Introduction
welcome my name is Siobhan Murphy and I'm a planning and implementation manager with Pearson Canada today we're
going to just do a kind of a quick overview of the newfound simple classroom resources our time together on
the webinar will kind of look like this I will spend some time just giving you a
little bit of background on fam Sentinel classroom and kind of how it came to be we'll spend a little bit of time just
talking about the responsive teaching cycle at the beginning and then touch on it again at the end and then I'm going
to dive into each of the instructional contexts just very briefly just so you
can get a sense of what are those components that make up phones in Pinal classroom if you are interested in one
of those components in more detail I can share with you some other more specific
webinars we have going on throughout the month all right so let's get started
so as we dive into looking at the fountain Pannell classroom resource I
Pinnell Core Values
just kind of wanted to bring this to the forefront and kind of talk a little bit
about some some pinellas core values I'm sure as many of you are aware they have
many literacy resources out there at fountas and pinnell do and their literacy resources not just classroom
but their other resources are really built on the foundation of these beliefs and core values and I think it's
important that we kind of just take some time to think about you know what they've shared and what they've defined
is their core values and their beliefs but also for us to think about what do we define as our values and beliefs and
because that really leads to the instructional goals that we select for for our students and like I said I would
like to invite you to kind of have a quick read over these ones think about the ones that they've shared and you may
identify with some of the ones that are on your screen or others that are important values and beliefs that you
hold in high regard when talking about literacy instruction if you are
listening to this on a recording and you are with some virtually with some colleagues listening to this and you may
this may be a good place to stop and and just talk about what are some if your your core values so let's move
Resources Overview
along here and look at what are some of those resources and how are they kind of bridged together and where does
classroom kind of fit into everything so what you'll notice here is some of those
resources that you're probably quite familiar with the assessment piece through benchmark assessment the
intervention police peace through leveled literacy intervention and then the teaching piece through fountain
Pannell classroom now what you'll notice is that they are all bound together by
one central resource there that's and tool is the fountain pen illiteracy
continuum so before I kind of jump into that I would just want to give you a little bit of background about found some Pannell classroom so it's really I
mean it's been a lot of professional work that they've done over many years and they obviously like I said come out
with benchmark assessment and level literacy intervention but teachers were
were requesting more of the same high quality materials that they could use in
their classrooms every day to really have a comprehensive literacy structure happening in their classroom so that was
kind of the the need that they kept getting requests for and then from there came found some Finnell classroom what
you'll also notice as I just mentioned is all of the resources are built on that strong foundation which is the
literacy continuum and the continuous really meant as a tool some of you may have used it before familiar with it it
does come in the benchmark assessment system box or you may have purchased it separately as well but it really is that
tool it's not really meant to be read cover to cover but rather a guide for
teachers to use to look at what our next steps in instruction for those students
how am I going to plan those next steps what are things that I'm noticing that students are able to do and what might
be some areas that we could focus more closely on and that you could support
the students with in attaining some of the goals that are within the continuum that are appropriate for students at
that grade level or at that reading level so it's really like that that road
and it's really used to support and develop coherence among classrooms and
grades and as well as districts so it kind of gets everyone talking the same language and teaching in the same
direction so really thinking about let's assess the students think about where they're at whether it's something more
formally like a benchmark assessment or informally as in listening in and observation so especially during this
current time we're teaching as has changed over the last few weeks now our
assessments might be more informal so as we're having conversations with students online we're doing let's say an
interactive read aloud and we're having conversations about the book that we read our students are sharing their thinking through flipgrid or or other
ways we can get a sense of what are some other takeaways what what are they understanding what might they need more
support in and that can guide our next steps that are happening in our classroom so it's it may be a little bit
trickier now that things are happening more virtually but still opportunities
for us to think about again what can students what do they have good grasps
of like what are those behaviors and understandings in reading and writing and talking and listening that they have
good understandings of but what might they need some more support so it's really addressing that whole idea of
responsive teaching and making sure that we're really meeting the students where they're at and and moving them forward
so let's move on from there two of the key resources I already talked about the
Literacy Continuum
literacy continuum and really being that that roadmap for student or for teachers to kind of think about how does students
