Intro
so once again welcome and thank you for joining us for the fountas and pinnell classroom guided reading webinar before
we dig right into guided reading I'm just gonna give you a little bit of an agenda of what - our time together will look like and a little bit of background
on FPC so I will just quickly go over
the components or the instructional context of bouncing Pinal classroom just to kind of give you some of that background and then we'll dive right
into looking at what is guided reading and some of the resources that are included in found some Finnell classroom
in the guided reading instructional context from there we will take a few minutes to explore a guided reading as
its outlined in the literacy continuum and make some connections to that and then I'm gonna guide you through a
sample lesson and soy yen can post in the chat box for us I think she's
already put it in there but for those of you accessing the recording if you visit
www.fbi.gov reading look like and then
we'll pause for a few minutes at the end just to take any questions all right so found some Pannell classroom it's a
it's quite new and it's a high-quality classroom based literacy resource some
of the instructional context started pre-k and many of them run K to 6 but
some of them are also in pre-k so things like interactive read aloud shared reading they start in the pre-k level
and it's based on responsive teaching across the multiple instructional
contexts so you'll notice on the bottom of your slide there that there is seven little tiles and those tiles all stand
for one of the instructional contexts within from something L classroom so the first one there the IRA stands for
interactive read aloud and during interactive real loud you know there's high-level teacher support and
this there you know age-appropriate books where the teachers able to build that love of reading and students and
model processing of texts and getting students
to think and talk about texts and possibly write about text as well the one to the right of that are m l stands
for reading mini-lessons and this these are many lessons there by grade level
and their whole class mini lessons on various topics or various lessons that
are fall under the topics of management's literary analysis strategies and skills and writing about
reading from their shared reading as the next one and these are enlarged copies
of books as well as you get the small versions and also the audiobook with it and this again is an another chance for
teachers to model some good reading instruction but then also to have the
kids participate in the reading and enjoy the reading and learn really
critical concepts of print during that time guided reading well that's one we're going to explore today so I'll
leave that one for right now ir stands for independent reading and here's an opportunity for students to
self-select reading and to really build their identity as a reader during this time PWS is for phonics spelling and
word study and in this context students are learning about you know word sounds
all those kinds of things growing their vocabulary and in book clubs that is
another small group opportunity for students to have in-depth discussions about books and again to self-select
book set and book clubs that they want to be a part of and again just kind of
build their identity as a reader so let's dive right into guided reading
What is Guided Reading
so what really is it well it's meant to be small group instruction and obviously
there's some teacher support because the teachers working with that small group and it's an opportunity for teachers to
observe and interact with the students and help them to process the reading of
texts and obviously we want the teachers there supporting the students because they are reading challenging text texts
that are at the students instructional level and we really want them to start uncovering and learning new things as a
reader and and really moving forward in in their skills as a reader now because
the guided reading texts are fairly short often students are able to read the whole text during the guided reading
lesson and so then if there's opportunities there to talk about the book discuss the book possibly do some
writing about the book but many opportunities to support comprehension and fluency and the whole goal of guided
reading is for the teacher to be responsive to the precise needs that they observe from the students and their
reading behaviors and really to help them build those in the heads strategic
actions and we'll talk about those in a little bit more detail in just a few minutes
Guided Reading Overview
so within the guided reading context in fountas and pinnell classroom I just
kind of want to give you a idea of you know what makes up guided reading within
that resource so they are there is 1300
titles they are exclusive to the fountain panel classroom guided reading
collection and what you'll notice in those lower grade levels so k23 there's
200 titles per grade level and then in those upper grades four five and six just over a hundred and fifty and above
for each of the grade levels and these books are matched to the text
characteristics that fall under the fountain panel text level gradient and we'll look at that on the next slide or
to a couple slides from now in a little bit more detail but really they're high quality books the whole idea is that we
want to extend students reading writing and and language skills and this is a great way to do it so with for each
title there's actually six copies of each book and each title has its own
lesson folder so it comes as a print folder but it's also accessible as a
digital file so when you receive your resources you get access to the online
