October 3. 2016
The continuum does not represent neat "stages" of learning. Readers vary in what they give attention to and enjoy. And they are all different from each other. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
September 30. 2016
Assessment is the key factor in reaching the below-level reader in the upper grades. Teachers must be able to discuss effective and ineffective reading behaviors, as well as how text being read by students may or may not be supportive of new learning.
September 29. 2016
A teacher of guided reading does not have to wait for the results of end-of-year testing to know that the instruction is successful.
September 28. 2016
Responsive teaching brings the teaching to the child.It's not about fitting the children into a preconceived slot or sequence, but finding out what that student is interested in, what motivates them, what their hopes and desires are.
September 27. 2016
The ability to observe, analyze, and interpret reading behavior is foundation to effective teaching.
September 26. 2016
We know that teachers are individuals, and of course, you develop your own individual styles. But in pursuit of coherence, hold some things in common across the school for the benefit of student learning.
September 23. 2016
Learning does not occur in stages but is a continually evolving process. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
September 22. 2016
Educators must develop a culture of collaboration within the school. The school should be more like a community. This can happen if teachers work together toward this common vision of what literacy progress looks like.
September 21. 2016
Rather than teach the level or book, notice and use
behavioral evidence to guide your next teaching move.
September 20. 2016
Assessment must result in informed teaching. Assessment is not teaching; it is gathering information for teaching.