acquire literacy over time and as they you know go through different reading levels when we look at specifically guided reading but thinking generally
for the other continued like interactive read aloud and phonics spelling and word
study shared reading those other continua that are in the literacy continuum we think about those specific
demands or competencies or behaviors that we want to notice teach and support and so like I said the continuum is by
grade level for most of the continuous if we're interactive read aloud shared reading phonics spelling words say it
organized by grade level but when you get into guided reading then it's organized by by reading level but it'll
have the same feel from grade level to grade levels you be able to see how students develop more complex skills and
strategies as they move from the grade levels or up the reading levels the
other piece that's on there is the guided reading responsive teaching and that's a great foundational resource
just really closely examines guided reading and the critical value through a multi text approach really and and
looking at how literacy embeds that
whole idea of responsive teaching and really maximizing its potential in the classroom so if you have that book handy
that might be a good one to delve into a little bit more during this time but if
you haven't seen it before it's a second edition of their guided reading book that came out years ago so I just want
to highlight those two because those are ones that come up frequently when we talk about films in Pinole classroom and
some of those professional learning tools that support it these are two of the main resources so from there I
Responsive Teaching
actually want to just quickly look at this responsive teaching cycle which I've kind of already talked about
alluded to on some of the previous slides but again I think it's important
to just think about when we talk about responsive teaching what does that look like so again we're gathering that data
and like I said it can be formal it can be more informal but the whole idea is that we're observing students engaging
in those reading behaviors and you'll notice on the screen there although it's a little bit hard to see because it's small there's the system of strategic
actions wheel which is in the cover of the literacy continuum and if you have worked with benchmark assessment before
or a level literacy intervention I'm sure you're quite familiar with the system of strategic actions wheel but
really we're thinking about what are some of those reading behaviors that we
want to observe and what do we notice about them as students are working with them and that helps us identify some of
the emphasis or teaching points or goals that might be important for the students
that we're currently working with and then from there we can use that to guide what we do we
during our literacy time through the use of the fountain classroom sources so
you'll be able to see today in some of the screenshots I'll show you how everything links back to that continuum
so again they'll be there'll be goals within the sample lesson I'll show you and like I said earlier I encourage you
to go on our web page and download some of the sounds lers so you can really see how there's lots of suggestions on the
support pieces that they provide and the lesson folders and it's really up to the teacher then to decide what's most
important for those students that I'm working with so there's lots of opportunities for teachers to make those
professional decisions about which way the or the direction of how the lessons gonna unfold or which teaching points
might you focus on in more detail so
Instructional Contexts
here is a quick screenshot of some or overview I guess of the seven
instructional contexts that make up fountas and pinnell classroom so you'll see them from on your screen there so I
won't read them all but to what we'll do is we'll actually dive into each one after we watch a short video clip but
what I really want you to be able to see is that they all fit together in a really coherent way and it really offers
students multiple opportunities to access age-appropriate texts engaging
texts really dive into inquiry when they were thinking about engaging with text
opportunities for a whole group small group individual supports and really
like I said earlier it gives the teacher the flexibility to make teaching decisions within the lesson so it's not
a script that you have to follow it's a suggestion of ideas that you can use but
in a highly supported way you'll see it's quite systematic so there's lots of teacher support built in there and
professional learning in the moment and and all of these contacts are actually
packaged so that they're there individual so like let's just say for
example your your school was really working on a focus in interactive read-aloud you could just
look at that one instructional context and look at how that's going to support
the students in your school or you you may look at two or three so it's not that you you end up with all of them you
think about what are what are your goals or what are your some of your values and beliefs and how is that going to decide some of the things that are happening in
your schools and school divisions and then from there you can think about what instructional context might be the most
important to focus on at that given time okay so I'm going to show you a quick
video hopefully you're able to see it on your end just to kind of see FPC in action so it's quite short but I'll get
it started
[Music] [Applause]
when elizabeti did her chores she also tied eva onto her back with a kanga mama
had to help a little why do we think all
isabetta keeps doing what her mom is doing Mooney does she want to learn how
to stick a baby what do you do with a nose like this which animals do you
think these noses belong to no no he said an elephant looks like a tree Harry
what do you think the author wants you to think about perhaps you think about how beautiful is the ring for us and how
good it is the word come would disco on the cat or scent side
[Music] the word circus