resources and they also house the digital copy of the lesson on on the
website there is a recording form for every title so if you do want to do a
quick assessment on one of the students in the guided reading group or a couple of the students those forms are
available digitally and there's also a collection guide and that's just kind of overviews the components and as well as
some implementation and things to think about in guided reading and then the
other thing is that as I mentioned you get access to the online resources so the PDFs of the lessons and the recording forms there's also a video
library so you can actually see some guided reading lessons in action and then you do get a one-year trial of the
online data management system so here's a bit of a breakdown on the next slide
Oh actually before I do that here's a visual of actual what the books look like so here's just
a sample of a handful of titles you'll see the six copies of each title and you'll see the lesson fold there
sticking out of one of the copies and so that's a an exact replica of some of the
books within guided reading so here's a
Level Breakdown
breakdown of the levels that the resources are at so by grade level
you'll see what found some Pinal how many titles there are you'll notice that at each fountas and pinnell level there
is 50 titles and they're split amongst the grade levels you
now remember as I mentioned these are original text there is about half
fiction half nonfiction they do have a global focus so it's really great for
building students background knowledge about the world at different parts of the worlds that they may be not familiar
with issues in the world so really that global perspective is is included in the
variety of genres that make up this resource and of course you know there's
they're very appealing to the grade levels they're designed for but really you can use them at varying grade levels
depending on where your students are at and you may even think about because there's so many books within each grade
level you may even think about a couple of teachers sharing the guided reading books so you may have them set up let's
say in a book room and you have the grade three set and then you know there could be two or three grade three
teachers accessing those guided reading books because as you can see it spans multiple levels and multiple titles at
each level so let's explore and add the
Literacy Continuum
literacy continuum and just kind of make some connections - how does fountain Pinal classroom align to the literacy
continuum and the importance of the information in there and how it transfers over to these resources so the
literacy continuum you may be familiar with it it is a resource that's found inside the benchmark the fountain
Finnell benchmark assessment system box so if you have it at your school take a peek in there and you should find it in
there you may your school may have purchased it separately so that is possible - but it's a great resource
it's a great tool to use and you can do a lot of dipping in and out based on what it is that you're focusing on it is
the roadmap and the foundation for fountas and pinnell classrooms so you'll see on the screen there that it's
actually broken down into eight continua and what you'll notice is one of them is
a guided reading all of the other continua are sorted by grade level and
guided reading it's actually sorted by each reading level and so the whole idea
is that we use this as a tool in thinking about the types of goals we
want to set for our students and our class and use it as a reference to make
specific decisions on the students that we're working with so you will see when we go through the sample lesson the
connections between the goals in the blessin and guided reading and how
they're pulled from the literacy continuum so there's just that that coherence between those resources and
again there's lots more information in the literacy continuum so when you look
at the guided reading lessons you may decide to go back into the continuum and add think about some additional goals
that may align to that lesson or change the goals that are on the lesson because of the students that you're working with
and and things that you may want to focus on so a great tool if you haven't checked it out so this right here on
Text Gradient
this slide and I'm sure you've probably seen this visual around and so you're
likely familiar with the text gradient which uses letter levels now you'll
notice that these are guidelines your school or district may have different requirements and and that's okay
but this is the one that found something Pannell have created and one of the
things to think about is this is the guideline that they're using when they're talking about when they're
thinking about the leveling and those the slide that I showed you with the different numbers of books at each level
so this is kind of that to guide how those levels kind of play out in the different grade levels now in
conjunction with that is the ten characteristics related to text difficulty so you'll notice that when
you look at the section in the literacy continuum or you're looking at a lesson folder for a guided reading lesson
you'll notice that it within each level it always comes back to those ten characteristics related to Tex
difficulty and so you can see them there on your slide listed but this is really
important because each level obviously the reading writing and language behaviors that competent readers
demonstrate is going to change and so these are kind of when we think about
the Tex characteristics at each reading level it's important for us to use that
in thinking about how we are planning our teaching and assessing for teaching and it's really a good tool for us to
