How Does it Work?
Each instructional context is organized by grade except Guided Reading which is organized by text level. Each reading related continua describes behaviours and understandings a reader needs in order to successfully meet the demands of the text at that grade or text level. The behaviours and understandings provide a menu [not a check-list] of teaching goals you can select from to guide the intentional conversations you will want to have with your students about the texts. The level of teacher support provided in these intentional conversations depends on the nature of the Continuum, ranging from high teacher support in Interactive Read Aloud through Shared Reading and Guided Reading to the lowest teacher support in Independent Reading.
Behaviours & Understandings
The reading behaviours and understandings you want to notice, teach and support are organized into a network of twelve strategic actions. A model of the Network of Strategic Actions is found on the inside front cover of the Fountas & Pinnell Literacy Continuum. It helps you conceptualize the invisible, fast and complex in-the-head activity that proficient readers do in an integrated way on increasingly complex texts. These twelve strategic actions are organized into three categories:
Thinking Within the Text - how readers use the print information right there on the page
- Thinking Beyond the Text - how readers interpret the information
- Thinking About the Text - how readers appreciate the writer’s craft
In all the reading continua talking about books is essential to help readers think about texts in these three ways. Conversational discussions about the texts before, during and after reading help to expand thinking within, beyond and about the text.
Demands of the Texts
You need to know your students as readers and writers really well but you also need to know the demands that your tools, which are the texts, make on each reader. The texts are the tools you use to help students to think more proficiently about print and to talk in depth about what they understand. The four reading related continua describe the characteristics of texts and the demands they make on the reader. Fountas and Pinnell use ten text characteristics to level their books on a gradient of difficulty. Text characteristics are described for each of the continua related to reading. They help you match the characteristics of the texts to your students’ strengths and needs.
The bullets for each behaviour and understanding, text characteristic or writing purpose in the Literacy Continuum are coded by shape and colour to correspond with thinking within, beyond and about the text on the Network of Strategic Actions graphic. Red bullets indicate behaviours and understandings that appear at this grade or text level for the first time.