boys and girls we've been looking a lot at a lot of words and today we're gonna use our names to notice that words are
made up of letters [Music] make sure you're looking at the letters
on your yellow folder good mix and fix my friends I have two A's and two L's in
my name but I only have one why how can you tell or what do you notice in the
illustration that tells you that they feel happy turns damn he lives in a
house I also heard her friends say what he eats okay I'm gonna have you go to page
10 and 11 [Music] tell me what season you think it might
be in this page a ba spring its spring how can you tell Julie I'm like the
forest it's not likes to know there isn't some anywhere but that is adorable a little baby monkey they are cute keeps
me from slimy does that make sense
try that again [Music]
think oh that makes more sense
infant flying doesn't it what else was funny about that present just eating
someone's name guess who but nobody means can be guessing all right boys and
girls take the letters you have in front of you and make the word me me me me
Charlotte what picture did you choose what does hen rhyme with let's all say that
together [Music] why do you think that Max was using his
imagination because he doesn't want to be bored in his room she left because she remembers when she started for
skating in the house she started laughing and she thought why am i
listening to this at the beginning we said we were gonna practice taking turns and looking at each other when we were
talking how do you think we did with taking turns today great you think we
did great dream great let me pick this
book to read because I wanted to learn more about our solar system in our stars
so tell me some things you've learned um I learned that Louise looks like a star
not really a start it's a plant the planet Venus did anybody else have a cranky part of
their body take a piece oh yeah you did
what part of the cat's the tail and it just stuck up like a stick why was the
bone your favorite because like she acts all crazy like she digs
you so hopefully you can hear me again and
I'm back but um I think some of you said maybe the video cut out so I just stopped it towards the end there I'll
just actually post the link in the chat box and you'll be able to click on that
video to be able to watch it sorry about that hopefully we were able
to catch most of it you
you okay so like I said hopefully you're
able to see the way that the instructional contexts kind of fit together and just some of the teacher
language to and and the kinds of questioning or observations that the teacher was making or posing to the
students as they were going through some of the different pieces of fountain
panel classroom sorry I think we just
might have oh okay from the chat sorry about that just wanted to make sure I got everyone's questions there but like
I said you'll notice that even students in younger grades you could see them towards the end of the video they're
engaging in book clubs so you'll notice that bouncing panel classroom ranges
from pre-k to 6 some of the instructional contexts start in pre-k and some of them starting K and they do
go all the way up to grade 6 with most of the resources available except
they're just the last of phonics spelling and words say for grades 5 & 6 is coming out towards the end of the
summer but like I said you'll see even with our youngest learners how some of those instructional contacts certainly
have a place during their literacy time throughout the day and in fun ways so for example like shared reading starts
in pre-k and it's a great way to get students and our young learners thinking about those early literacy and reading
behaviors that they'll encounter throughout their lives so let's keep moving along here so we're gonna spend
Interactive Read Aloud
some time like I said looking at some of the different instructional contexts
within fountas and pinnell classroom and I hope that you're still able to see my
screen let me just make sure whoops okay
so interactive read aloud is the first one we're going to touch on so we're going to go through all of those seven tiles like I said that I shared with you
earlier and interactive read aloud is that first one that we'll talk about and
so in here it does start in pre-k it goes up to grade 6
there are high engaging trade books that students are looking at there obviously
they're age-appropriate and grade appropriate but it's really an opportunity to expand students
background knowledge their vocabulary a great time for teachers to model what do
some of those reading behaviors look like and sound like and what do we do when we come to something that maybe
doesn't make sense or what might be a good time to pause and think about what we're reading about so it's
approximately 15 minutes of whole group instruction the nice thing about this is that all students can participate in
interactive read aloud because the teacher is the one doing the reading so it's in a highly supported environment
but it's really that opportunity to build a sense of community and also get
students just understanding about what's happening story but opportunities to share that thinking as they talk and
engage in conversations with with their peers so even as we move into this online environment
there could be opportunities where you're doing an interactive read aloud let's say through a you know a Google or
a zoom or some kind of platform and where you're able to stop and have kids
share their thinking or talk about what they see in the book but still engage in
that process of an interactive read aloud like I said each book so there's
120 titles per grade and each book actually has a lesson folder with it and you'll be able to see a sample of what
that looks like in just a second they are organized as a text set so there is
about four to five books per text set there's 25 text sets per grade level and
the reason why they're organized in text sets is it's really about building that
inquiry around reading and so a text set
builds around an essential questions so for an example some of them might be a