enable that instructional coherence so it's when we're talking with our colleagues and other teachers across our
districts we're really working towards the same competencies so inside the
literacy continuum you'll see that it describes each read each level of
reading and kind of gives you a brief description that is generally true of
readers at that particular level and so here you'll see this is for Level II and please remember that all readers are
individuals and they do vary widely so this is generally true of readers at this level but it's really impossible to
create a description that's true of all readers who are at a certain level so again it's kind of does a good job of
providing that general overview and those general expectations of students
at this reading level what I really like is it really gets us thinking about describing the reader at that level
rather than you know labeling them with a level which because leveling is really
used for as a teacher tool it does a really good job of us thinking and describing the reader based on behaviors
and understandings that we hope they have at that at that level and helps us
to select appropriate goals so
Text Characteristics
continuum it loops back to those ten text characteristics now I just have a
snapshot on here of some of them I don't have all ten but these are characteristics of texts at level II so
again it's that opportunity to generally think about what are some of those
features when we talk about those ten characteristics that we would see at
text in Level II now when we actually look at the sample lesson you'll see it's specific to that actual book so
it'll draw from what's appropriate that level and connect it to the actual title within the guided reading lesson folder
System of Strategic Actions
also in there is it does a good job of thinking about loops the system of
strategic actions so if you have a literacy continuum you're probably familiar with this system of strategic actions wheel and and on this wheel it
provides obviously those actions that proficient readers use when they're
reading and what it does is in the continuum it aligns the behaviors and
understandings that we want to notice teach and support at the various reading levels so this helps us in selecting
goals and they are categorized just like that wheel was so there's thinking
within the text which you'll see here in blue you'll notice that on this screen there is one of the bullets is in red
and that's just to let you know that that is new at that level so that's all
that indicates here isn't just another quick screenshot of thinking beyond the text so again it breaks it down to all
of those actions that fall in beyond the text and then appropriate behaviors and
and goals for readers at that particular reading level and that's done for every
single reading level a through Z in the literacy continuum so a really good tool
to use for guiding some of the things that we're doing with students during our our guided reading time
Responsive Literacy Teaching
all right I just want to highlight a design for responsive literacy teaching before we actually jump into our sample
lesson together so just for you to kind of get a sense of obviously you know in
literacy we've got different things happening but we also have different structures happening in our classrooms
so some of the things are occurring whole group small group individual and independently but what you'll notice is
a lot of the things that students are doing and the different instructional contexts connect and Link and are
related to the other instructional context and how they work together so you'll notice at the top of the screen
interactive read aloud is way at the top and that's really obviously we're able to provide some high teacher support at
that level model lots of things for students and the whole idea is that we
want to make sure that they're getting opportunities to see what proficient
readers do and then start to transfer that understanding and that learning
into other instructional contexts like shared reading reading mini lessons we can revisit some of those principles or
goals that we've highlighted an interactive read aloud and trickle that down and revisit those again during our
guided reading time so lots of opportunities for students to have
support and different types of teacher support within the different
instructional contexts but and also lots of opportunities for teachers to meet
whole group small group and one-on-one with students and make sure that they're engaged in meaningful literacy tasks
that can really move them forward as learners you'll also notice that in some of the boxes there's actually an orange
bullet in there and that's just to identify that those are instructional contexts where word study can also occur
so you'll notice on the far right of the screen there is a phonics and word study component but there's also word study
phonics and word study happening in other instructional contexts and you'll see the connections made in any of the
lessons that are provided in those other instructional context they always Connect opportunities for phonics
spelling and word study principles to be revisited so in guided reading you'll notice that if you actually look at the continuum at
the end of the level they do provide some general principles that would be appropriate for word study at that level
and within the sample lesson that will look at you'll actually get a sense of some word study ideas that would be
appropriate for that actual book title so you'll get to see that in just a minute and the word study is only taking
the last couple of minutes of your guided reading time so about two three four minutes so let's together look at a
Sample Lesson
