February 8. 2017
Without a system of gaining information about each reader, you will be teaching without the children.
February 7. 2017
You need to make your instruction count when you are helping struggling readers learn how to look at letters. Here is a list of some general suggestions you can use during word study, reading, or writing. Use these ideas every time there is an opportunity.
1. Be sure that letters are clearly printed in black or dark print on white or cream paper.
2. Be sure that readers are at all times able to see the print in word study lessons or in shared or interactive writing.
3. For beginning readers and writers (and children who are having difficulty), select texts with a consistent and clear font.
4. Use a verbal description of letter formation (the "verbal path") to help children learn features of text.
5. Use a variety of ways to draw children's attention to the features of letters.
6. Provide kinesthetic experiences that help children learn directionality and the distinctive features of letters. (colored plastic letters, making letters in sand or salt, sandpaper letters)
7. Use magnetic letters to help children feel letter features as they sort them and build words.
8. Vary the ways children view letters as they read or write them.
9. Emphasize looking at the letters in words from left to right.
10. Create strong references that will help children keep the letter and a key word beginning with the letter in mind. (Alphabet Linking Chart)
Excerpted from When Readers Struggle: Teaching That Works by Irene C. Fountas and Gay Su Pinnell. Copyright (c) by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
February 6. 2017
Observations and analytic thinking are essential because they make it possible for you to do your most powerful teaching.
February 3. 2017
If you use facilitative talk frequently, you will internalize it and use it naturally to respond to the behaviors you observe.
February 2. 2017
The goal of guided reading is to teach students how to engage in strategic actions that they can apply the next day and the days thereafter.
January 31. 2017
The following are some guiding principles that may help you get more power in your teaching.
- Notice the student’s precise reading behaviors.
- Eliminate ineffective behaviors and help the reader do what proficient readers do.
- Select a text on which the reader can learn how to read better- not too difficult and not too easy.
- Teach the reader not the text.
- Teach the student to read written language not words.
- Teach for the student to initiate effective problem-solving actions.
- Use clear precise language that passes the control to the reader.
- Only ask the student to do what you know he can do.
- Don’t clutter the teaching with too much talk.
- Focus on self-monitoring and self-regulating behaviors so the reader becomes independent.
- Build on examples of successful processing.
- Teach for fast responding so the reader can process smoothly and efficiently.
For more, check out http://www.fountasandpinnell.com/guidedreading/
January 30. 2017
If you use facilitative talk frequently, you will internalize it and use it naturally to respond to the behaviors you observe..
January 27. 2017
Facilitative language is an important factor in the development of self-initiating, self-regulating behaviors.
January 26. 2017
We have received a lot of questions from teachers recently about how the Fountas & Pinnell Leveled Literacy Intervention Systems differ from guided reading. Here is a rundown of what they are, how they are alike, and how they differ. “We believe that a literate life is the right of every child, and most children need expert teaching to have access to that life,” (Fountas and Pinnell 2017).
What is Guided Reading?
Guided reading is one component of a comprehensive language and literacy framework for classroom instruction; it is not the only context that contributes to a student’s reading growth. Across many contexts, students receive instruction in reading comprehension, phonics/word study, and writing. The texts should be accessible to each student in the group with the support of skilled teaching, which means that the text should offer some challenges. Each lesson should show students how to “think like readers and expand their in-the-head network of systems of strategic actions,” (Fountas and Pinnell 2017).
What is LLI?
LLI is a literacy intervention system for students who find reading and writing difficult. The objective is to bring struggling readers and writers to grade-level competency. LLI is a systematically designed, sequenced, short, supplementary lesson that builds on high-quality classroom instruction. The instruction is highly concentrated in reading, writing, and phonics. Even with many high-quality literacy opportunities, some students struggle with literacy learning. LLI gets them back on track so they can benefit fully from classroom instruction. Its goal is to give students the boost they need to read at the same level as their peers.
How are they the same?
• Both guided reading and LLI are daily, small-group instruction that helps students develop proficient systems of strategic actions for reading.
• The purpose of both guided reading and LLI is to develop a deep understanding that blossoms into an appreciation of the craft of writing, expansion of thinking, and increased enjoyment, which are goals for every year of school.
• Benchmark Assessment Systems should be used to determine the instructional level for each student in both LLI and guided reading.
How are they different?
• Purpose. LLI is meant to supplement classroom instruction, whereas guided reading is differentiated classroom instruction.
• Students. Guided reading is used with all students while LLI is used with readers who are having difficulty and are reading below grade level.
• Duration. LLI is a temporary, short-term intervention (10 to 24 weeks depending on which system is being used), while guided reading is ongoing across elementary school years.
• Materials. Leveled books are used for both guided reading and LLI. The texts in LLI, however, are designed specifically for the system and placed in a preplanned sequence, while the leveled texts for guided reading are selected by the teacher for the group.
• Grouping. In guided reading, students who are similar in their reading development are placed in small groups of 4 to 8. In LLI, students are also grouped according to similar instructional levels, but in groups of 3, moving up to a maximum of 4 for upper grades.
• Time. In guided reading, lessons should take approximately 15 to 25 minutes daily, while LLI lessons are 30 minutes daily, stretching to 45 minutes for upper elementary grades.
• Teacher. Guided reading lessons are given by the classroom teacher. LLI lessons can be given by classroom teachers, but are usually done by an interventionist or literacy specialist.
For more information on LLI and Guided Reading resources, visit www.fountasandpinnell.com.
~The Fountas & Pinnell Team
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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.