text set could be around kindness so the importance of kindness could be that big idea that essential question it could be
around a certain author or genre the essential question could revolve around
wide numbers are important so different subject concepts
come in to the tech set social science math and just opportunities for kids to
engage in books that are somehow bound by the same big ideas and so it's a
great opportunity not to just build that whole idea of inquiry but also for students to be able to see how texts are
connected to one another and so here's a sample of what a lesson will look like now I'm only going to show you today a
Lesson Sample
sample of an interactive read aloud lesson just because due to our time together today I don't have a chance to
go through the lessons for a sample lessons for each of the instructional
context but I invite you to attend the other webinars we have going on or go on to that URL that
so again posted in the chat box at the start of the webinar you'll be able to go on to our home page and download
virtual samples and then you can see Lesson samples from the different instructional contexts as well as
different grade levels but like I said the reason why I want to show you one se is because they're consistent from one
instructional context to another so you'll notice that there's a lot of the same components in interactive read
aloud as there is in shared reading and just that that whole concept and the way
that the lessons are built are consistent so there's that opportunity to build that cohesiveness between the
different instructional contexts so let's zoom in on this one a little bit more what I want to highlight on this
first page of the lesson folder is that the goals so you know there's other
information on there you know the resources that you're going to need a summary of the book the messages in the book but one of the things that I want
to zoom in on is the goals come from the literacy continuum so remember at the beginning we talked about the literacy
continuing continuum really being that roadmap or that foundation on which this
is built on and so you'll see that the goals actually come from the interactive read aloud part of the continuum and so
you're able to then see what are some of the goals are suggested for the lesson this is grade one by the way this lesson
and you don't necessarily have to go with these goals and you're not gonna probably look at all of them within this
interactive read aloud but there's already some of the ones that would align nicely to this book picked out for
you so these are some that you may want to consider and like I said you may choose two or three you might not go
with everything that's on there but again gives you that opportunity to be responsive to the students that you're
working with but still provide some support doing that and they do encourage
you to look at to go back into the continuum if you want to select other other goals or look at them more closely
and then below that there's about this book and now that's obviously going to be specific to each book but it just
kind of provides a and you'll see on the digital sampler that you can download just kind of the genre how the book
works so some of the books and interactive read aloud may have like a pull out or a flap or things like that
but we want to draw students attention to it could be some text features and then there's also just important text
characteristics that we might want to consider before we read that specific book so there could be some you know
interesting vocabulary used or some interesting art or it could be you know
informational text presented in a unique way that we might want to draw students attention to or make sure that they have
some background knowledge about before they jump into this specific book so
here is the second page of interactive read aloud the lesson folder what you'll notice in here is there's different
obviously it's broken down into different sections so of course first we're going to introduce the book to
students and this is just not a very long introduction but just to provide some background and an engagement
regarding the text that we're about to read so that's in there whoops I'm gonna click back the next part obviously we're
gonna have students read the text now you'll notice that when you look at the digital sampler there's lots of
suggestions in there so again you take what you want from it and decide what's gonna be most important for those
students that you're working with you don't have to feel like you have to use everything that's on there or state it in a way of how it's written on the
lesson folder again you can take it and make it the way that's gonna work the best and then the other part that
happens is that obviously we're gonna discuss the text as part of the interactive read aloud and what you'll notice is it again bridges that
cohesion back to the literacy continuum so again we're using that consistent
language with students and we're wanting them to think with not just within the text but also beyond and about the text
and so there's some of the key understanding specifically from this book that we might want to make sure
that students are getting and understanding and we could use some of
these you know to guide some of the questions we may possibly ask or the conversations that we're having with with the students so that's always
helpful you'll notice that it's color-coded just like the thinking within beyond and about the text is
inside of the literacy continuum the other thing that it does is in each of
the sections so the introduce of the reads and then also the discuss the text
as well as the other parts you're going to see there's always supports for English language learners which is really important because we want to make
sure that these you know that students are processing the text and benefiting from the teaching that we're doing and
with these suggestions it can give us ideas of how might we modify or scaffold the support that we're providing so that
students are able to move their learning forward so like I said these are gonna
