Related Recommended Are you curious about the reading levels of various books? Or, would you like to be able to help your child find "Just Right" books?
They are the literacy gurus who have produced an entire library of texts aimed at supporting the experienced teacher, and even more importantly, training the novice teacher in everything from setting up the literacy classroom to managing reading and writing groups, to systematic phonics and spelling instruction.
Their collective body of work synthesizes all the major research into practical, applicable best practice that addresses the needs of the whole classroom, as well as individual learners.
Their text, Word Matters presents vital information for the design and execution of a highly effective literacy program focusing specifically on facilitating letter, sound, and word study. Word Matters balances the theory with practical application in three contexts: Word Study The foundation of the text focuses on how children learn word solving and how teachers teach word solving.
Phonological awareness, visual perception, and spelling are three areas of embattlement, but consensus is growing as more educators witness the direct positive results of a balanced literacy program.
Most educators agree that phonological awareness is an important factor in early literacy success. Children need potent, explicit, significant, and engaging instruction in phonics and word formation in order to become independent word solvers.
Building upon that strong beginning, children also need opportunity over time to apply their newly formed skills by being immersed in reading and writing.
When children begin to simultaneously use visual, phonological, and semantic cues while reading for meaning, they are well on their way to becoming independent word solvers.
The disagreement on just how to ensure competence in using phonics and word solving skills in young readers and writers is evident when we consider topics such as instructional approaches, timing, materials and curricular design. Sharing a common philosophy seems to be the only mandate that has not been made, and it is truly the only directive that has any merit.
Literacy Frameworks as a unifying force for instructional approaches not only within each building or district, but statewide. Although neither program is mandated or tied to funding, many districts have encouraged their teachers to participate in these programs by underwriting the cost of the training.
Based on the research of Marie Clay and the Observational Survey, teachers are more consistently connected by common assessment techniques and by learning how to interpret these assessments for instructional direction. To that end, a common philosophy seems much more likely. Pacing guides are becoming a reality in many districts, and a by-product of high stakes testing, as test preparation gets bumped down the grade levels, and the responsibilities for curricular groundwork become more fairly distributed.
This type of accountability makes sense, and should be closely monitored by the instructional leaders of each school and district. By putting a set timeframe for presentation, practice and progress, individual learners are not considered.
Learning about words is a continuous process, along with most other learning, and young learners are especially vulnerable to developmental timelines and milestones, and should be allowed to progress at a natural pace, not be pushed at a tempo based on total number of contact hours during the academic year.
Not surprisingly, New Zealand has one of the highest literacy rates in the world. As many districts face serious budgetary limitations, funding for curricular materials becomes an incendiary topic.
Selection of curricular materials detracts from literacy focus, and ultimately, can contribute to compromised instruction.
These principles challenge teachers to provide a plentiful and balanced literacy program that offers far more than any packaged curriculum. These eight basic tenets of literacy learning solidify the foundation for all future literacy learning by advocating multiple approaches to print immersion, writing, spelling and phonics instruction.
With most packaged curricular materials for Language Arts instruction, the assumption is that all the basic skills are in place, i.I use Fountas & Pinnell Guided Reading levels to organize these book series.
If you know your child’s level in another system (DRA, Reading A-Z) here is a good correlation chart. This is my definition of guided reading: Guided Reading is meeting in small flexible homogenous grouping to work on a reading passage or skills. Luckily, Fountas and Pinnell will be hosting a Twitter Chat Thursday, 9/20 at p.m.
EST to address some of your frequently asked questions and hopefully provide some clarity! Follow @FountasPinnell #FPLiteracy to get answers to Welcome to the Fountas & Pinnell Literacy.
Kindergarten Rubrics Elementary Rubrics Fountas and Pinnell Reading Level A to E Made by Mrs. Jones on Feb 26, using the charts on the Recording Sheets from the CD. Fountas & Pinnell Editable Word Wall Cards.
Sets of 25, 50, , and words color coordinated! Cute, polka-dot design.. Visit Word Wall Activities Listening Activities For Kids Kindergarten Writing Activities Daily 5 Kindergarten Kindergarten Morning Work Daily 5 Activities Classroom Activities Wall Writing Writing Ideas.
Reading like a writer is a needed skill for both teachers and students to tackle evidence-based writing. To assist with this, the two-day workshop will grow participants’ understanding of both author’s craft techniques and reading elements.