January 18. 2017
Skilled observers note the precise language/literacy behaviors students reveal and understand how it reflects the students' literacy processing system. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
January 17. 2017
Text introductions are critical. You need to provide just enough information to ensure that students will be able to problem-solve or process increasingly challenging texts successfully. Your job is to unlock the text, make it more accessible, and then allow readers to use their "in-the-head" systems of strategic actions to think about and problem-solve their way through the text.
The introduction should be conversational. The way you shape the conversation can help you attend to anything your students need to know how to do in relation to the text. You want to provide scaffolds that will enable readers to access the full meaning, the language, and the print.
Try this: As you plan your brief introductions, think about the reading process, the demands of the text, and the readers' strengths and needs.
Refer to Teaching for Comprehending and Fluency for suggested teaching moves to support comprehending and fluency in text introductions.
January 16. 2017
With observation and strong teaching, students will develop and build their reading power capacity to process and deeply understand new texts. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
January 13. 2017
Responsive teaching are those moment-to-moment decisions that teachers make as they observe and analyze their students’ behaviors. Guided Reading, Second Edition. © 2017 by Irene C. Fountas and Gay Su Pinnell.
January 12. 2017
It is the observation and analysis of the students’ reading behaviors that informs your next teaching moves. Excerpted from Guided Reading, Second Edition. © 2017 by Irene C. Fountas and Gay Su Pinnell.
January 11. 2017
When teachers with a common vision work together over time, and have the lift of excellent professional learning, they develop a common knowledge about the nature of learning.
January 10. 2017
Guided reading is not a static concept; the materials, teacher decisions,
and interactive framework change over time as students grow in knowledge,
skill, and independence, and teachers become more experienced. Fountas and
Pinnell believe that teacher expertise and the professional development that
supports it is the only way to raise student achievement. High-quality, highly
effective implementation of guided reading involves a process of
Each time you work with a small group of students, you can learn a
little more and hone your teaching skills. For example, in guided reading
lessons, the goal is to teach the reader, not the text.
Think about how your language interactions with
readers support the ability of each student to initiate problem-solving
actions. Ask yourself: How does my language support pass control to the reader?
What have I taught the readers how to do today that they will be able to do
with other texts? Remember, reflective teaching is rewarding because you are
learning from teaching.
To read more about guided
reading, and to ponder the challenges and opportunities that come from its implementation, pick up a copy of the NEW Guided Reading, Second Edition.
You can also sign up for a FREE LIVE Webinar with Fountas and Pinnell on January 11 at 4:00 p.m. where the focus will be on teaching for comprehension across guided reading lessons. And don't forget to join us the next night on January 12 at 8:00 p.m. for a LIVE Twitter Chat with Fountas and Pinnell using #FPLiteracy to discuss more on Guided Reading!
Excerpted and adapted from "Guided Reading: The Romance and the
Reality published in Reading Teacher," (Dec/Jan 2012)
January 9. 2017
We enter texts with expectations that have everything to do with our enjoyment, appreciation (or dislike), and the meaning we take from them. Genre Study. © 2012 by Fountas and Pinnell.
January 6. 2017
Observation of literacy behaviors should drive your next teaching move.
January 5. 2017
High-impact teaching occurs when teachers understand what proficient readers and writers know how to do.