be in each section of the lesson they are book specific so it's not always the
same supports that you're you're gonna see and they're gonna be specific to that actual book that you're reading and
Instructional Context
then from there so after you know we've read the book to the students and we've talked a little bit about it there's always in the instructional context
opportunities for you know follow-up or responses or how students can engage with the text so for example an
interactive read aloud they have to respond to the text now I know this is hard to see on the screenshot that I
have but you'll see that there's always multiple ways to engage students in
responding to the text so it could be things like art activities shared writing or drama or listening obviously
sometimes will have to be you know a little bit more creative given the circumstances at the moment but again
different opportunities for students to participate in that respond the text piece and you'll see again
supports for English language learners as they go through that part of the lesson and then from there on the last
Revisiting the Text
page of the lesson folder there's the reread and revisit the text so you may decide that you're gonna come back to it
you know in a couple weeks there might be something that you want to focus on and possibly do a little bit more close
reading on it could be some comprehension and language it could be something in the vocabulary that you're
gonna come back to this book or you might use it as a mentor text for writing or whatever it might be but
again lots of suggestions on there and you'll see at the top that it does say you might revisit whole or just part of
the book on you know subsequent days not necessarily that same day because we
know our interactive read aloud is only going to be about 15 minutes of our literacy time so again like I said lots
of suggestions the other thing that it does it is all of the instructional contexts always bridge the connection to
other instructional context to other texts so there's always again that
cohesiveness between one instructional context to another so you'll see that
here how these books in this lesson they're connecting it to the other books that are in the text set remember
there's going to be about four to five books within a text set and so we're
looking at how can we connect them and and hoping that the kids can start to make some of those connections and then
the last part that it does is it always provides the assess the learning piece so in all of the instructional contexts
you'll see that and so again hard to see but there's a little literacy continuum
icon there because again it's that literacy continuum that is the road map
for fountain Pannell classroom so during this time there's gonna be you know going back to those specific goals of
the lesson this is gonna be linked to that so what are some of the things that we're gonna observe students doing or looking for evidence that that they're
picking up on these goals and that they're able to show their understanding and like I said it doesn't have to be
anything formal it can be informal it could be some roleplay it could be at you know they're thinking on a quick video clip
that you post on flipgrid it could be a comment to another student about their understanding of the book and and then
now ship building on that and sharing their thinking so lots of ways where we have opportunities to like I said
observe students and and just get that evidence to guide what we're gonna do next with with them alright so that's a
Shared Reading
brief overview of interactive read aloud and again a little bit deeper of a look
into what a lesson card would look like so I'm just gonna go through the other
instructional context a little bit more quickly but just to give you a sense of what else is part of that simple
classroom so shared reading is another instructional context this does span pre-k to three and then in grades four
to six it looks a little bit different so in pre-k to three it's actually big
books with small books as well that accompany the big book so that students
have an opportunity to you know see and participate in the reading of the big book as a whole class but then with the
little books you may have something like a listening Center because there is an audio file that does go with the shared
reading component so it could end up in a listening Center or it could be you know a book that students might have
during their independent reading time that they want to revisit and and reread again so this is really an opportunity
for students to well construct meaning and again a supported context so again
there's lots of teacher support but students are actively engaged in enjoying the reading process during this
time and thinking about how texts work looking at critical concepts of print because they're going to be part of
those readings that you're going to do during the shared reading time like I said in in the upper grades it looks a
little bit different so it's enlarged text from interactive read aloud or
guided reading or book club selections that are part of those grade levels and they can be used for things like shared
and performance but still an opportunity to engage in that shared reading component so that's
what that looks like and you'll just see a sample there of some of on the screen of what the big
books look like within that instructional context all right the next
Reading Minilessons
one from there is reading mini lessons and in this instructional context
there's a book per grade level and so these go kindergarten to grade six these
are really short concise mini lessons that are really purposeful and looking
at a specific mini lesson either through that has to do with management so
teaching routines and building that independence there's also ones that fall under the umbrella of literary analysis
so where students are building understandings of various genres elements of fiction nonfiction
oftentimes you'll see in the reading mini lessons that the mentor texts that they use are from interactive read aloud
