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September 15. 2017

NEW! Alignment of Common Core State Standards for English Language Arts and The Fountas & Pinnell Literacy Continuum, Expanded Edition

This document is organized to show the close connection between each of the continua in the Fountas & Pinnell Literacy Continuum and the Common Core State Standards for English Language Arts & Literacy. Both the Standards and The Literacy Continuum aim to take the complex work of reading, writing, and communication, and provide descriptions of what students will know and be able to do. They also acknowledge the fact that engaging in authentic literacy experiences can address multiple areas of literacy and language learning. Both resources stress the importance of engaging with a variety of increasingly complex texts, in multiple genres to grow capacity as readers, writers, and communicators. The Standards and The Literacy Continuum both also note that student learning is expected to grow over time, with students holding on to understandings and building upon them. 

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September 13. 2017

Daily Lit Bit - 9/13/17

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 12. 2017

How to Design Your Classroom to Build a Strong Community

Your classroom is a place where students learn how to read, write, and expand all of their language skills, but it is much more. It is a laboratory where they learn how to be confident, self-determined, kind, and democratic members of a community. The design of a classroom supports the building of community. Although the materials and organization of space will vary from grade to grade, here are 6 characteristics of classrooms that build strong communities.

  1. Welcoming and Inviting. Bright colors, beanbag chairs, and lamp all help to create a welcoming space. The intention is not to fill the room with furniture, but you do want to create a pleasant, comfortable place for students.
  2. Organized and Tidy. Clutter increases stress. The more organized the classroom, the more independent your students will become, the less of your time they will require, and the more time you will have for teaching. Materials should be clearly organized and labeled, and the work that takes place in each area should be visible at a glance.
  3. Rich with Materials. Fill your classroom with books, writing tools, art materials, manipulatives, references, computers, tablets, and other technological resources. This can be difficult criterion to meet because it depends on the resources of the school district. But, at least where books are concerned, you can increase their richness by visiting garage sales, checking out books from libraries, asking parents and friends to donate, writing for grants, and appealing to the business and social community.
  4. Includes Group Meeting Space. If you want to form a community, students must have a place to meet together and talk every day. For young children, a colorful rug with space enough to accommodate the class sitting on the floor in rows or in a circle. Older students can also sit on the floor in a circle or they can move chairs from their tables to make a circle in the same area.
  5. Includes Personal Space. Instead of individual desks, many teachers use tables or desks that can be combined in flexible ways. But students also need a personal space. If they do not have a desk, they can have a cubby or personal book box where they keep personal documents like a reader's notebook, writer's notebook, independent reading books, etc.
  6. Shows What is Valued. A classroom must be alive with student work. You can start the year with relatively blank walls because your students are going to fill them with a variety of products that show student input and student wrok. The greatest motivation you can give your students is to display their work. Change displays as the year progresses. And at the end of the year, let students take them home. You'll be starting again with a new group.

From Guiding Reading: Responsive Teaching Across the Grades by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

September 8. 2017

Fountas & Pinnell Classroom™ Online Resources are Now Available!

Fountas & Pinnell Classroom™ is arriving in classrooms all over the country, finally getting into the hands of teachers and students who can begin their literacy-learning journey! The Online Resources that are included in the FPC Collections are now available. To access your Online Resources, go to the new navigation bar at the top of the page and register using the access code found on the inside front cover for your FPC Collection Guide(s).

September 7. 2017

Go Paperless with the Fountas & Pinnell Reading Record App

The Fountas & Pinnell Reading Record App is an efficient alternative to taking a reading record on paper. The app accurately analyzes reading and accuracy rate, self-correction ratio, and fluency and comprehension scores to reveal students’ progress, and the results sync wirelessly to the Online Data Management System.

In the video below, watch how the Fountas & Pinnell Reading Record App provides greater convenience for iPad® users taking assessments. 

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