Let s Get Practical: A Multi-Text Approach to Literacy Instruction. With Literacy Leaders Irene C. Fountas & Gay Su Pinnell
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2 Let s Get Practical: A Multi-Text Approach to Literacy Instruction With Literacy Leaders Irene C. Fountas & Gay Su Pinnell 1
3 What is a multi-text approach to literacy instruction? Different texts for different purposes Requires selecting the right texts for the many precise jobs that are required to sustain and expand students literacy learning by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 2
4 pand language, content knowledge and thinking 3
5 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 4
6 2018 The Literacy Quick Guide by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 5
7 Interactive Read-Aloud EFFECTIVE PRACTICES Organize into text sets Use a document camera when revisiting texts Use as mentor texts for reading or writing minilessons Nurture rich opportunities for talk about texts Keep an eye out for new titles to add to your text sets Use stick-on notes to mark places to ask questions / invite discussion 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 6
8 Interactive Read-Aloud 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 7
9 Shared Reading EFFECTIVE PRACTICES Use a pointer to help students focus on the print and read in unison Provide copies of the book, poem or song in a small version Provide/create an audio recording Use stick-on notes to mark places to ask questions / invite discussion Identify a few points to invite thinking or noticing 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 8
10 Shared Reading 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 9
11 Guided Reading EFFECTIVE PRACTICES Organize multiple copies of books by level (school book room) Identify each student s instructional level Form homogeneous groups of readers who are at a similar point in their development of the reading process Select and analyze a text to determine challenge and opportunity Plan an introduction to the text PROFESSIONAL LEARNING TOOLS 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 10
12 Guided Reading 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 11
13 Book Clubs EFFECTIVE PRACTICES Prepare a book talk to introduce each book in a set of possible selections Form heterogeneous groups based on student preference Keep prompts open-ended to promote richer discussion and propels students to support their comments in text Use facilitative language that models and supports collaborative thinking, various perspectives, and interpretations of a text Keep the discussion grounded in the text 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 12
14 Book Clubs 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 13
15 Independent Reading EFFECTIVE PRACTICES Conduct reading interviews to learn about students interests and habits Use personal book bags or boxes for students to keep their books in Encourage students to share books with peers by giving a book talk Keep an eye out for new titles to add to your classroom library Organize books by genre, author/illustrator, topic (NOT by level) Introduce the use of a Reader s Notebook 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 14
16 Independent Reading 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. PROFESSIONAL LEARNING TOOLS 15
17 What is needed to support a multi-text approach to literacy instruction? 1. Create efficiency with an organized classroom 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 16
18 17
19 What is needed to support a multi-text approach to literacy instruction? 1. Create efficiency with an organized classroom 2. Support literacy with a rich text base 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 18
20 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann.
21 What is needed to support a multi-text approach to literacy instruction? 1. Create efficiency with an organized classroom 2. Support literacy with a rich text base 3. Teach with emphases in mind 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 20
22 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 21
23 What is needed to support a multi-text approach to literacy instruction? 1. Create efficiency with an organized classroom 2. Support literacy with a rich text base 3. Teach with emphases in mind 4. Prepare to introduce the text and plan for language around the text 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 22
24 Examples of preparation for: Guided Reading text introduction Shared Reading teaching point 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 23
25 What is needed to support a multi-text approach to literacy instruction? 1. Create efficiency with an organized classroom 2. Support literacy with a rich text base 3. Teach with emphases in mind 4. Prepare to introduce the text and plan for language around the text 5. Know your students well; know the books well 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 24
26 2017 by Irene C. Fountas and Gay Su Pinnell, Portsmouth, NH: Heinemann. 25
27 Questions
28 JOIN THE CONVERSATION: The Fountas & Pinnell Literacy Community The NEW #FPLiteracy FountasandPinnell NEW Fountas & Pinnell Literacy Facebook group 27
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Characteristics of the Text Genre Informational text Text Structure Third person narrative Content Sea lions; pinniped species
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