or shared reading or you can use other texts in your classroom that fit the characteristics within but they define
for that lesson so it doesn't have to be the interactive read aloud book or the shared reading book from fountain panel
classroom it will say it could you know find a book that depicts and then it
could be like strong vocabulary so you can use something else and sub that in there but really it's an opportunity
again if you have those other books too to build that cohesion between the different instructional contexts
there's also lessons that fall under strategies and skills and processing
opportunities to you know model for students how we process texts and then writing about reading as another
instructional context so you're able to you know offer some many lessons through
that as well and
I don't know if I just mentioned on the reading mini-lessons but it is there is one books you probably saw though on the
screen there but there's one book per grade and it starts at about 150 lessons
and and some of the upper grades have upwards of 200 lessons so definitely lots of mini lessons within each grade
level and also you'll see you'll see the
teacher there in the picture that's on the screen she's actually creating an anchor chart with students so for each
mini lesson there's a little visual within the reading mini lesson that has anchor charts and again if you look at
some of those digital samplers you'll be able to see a sample of reading mini lessons at each grade level
all right do the next one is phonics spelling and word study so within here
Phonics Spelling Word Study
again of course it's by a grade level there's explicit lessons that for a whole group
instruction and small group instruction and then that opportunity for the students to apply their learning as they
start to learn about letter sounds words and so on now obviously the word study lessons
just like every other parts of fountain pal classroom is driven by the literacy continuum and the companion resource
that goes with that which is the comprehensive phonics spelling word study guide that is part of that
instructional context and so like I said this is an opportunity a systemic
opportunity for students to look at those early behaviors like letter
knowledge and and sounds and also then it builds in complexity as it works its
way up through the grade levels and you're able to kind of save other progresses in that continuum of phone
expelling and word study now the resources for that do come in a little
box there you can see and there's also with all of these instructional contexts online resources so there is
approximately a hundred lessons in the lower grades and then in grade four it's a little bit more in grade five and six
like I said are in development but there's a lesson folder just like you saw for interactive read aloud there's
lesson folders or there's actually a book that goes with each of the lessons and many of these instructional contexts
also have a suggested sequence so you're not just left to kind of figure out what what should go first and what should go
next there's always a suggested sequence provided it mean it's always up to you as a teacher whether you're going to go
with that sequence or or change it but it's just that nice support piece that's included in there alright from there
Guided Reading
there is the guided reading contact so of course I'm sure many of you are
familiar with guided reading and that small group instructional approach again
there is books that are specific to
guided reading so they're not books that you know students have necessarily had experience with elsewhere they are
designed for this fountain panel classroom guided reading of course they match the reading levels that found some
Pannell have put forth based on the ten text characteristics so they're all approved by fountas and pinnell and
leveled according to reading level there is as you can see 1300 title spanning
grades k-2 six each book has a lesson folder that actually goes with it and
you know obviously students are reading a text that their instructional levels so the teachers there to support that
thinking and learning in that small group environment again the lesson
folder looks very similar to what you saw an interactive read aloud where we're pulling those goals from the literacy continuum and then a high level
of support as we go through the guided reading lesson and supports for English
language learners and so on so that's what that piece a guided reading looks
like from there there is book clubs so that's another opportunity for students
to engage in some small group instruction and so here that you can see
that it actually starts in kindergarten and so this is an opportunity for students to self select what book club
they're going to be part of and really engage in the thinking and talking with their peers about the books that they're
reading you'll see that there's a few more titles in the upper grades then there's also the teacher support for
this looks a little bit different it's a discussion card and then there's also an inquiry overview card per text set so
there's a they're organized by text sets again so you can have different groups of students small groups reading the
different text within that text set but then bring everyone together as a whole group to really talk about those big
ideas are there was essential questions that all of the book club books within that text set would have in common so
again just a great way to get students self-selecting and engaging in books to
extend their thinking and learn about themselves as readers
and then from there we have independent reading and again this is a carefully
Independent Reading
curated collection of lesson or books I should say for students and this is an
opportunity for them to self select books and build their identity as a reader and also for you to you know
touch base with them see what kinds of observe and think about the kinds of
thinking that they have as they engage with that book as the teacher you have accompany conferring cards and so it has