sample lesson and again if you have any questions if you feel free to use the chat and enter your questions in there
all right so this is a great four lesson and as I said if you go on our website Pearson Canada dot see a slash FPC you
can go on there and download this or other grade-level samples so feel free to to do that what you'll notice here is
this is the book DJ focus so this as I mentioned is a grade four book and this
is actually a book about it's a biography actually and it's about a boy named Calvin doe and it really talks
about some of the extraordinary obstacles he's had to overcome and he
ends up actually building his own radio station and broadcasting to his community in Sierra Leone in West Africa
and there's lots of visuals in here I'll show you just a few screenshots of some of the pages within the text so you can
kind of get a sense of some of the text features that are included in there and
how they might align to some of the goals within this lesson so here is just
a couple of screenshots of this book this is only a few pages I think I have
one more to show you here and then just the back of the book
Lesson Goals
so within each lesson this lesson folder comes with it
and if here are the goals now I know it's really hard for you to see but that little thumbnail visual there is
actually the literacy continuum and so what you'll notice is like I said before
the goals are always aligned with the goals inside the literacy continuum so
again you could modify them think about the students that you're working with but you want to select the goals that
are going to match the students and so this highlights some of the ones that may be appropriate so you can see here
like search for news information from a variety of illustrations and graphics that might work well and then there's
you know a couple of other ones it even goes into word work and writing about reading but other goals that are listed
there and again you select what you think would be most important for the students you're working with select a
couple of goals now remember that found something I'll do a really good job of always providing lots of suggestions and
of course it's up to you as as the teacher to decide what's going to meet the needs best of that group of students
that you're currently working with from there it actually looks at the book
characteristics now remember when I talked to you about them earlier and I mentioned that they break them down
within the literacy continuum for each level as a general overview kind of the
book characteristics you would see at a level a a b a c and so on well within each lesson folder for each title in
guided reading they've actually broken down the analysis of the book characteristics for that particular book
so you can see on on the slide there
that you know there's lots of things like when we look at content it's
requiring the reader to take on perspectives from diverse cultures and there's things and themes and ideas
about thinking about human problems and social issues or you know maybe we're thinking about some of the illustrations
in there and how they enhance the meaning of text so lots of things that
you we can keep in the back of our mind and really think about what opportunities
are provided in this book that students can learn about the different characteristics within a book you can
also think about as you look at the analysis of the book characteristics what challenges might be present in this
book for students so what might they not have encountered before that might be
new to them and propose a bit of a challenge because the book is what we know is the book is at their
instructional level so they are going to require some you know intentional precise support to read this book with
proficiency all right so that's the front page of the lesson folder from
Introduce Students
there this is the next part so here we're going to introduce students to the text and you know just kind of zoom in
on there so you're gonna think about you know the students strengths and needs and again what's going to be most
beneficial for them obviously we want to allow students to engage with the text
so these are some of the suggestions again you don't have to use them all you'll notice that some of them actually
have a so there's a square bullet for each suggestion but then within there there's also some of them that have a
little circle bullet next to it and that's just an opportunity where we might interact with students or give
them time to respond when we posed some of those questions to the students or
share some of those statements with them and
of course the students are going to be reading the text and so as they're reading we're going to listen prompt we
might interact with the students as they're processing the reading and some
of them may be reading silently work or quietly but we may listen in and to the students during that time and this is
really a good opportunity to observe what the students are doing and think about some of the teaching points that
might be important to bring up as we discuss the text the other thing that it
does is I know these are really hard to read so I'll zoom in on them for you supporting English learners so you'll
notice in throughout the lesson and in all of the instructional contexts
there's always supports provided for English learners to help them process the text and benefit from teaching with
some scaffolding or possibly some support from the teacher what you'll see
here is there is supports for introducing the text there supports for
reading the text and they always change and their book specific so based on the part of the lesson that you're on you're
going to notice that there's going to be different supports during introducing the text and there is during reading the
