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August 20. 2018

Teacher Tip: Work Actively to Create Inclusion

It is not enough to create acceptance; you also have to work actively to include students. Take the attitude that all students in the class have much to learn from each other; they have the responsibility and opportunity to help their peers learn. 

Walk into your empty classroom. Does it extend a welcome to every student? Are their names prominent? They should see themselves and their work on the walls. Work hard to pronounce their names correctly. Ask also for their name in their native language. They will enjoy helping you, and in the process, you are communicating not only that they are important, but also that you value their languages even if you cannot speak them. For example, if you are reading aloud or talking about a new word, ask students how the word would be said in another language (like Spanish or Urdu). You can easily put common phrases like “please and thank you” or “good morning” on the wall in every language represented in your classroom. All students will enjoy using a bit of another language.

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.

July 13. 2018

FAQ Friday: How Does FPC Support ELLs?

Q: How does Fountas & Pinnell Classroom support English language learners?

A: Each lesson in FPC contains numerous suggestions for modifying or scaffolding instruction to support English learners in processing the text, using language to participate in discussions, and benefiting from the teaching.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

May 14. 2018

Teacher Tip: How to Support English Learners in Reading Minilessons

English learners thrive in a predictable and organized classroom – one in which they know what to do and hear consistent messages every day. Management minilessons help create and reinforce a predictable learning environment in which English learners can focus attention on expanding language, reading, and writing in a safe environment.

From The Literacy Quick Guide: A Reference Tool for Responsive Literacy Teaching by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2018 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

March 27. 2018

Teacher Tip: Support English Language Learners Through Multiple Modes of Communication

To support English language learners, you will not want to depend solely on oral language, especially with children who have newly arrived from another country and have very limited understanding of English. Think what it is like to listen to a string of directions and remember them; then think what it would be like to listen to it in a language that you are only beginning to learn. Use other means of communication:

  • Act it out.
  • Demonstrate explicitly what you want students to do.
  • If it's complicated, have them "walk through it," acting out what they will do (or have a few students demonstrate while others watch).
  • Seek the support of another student who also speaks the student's primary language (if possible).
  • Use pictures and symbols.
  • Provide it in simple writing accompanied by illustrations if necessary.
  • If at all possible, learn some key words in the child's language.

From When Readers Struggle: Teaching That Works by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2009 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.