some specific teaching points that you may want to observe and look for and support the students with as you go
through a brief conference with them and again really thinking about where they're at and what's going to move them
forward in their learning but the nice part about this is that the students are really self selecting what they're going
to read during this time and that is for many of the thumbs of Pinal
instructional context you'll notice that the only books actually have a level on
the actual book is is guided reading so the other ones and some of the other
opportunities for students to engage in text it's really that opportunity to self select and choose titles that are
going to work for them of course the teacher has access to some of the levels if they're curious in their component
for each of the instructional contexts but like I said for many of the instructional contexts it's really about
students making some choices ok so
that's a quick overview and I know we're running out of time here of the different instructional context I just
wanted to put this up here because when we think about responsive teaching and you think about the different instructional context with them found
simple classroom you'll notice that there's whole group small group an individual as I've kind of alluded to as I went through the instructional context
but you'll see at the top there is interactive read aloud remember I talked about that being highly supported in the
highly supported environment with the teacher leading that but you'll see how all of those things filter down or that
how that filters down into other aspects of literacy but also how many of the other instructional
components are related to each other you'll notice that some of the boxes as well have an orange bullet inside of
them and that's just to let you know that that's where there's that connection to phonics spelling and word study so remember I said in the lesson
that there's always those connections to other instructional contexts in the lesson cards and the lesson folders you
will be able to see how you can connect phonics felling and word study not just in its own instructional context but in
all of the other instructional contexts that are identified by that by that bullet in there so that students are
getting multiple exposures to work with the phonics spelling word study principles that that you're working on
as a class the other piece I just wanted to highlight is obviously there's many
Professional Learning Tools
professional learning tools some of them you would have been able to kind of see in the margins as we went through that
sample lesson one of them being the prompting guides you probably saw the little thumbnails of them on on the
sample lesson the other ones I've spoke to already as we've kind of gone through
our time today but just kind of know that see these are some of the key professional learning tools that again
are supporting us as professionals as we look to move our students forward and
deepen our understanding of literacy so those are some key tools I would invite
Additional Resources
you if you want to look at any of the instructional contexts in more detail we are hosting some other informational
webinars on shared reading guided reading phonics spelling and word study as well as interactive read aloud so in
those ones we'll walk through each of those instructional contexts in more detail and just focus on each one of
those during those times so feel free to sign up for those if you're interested I will open it up to questions right away
I know that so yen has posted the URL where you can
go to download the samplers if you choose to do so if you want to look at
any in more detail I know it's a little bit of a different timing but you can always reach out to one of your contacts
I'll put them up in in a minute on the next page and you can do a virtual meeting if you want to see anything in a little bit more detail or
if you want to print sampler feel free to reach out to your rep in your area and they'll be able to mail one out to
you if if there's one thing I really want to leave with you I would suggest
that you join the fountain pen illiteracy community if you haven't already it is free to sign up but
there's lots of great things on there are lots of great webinars daily lip bits you'll be able to go on there too and see the blogs that they're posting
every few days about how do we support our students now that everything has moved in it to an online environment and
remote learning and what does that look like so lots of suggestions that come up there frequently so it may be something
that you want to sign up for so you can kind of stay on top of those things as they start to share more and more
thinking about remote learning and if you do have some other found some Pinal
resources like level literacy intervention or some of the classroom pieces they are doing their best to
offer some of those that you can continue to use them through a remote environment so again if you go on there
your home page you'll be able to find out that information and I'm happy to stay on the line and walk you through
that if you'd wish the other thing is here are the reps in your area so you
can reach out to one of them if you're at the district level if you connect with one of the reps on the screen they'll be able to put you in
contact with the Account Executive in your territory and connect you with them but like I said if you want to print
sampler or you have other questions if you feel free to contact them and other
than that I'd really like to thank you I know I went a few minutes over for your time today like I said at the top of the
hour it's definitely been a difficult couple of weeks as I know people are transitioning to try to meet the needs
of learners in a certainly different environment than than we as teachers are used to so if you like I said have any
questions feel free to hang on the line I will be on here for a bit or you can post them in the chat and again thanks
for your time and thanks for joining me today
you