Wikki Stix®
  • word cards
  • highlighter tape
  • magnetic letters
  • whiteboard
  • pocket chart
  • word masks of various sizes
  • markers
  • correction tape and sticky notes
  • computer and screen, or document camera, to project an image
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.

November 3. 2017

FAQ Friday: How Long is a Shared Reading Lesson?

Q: How long is a Shared Reading lesson?

A: You should spend 10 minutes each day doing shared reading, and each shared reading book should be revisited several times over multiple days.  How many days you stay with a book depends on how engaged the students are with the text.

Example lesson:

  • Day/sitting 1– teacher reads and discusses text to the children and children read the whole text with the teacher
  • Day/sitting 2 – children read the text with the teacher (may be for a different purpose or the same as the day before) and discuss
  • Day/sitting 3 or more – children read the text with the teacher for various purposes until the teacher feels it is time to move to another book.

There is not just one way to do shared reading and it is not really a straight linear progression.  You may revisit a book more than once and target something different each time.  You can also reread the same book during a different sitting in the same day.

August 1. 2017

4 Tools to Support Shared Reading Instruction

Every teacher needs tools to support their instruction. In shared reading, the following key tools will be helpful to support your lesson as you read and teach from an enlarged text on an easel. You may wish to store these materials nearby for easy access.

  • Plain pointer: A thin dowel rod with the tip painted red or with a pencil eraser on the end works well for drawing children’s eyes to the print and features that you are discussing.
  • Wikki Stix®: These sticky plastic sticks can be formed into letters or used to underline or circle words or letters. They adhere to the pages of a book, are easily removed, and can be reused.
  • Highlighter tape: You may wish to have several colors of tape to help readers identify various elements of print. For example, you may wish to use different colors to draw attention to various spelling patterns or types of punctuation.
  • Masking card: Available in Online Resources in various sizes, masking cards bring sharp attention to words within continuous text. The mask places a frame around a word so that children can isolate and concentrate on it.

For a complete list of tools you may wish to have on hand, see page 26 in the Fountas & Pinnell Classroom System Guide (available Fall 2017) or pages 65–66 in Guided Reading: Responsive Teaching Across the Grades.

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.

June 30. 2017

Here’s HOW to Order Fountas & Pinnell Classroom™

It's finally here! Fountas & Pinnell Classroom™ is no longer just a glimmer in our eye. The beautiful books are NOW being printed and assembled with the lessons. It's getting ready to fill your shelves and enhance your instruction. More...