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April 4. 2018

Daily Lit Bit - 4/4/18

School shouldn't be a place where everything is leveled. It should resemble a library or a bookstore where books are categorized by author, by topic, by genre, anything that would interest readers. We want the readers not to see themselves as a level, but as people who are choosing books that interest them and that they want to read.

April 2. 2018

Teacher Tip: Have Children Match and Sort Letters

Children's first efforts at matching and sorting may be with letters of different shapes or colors, but they can soon learn to sort letters, match letters, find letters with features in common such as tails, circles, short sticks, tall sticks, tunnels, dots, capitals, and so on. Their time spent sorting letters in a myriad of ways is essential to learning how to look at print in the early levels. They need to develop fast, flexible recognition of letters. Begin with just a few letters rather than all twenty-six, and concentrate on the lowercase letters and get the children to develop speed in matching or sorting.

From Guided 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.

March 29. 2018

Ask Meli! March, 2018

Meli hopes that you are all having a great school year! She reads lots of letters every day and is so happy that you take the time to write to her.

Read on to see Meli's answers to questions from her friends in Paramus, NJ!

Q: Dear Meli, Do you get along with your chickens? What is your favorite dog? What is your favorite fish? What is your favorite sport? What is your favorite park? What is your favorite color apple? - Antonio

 Hi Antonio! Thank you for all of your questions! Since red is my favorite color, I would have to pick red apples! My favorite dog is a West Highland Terrier, since that's what I am!

Q: Dear Meli, Hi my name is Daniela. What is your favorite color? My favorite color is pink. Are you naughty sometimes? I am not naughty ever. Do you know what shh means? Do you have a brother or sister? I have a brother named Antonio, he is my twin. I hope you send me back. I love you Meli. Love Daniela

 Hi Daniela! I love your letter! My favorite color is red, like my ball! Sometimes when I play outside I chase birds and rabbits, even though I'm not supposed to. Keep reading! Woof! Meli

Q: Dear Meil. Hi my name is Lauren. I'm wondering where Meli sleeps? What do you eat? What's your favorite color? Do you have sisters or brothers?

 Hi Laruen! Thank you so much for your letter! My favorite food is cantaloupe, but I also love baby carrots, peaunut butter and dog cookies. I like to take naps in my dog bed and my favorite color is red. Keep reading! Woof! Meli

Q: Dear Meli. Hi! My name is Anika. We just finished reading the Problem with Meli. Do you fight with your parents? What is your favorite color? My favortie color is silver. Is Meli a teenager? What kind of dogs do you like? I like puppies. Puppies are cute. Do you like fruits and vegetables? I like Meli. Meli is so cute. 

 Hi Anika! I loved reading your letter! My favorite color is red, like my ball! I am 11 years old, so I'm not a teenager yet! I like fruits and vegetables. Cantaloupe and baby carrots are my favorite! Keep reading! Woof! Meli

Meli wants to know your favorite book character! You can let her know in your letters along with any more questions. And don’t miss the NEW Meli books in the Fountas & Pinnell Classroom™ Guided Reading Collection!

Please be sure to send your letters to Meli c/o The Fountas & Pinnell Literacy™ Team, 361 Hanover St., Portsmouth, NH 03801. And Tweet your questions to @FountasPinnell with #FPAskMeli.

See you soon!

~Meli and The Fountas & Pinnell Literacy™ Team

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/ 

March 29. 2018

FAQ Friday: What is the Difference Between Guided Reading and LLI?

Q: What is the difference between guided reading and Leveled Literacy Intervention (LLI)?

A: 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. Guided reading specifically helps students develop proficient systems for strategic actions for reading.

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.

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.

March 23. 2018

Writing Opportunities Within Fountas & Pinnell Classroom™

Students learn to write by writing. While the names Fountas and Pinnell have become synonymous with reading instruction, they believe that both reading and writing are what make up a comprehensive literacy design. Opportunities for students to write within and outside of the context of reading are woven throughout their new system, Fountas & Pinnell Classroom™ (FPC). Read on to learn how.

Fountas & Pinnell Classroom is made up of seven instructional contexts: interactive read-aloud, shared reading, guided reading, book clubs, independent reading, phonics, spelling, and word study, and reading minilessons. Below is a breakdown of how writing is incorporated into each of those contexts.

Interactive Read-Aloud

Within each FPC Interactive Read-Aloud lesson there is a section called Respond to the Text. Here, you can give students an opportunity to share their thinking about the text you have just read through shared writing, interactive writing, or independent writing. Reading Minilessons There are four types of minilessons within The Reading Minilessons Book—Management, Literary Analysis, Strategies and Skills, and Writing About Reading. The Writing About Reading minilessons are concise, explicit lessons with a powerful application in building students’ independent reading competencies. The Writing About Reading minilessons introduce the reader’s notebook and help students use this important tool for reflecting on their reading and documenting their reading life for the year. Also, within the other types of reading minilessons, there are optional suggestions for extending the learning of the minilesson over time or in other contexts in an optional section called, Extend the Lesson. Finally, the last page of many of the umbrellas there is a section called Link to Writing where students are offered suggestions for writing/drawing about reading in a reader’s notebook.

Shared Reading

Each lesson in the FPC Shared Reading Collection has a section called Respond to the Text. This is where you can expand students’ thinking about the reading with suggestions that include art activities, drama, research, and shared or interactive writing.

Independent Reading

After conferring with a student about the book he is reading and learning his thoughts on the text, you may want to encourage him to expand his thinking about the book through writing or drawing. The Conferring Cards that accompany each title within the FPC Independent Reading Collection has Writing About Reading Prompts. You can choose or modify these prompts that would best support and extend the student’s understanding of the text.

Phonics, Spelling, and Word Study

Fountas and Pinnell believe that explicit phonics instruction should be both out of text (outside of reading instruction) and in text (embedded within reading instruction). Both can be systematic; both can be explicit; both are essential. The lessons within the Phonics, Spelling, and Word Study System provide explicit phonics instruction out of text, but each lesson provides suggestions for extending the learning through explicit instruction in text. For example, they include specific suggestions to use in interactive read-aloud, shared reading, guided reading, modeled writing, shared writing, interactive writing, and independent reading and writing.

Guided Reading

Each lesson in the FPC Guided Reading Collection has an optional Writing About Reading section. This section offers suggestions for students to reflect and expand their thinking on the book they are reading, through shared, interactive, and independent writing activities. Choose topics that evoke the most interest and conversation.

Book Clubs

Occasionally teachers may want to encourage students to expand their thinking about a book they have just read through writing in their reader’s notebooks. Each Discussion Card in the FPC Book Club Collection provides suggested topics that the teacher can give students to reflect and expand on through writing, after the discussion.

By connecting learning across these instructional contexts, you ensure that students make connections to the texts that they're reading and writing about and find authentic application for their learning. When students spend their time thinking, reading, writing, and talking every day, they get a message about what is valued in your classroom and they begin to develop their own values. The act/process of reading and the reader's response through talk and writing are powerful tools for high-impact teaching.

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/