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November 6. 2016

What is Responsive Teaching?


Now your classroom is all organized. You have assessed your students. You have formed your initial reading groups. Now it's time to teach! You've planned your learning tasks to hair-splitting detail. But are you prepared for when your students shift your instruction down a different path? Effective teaching requires your ability to observe your students and then turn your instruction in the direction your readers or writers take you, even if it wasn't planned. This is called responsive teaching.

In the second edition of Guided Reading: Responsive Teaching Across the Grades, Fountas and Pinnell have directed much of their focus toward responsive teaching. "No matter how well you plan and structure learning tasks, it’s the one-on-one interactions that inform the power and effectiveness in your teaching," (Fountas and Pinnell 2017). The key to effective teaching is your ability to make different decisions for different students at different times. Fountas and Pinnell urge teachers to "teach the child, not the book or program." 

Use Observation and Assessment to Inform Teaching Decisions

Fountas and Pinnell describe responsive teaching as "those moment-to-moment decisions that you make as you observe and analyze yourstudents' behaviors. It is the observation and analysis of the students' reading behaviors that informs your next teaching moves," (Fountas and Pinnell 2017). It's up to you to know the readers through observation. Those observations will inform you as to what books to select and what teaching decisions to make. In Guided Reading, Second Edition you will find a specific process you can use to gather student data, analyze it, and use it to set up a successful context within which you can teach successfully. The Literacy Continuum is also a powerful tool to plan for, guide, and assess teaching.

Hone Your Teacher Language

Responsive teaching requires your continual attention and reflection on your students' observable behaviors and the effects of your teaching decisions on their learning. One important element is the language you use to respond to the learner. "Over the years, we have grown in our realization that teacher language is all-important in responsive teaching. We want our statements, prompts, and questions to be as clear and precise as possible," (Fountas and Pinnell 2017). Fountas and Pinnell have developed a number of tools that will help you hone your language until it becomes internalized and you don't need to refer to the tools anymore. These tools include: The Literacy Continuum, Prompting Guide Part 1 for Oral Reading and Early Writing; Prompting Guide Part 2 for Comprehension; Genre Prompting Guide for Fiction; and Genre Prompting Guide for Nonfiction, Poetry, and Test Taking.

Use High-Quality Texts

In order to help students fall in love with reading, give them books they want to read. Students need access to a wide range of topics, themes, genres, and forms, as they participate in interactive read-aloud, shared reading, guided reading, book clubs, and independent reading. This also doesn't happen overnight. A high-quality text collection is built over time. Fountas and Pinnell provide suggestions on how to develop a rich text base to support literacy. "When students encounter responsive teaching in all literacy contexts, they get a powerful message: Reading is thinking," (Fountas and Pinnell 2017). 

To learn more how you can engage in responsive teaching that supports continued growth of your students, pick up a copy of Guided Reading, Second Edition.

"The responsive teacher provides differentiated instruction to meet the needs of each student. He observes readers and writers very carefully, weaving a valuable set of understandings about each. Then, in a continuously evolving process, he tailors his precise responses to the readers’ strengths and needs," (Fountas and Pinnell 2017).

~Jill Backman, Fountas & Pinnell Marketing Manager

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References:

Guided Reading: Responsive Teaching Across the Grades.© 2017 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.

The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching.© 2017 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.


Comments (1)

  • Reading Teach

    11/7/2016 7:33:11 PM | Reply

    We are looking to implement Calkins Reading Units next year.  I'm concerned that Guided Reading is not a part of this approach.  I'm curious if teachers using Calkins can share their experience regarding guided reading instruction.  Thanks!

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