text and as I said and as you can see from the prompts and and support that's
provided within thinking about our English learners it does look different as they engage in different parts of the
lesson
all right so the other thing is they we have obviously a chance to discuss and
Revisiting the Text
revisit the text and so this is not opportunity for students to share their
thinking and have a discussion about what has come up as they've read and share their their deeper understandings
of the text what you'll notice is that obviously we want to engage all students in responding and have them listen to
each other and talk and guide that conversation but you'll also see in
these boxes that I've zoomed in on that it links back to those system of strategic actions so we want to make
sure students are getting those key understandings and we also want to make sure that they're not just thinking
within the text but also beyond and about the text so for each title you'll see that there is key understandings
that we may be looking for students to share so again it's just building that coherence with what we're already doing
when we're working with the literacy continuum and maybe in other parts of our literacy time with our students and
it's just reinforcing that language and those actions that readers take to
process text the other thing right below that box oh there's my system of
strategic actions wheel so you'll see again how it's linked back and it's all color-coded so that it makes it really simple for you to see those connections
the other thing is just below that box there's actually the messages and so
these are the main or the big ideas that we want students to be able to walk away with as they are reading this text so
that's always highlighted for you and again specific to the book that the students are reading and then from there
you'll notice that then there is some suggested teaching points so you may
have other ideas that you've pulled out your literacy continuum or possibly the prompting guide which I'll highlight in
just a second but these opportunities or these suggestions I should say are just
giving you ideas of how you might respond to individual students as
the reading or maybe and based on the observations that you made or it could
be something that you address with all of the readers but again just things to think about or look for as the readings
taking place and an opportunity like I said to revisit that after you've had a chance to discuss and select a teaching
point that you feel might be most helpful to the students that are in that guided reading group
so there you can see there are some suggestions
you when they're the prompting guides so I
just wanted to highlight these because in the prompting guides again it's about
building that Kohi that cohesiveness between all of the resources that found
something I'll have created but in the prompting guide it actually provides some good facilitative teacher language
to support students as they're making their way through the reading so these
are kind of points of reference that you can look at it'll always guide you to specific pages but if you have these
resources in your building it would be worth looking at and using these alongside the lessons if you have
leveled literacy intervention in your school you likely will find these in your level literacy intervention box
because they do come with that resource so you can see how there's just like I
Word Work
said a lot of cohesiveness between all found two simple literacy resources all
right on to the next part of the lesson is word work and remember I talked about earlier that you're just spending a
couple of minutes on word work but these are just an opportunity to reinforce
some of the things that students may have done during their phonics spelling a word say time or principles that are
important for readers that are reading at that particular level so for this book these are level T readers and so
again we're thinking about what might be some important word study that would be
appropriate for readers at this at this level it is directly connected to the continuum and it's really about applying
those phonics understandings in a small group and a chance for the teacher obviously to observe those students in a small group and and continue to support
them and you'll notice on the side there I don't think I have that part highlighted or zoomed in on but the
supporting English language learners so there's some suggestions for the word work component as well as the writing
about reading so in writing about reading this is optional and so you may only have students do this every couple
of times their meeting with our guided reading group or as they change groups
throughout the year you may not always do this with every guided reading books that you do but know that the options there in case you
want students to write about the text they've read the other thing that it does is it provides the type of readings
that are the test or the type of writing that you may do about the reading so you can see for this one they're suggesting
doing shared writing and they're actually talking about a two column charts and there's always a visual provided as to what the response could
look like so there you'll see on the screen as they're doing shared writing
with their guided reading group this is maybe some of the problems and solutions that the students may come up with and
then from there we look at the assessment piece and again this is
linked back to the goals on page one of the lesson and obviously the literacy
continuum and you know you may decide that you want to take the recording form
and do a quick running record or reading record on one of the students on you
