December 2. 2016
A carefully selected text is a critical element in successful teaching of guided reading.
December 1. 2016
The act/process of reading and the reader's response through talk and writing are powerful tools for high-impact teaching. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
November 30. 2016
The primary purpose of assessment is to gather data to inform teaching.
November 29. 2016
All children need the opportunity for play and inquiry. A rich and
joyful early literacy environment in which reading, writing, and talking are
part of play, often become play. We must remember that children, especially
young children, learn through play. Play enhances language and literacy
learning. When your teaching is inquiry-oriented, you enable young children to
learn how to learn, investigate and discover new understandings, and pose
wonderings about the possibilities.
With two kinds of inquiry, information seeking and wondering,
children are immersed in constructive learning that results in an exciting,
meaningful expansion of knowledge that continues through life. Fountas and
Pinnell discuss the inquiry process in depth in their book, Literacy Beginnings.
Try these four simple steps of the inquiry process to guide your
teaching and propel literacy learning:
1. Playful Exploration (Notice, Wonder)
2. Define Questions (Plan for Observing)
3. Find Out (Investigate, Explore)
4. Share Learning (Discuss, Draw Conclusions)
November 28. 2016
The obvious truth about reading instruction is that students learn to read by reading—they learn to read well by reading with proficiency every day.
November 25. 2016
Students need to experience a variety of books at varied levels for a variety of purposes in a rich literacy system.
November 23. 2016
We want ongoing reading assessments to provide us with evidence that students are using systems of strategic actions across texts. The Fountas & Pinnell Literacy Continuum. © 2017 by Fountas and Pinnell.
November 22. 2016
Interactive read-aloud requires highly intentional teaching. As
you are choosing books for your read-aloud, above all, be sure that the story,
language, and illustrations are highly engaging to children. In using
interactive read-aloud as a teaching approach, you and your students will have
productive conversations about books if you follow these steps.
Try them in your next read-aloud.
1. Plan opening remarks: engage students’ active thinking
2. Stop to invite quick comments during reading: promote student
thinking within, beyond, and about the text.
3. Discuss the text after reading: attend to students overall
meaning, implications for learning, and attention to writer’s craft.
4. Plan an engaging, inquiry-based activity following reading
(art, writing, drawing, etc.).
Interactive read-aloud grows shared literary knowledge. The
read-aloud levels the playing field, ensuring that readers in the classroom
experience rich, interesting texts that are age and grade appropriate,
regardless of their independent and instructional reading levels. All students
can think and talk about the text even if they can’t read it for themselves.
Excerpted with adaptations from Literacy Beginnings and Teaching
for Comprehending and Fluency
November 18. 2016
Teaching children to read is the challenge & the responsibility of every teacher who enters the profession.
November 17. 2016
The success of any intervention ultimately depends on students being fully captivated by the books they read and write about.