January 26. 2017
Teaching in guided reading is precise and intensive; as a teacher, you are persistent in prompting students to initiate effective reading behaviors.
January 25. 2017
A good introduction to a text during discussion supports and sparks independent problem solving that helps students build self-extending systems.
January 24. 2017
Readers’ theater is a dynamic process that is easy to implement in elementary classrooms. It is a fast and engaging way of making any literary text a type of play. Readers’ theater allows students to interpret characters’ feelings and attributes; learn new vocabulary words and language structure; practice expressive reading for an authentic purpose; build oral expression and speaking skills; and engage in oral reading for an authentic purpose. Many readers’ theater scripts are downloadable from the Internet but here’s how you can create your own:
1. Select an appropriate fiction or nonfiction text.
2. Decide which parts to turn into a dialogue and narrative.
3. Have students work together to assign parts (characters and narrator).
4. Have students read the parts silently and think about how they will read them aloud.
5. Have students read the script a couple of times.
6. Have students read the script to others (optional).
Adapted from Guided Reading: Responsive Teaching Across the Grades by Irene C. Fountas and Gay Su Pinnell. © 2017 by Fountas and Pinnell.
January 23. 2017
Close teacher observations will help to identify the emphasis for teaching at each level.
January 20. 2017
When everyone in the school uses the same literacy tools/langauge as they move from observation to instruction, a common conversation occurs.
January 19. 2017
The Literacy Continuum enables teachers to attend to observable literacy behaviors, not simply the words in the book.
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.