know the next day or during another opportunity at some other point and the
recording forms for that are always available online and the online resources so there's just kind of a
quick screenshot of what that looks like and obviously I don't have the whole a
reading record form on here but just the first page and then obviously the comprehension conversation page so again
it's just highlighting some of those key understandings that we're hoping that students are pulling from within the
text beyond the text and about the text from the book that they read knowing that we did discuss it during our guided
reading lessons so hopefully when we do the comprehension conversation it may be fairly quick and it may just be maybe
one or two parts that you really want to focus on to make sure that the students have a good understanding of the key
ideas that were communicated in that book
Reading Contacts
all right so I just put this visual up I know our time is coming to a close here
but just wanted to kind of highlight these three different reading contacts
so you'll see they're shared reading guided reading an independent reading and obviously they require different levels of support in this visual here
you'll see that shared reading of these three has the highest level of support and it could be a text that's more
difficult than guided reading so some of the nice things to think about is shared readings provides a really good
transition into guided reading because there's obviously things that work in a model and students are going to be
actively involved in that shared reading that then they can apply to their understanding their processing of text
and reading of tax during guided reading time but you'll notice that obviously there is some some support provided
during that guided reading time and it's really an opportunity to provide some precise and an intentional instruction
to those students and really be responsive to their needs and move them forward us as readers and the processing
of text but you'll notice that you know
although we're providing some support for the students we obviously are hoping that what we're doing in guided reading
is going to transfer down to their independent reading because of course they're going to be reading text that
they're independent independent level with you know little to no support from the teacher so just kind of that whole
idea that although these three contexts are critical they you know they do fit
together quite nicely and I think it just kind of provides that good visual of how these different instructional
contexts really work well together and also how they provide different opportunities for students to engage
with text I just wanted to take a second to highlight that and this visual actually comes from this book this is
called guided reading responsive teaching across the grades and this is actually a really great book it's kind
of that foundational resource that really looks at the power and purpose of guided reading
and and how it can be an opportunity to really provide responsive teaching and
maximize that to the full benefit in your classroom so if you haven't seen that resource before it's a it's a great
one to check out and I would say yeah really really critical if you are doing guided reading your classrooms to take a
look at this resource so that kind of
wraps up our time together and a little bit of a glimpse into fountain Pinal
classroom a guided reading we are offering some other informational
webinars our last couple of ones that we have scheduled for right now or on interactive read aloud which as I
mentioned at the start of the webinar is another instructional context within fountain L classrooms so if you haven't
signed up and you'd like to join us for those please feel free to do that I am gonna open it up to questions as I sort
of flip through these next slides with some information for you so if you have any questions as I mentioned earlier
feel free to type them in the chat and I'll do my best to address them if you
would like a sampler you can go on the Pearson Canada say slash FPC website
that's at the bottom of the screen or if you want to see a print sampler you can
contact the sales rep in your area I'll put up their information in just a
second and they'll be able to send one out to you obviously I know it's many of
you are not in school buildings at this point so booking an appointment is probably not going to work for you to
look at some samples so I would I would suggest that you know do that online or request a sampler from your local sales
rep if you want to look at it in a little bit more detail but one of the things I do want to stress is the
importance of the fountain pen illiteracy community it's actually a free community and there's all sorts of
things that you can access on there from study guides if you're leading some professional development to great
instructional tools in the resource library so like I said it's free you can just go on to found some Pinal calm and
and sign up and lots of great resources at your fingertips
if you do want to contact someone to get more information or to look at some
print samplers here is the contact information for the rep in your area if
you are at a district office or consultant if you reach out to the rep
in your area on the screen they'll be able to connect you with the account executive in your territory and send you
any information you may be looking for I want to thank you again for joining us
today and hopefully we can get through these next challenging weeks together
and if you have any questions I will hang on the webinar for a couple of
minutes so feel free to stick around if not have a great evening and thanks again for joining us