February 17. 2017
Text analysis and close observation of behaviors are the most important resources for your moment-to-moment teaching in guided reading.
February 16. 2017
You select language in response to the reading behaviors you observe.
February 15. 2017
Assessment is not teaching; it is gathering information for teaching.
February 14. 2017
Comprehending the fullest meaning of a text is the goal every time we read anything. We do not teach comprehension by applying one strategy to one book during one lesson: we help students learn how to focus on the meaning and interpretation of texts all the time, in every instructional context, each instance contributing in different ways to the same complex processing system. Below are some suggestions for you and your colleagues to provide your students with opportunities for processing texts:
1. Bring together a cross-grade-level group of colleagues to think about text experiences. You may want to have them work in small grade-level groups and then share as a whole group.
2. Use large chart paper divided into columns. As a group, consider (1) processing orally presented written texts; (2) processing written texts; and (3) acting on the meaning of texts after reading. These three actions occur across instructional contexts.
3. Have each group use their weekly schedules to discuss a week of instruction in their classroom. Make a list of all the processing opportunities students have in each of the three areas in the three columns on the chart paper.
4. Review the charts. Have the whole group participate in a larger discussion of how these opportunities can be expanded. Emphasize that there are specific ways of teaching for comprehending in each of these settings.
Excerpted from Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
February 13. 2017
A learner might make tremendous gains in one area while seeming to almost “stand still” in another. It’s our job to provide these learning opportunities and guide their attention so that learning in one area supports learning in others.
February 10. 2017
When teachers systematically observe the literacy strengths and needs of all students, it can inform instruction and teaching can be powerful and responsive.
February 9. 2017
Observations help teachers notice patterns in students development as readers as they process increasingly challenging texts.
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.