KatanyaI agree! My problem is not only using Fountas and Pinnell in middle school but also with middle school ESL students! I am not happy with the books offered at the ability levels! My ESL students deserve mutual respect! To push them to use books that are really "babyish," for them to read is so disrespectful. These kids are new to our country and sho...See MoreI agree! My problem is not only using Fountas and Pinnell in middle school but also with middle school ESL students! I am not happy with the books offered at the ability levels! My ESL students deserve mutual respect! To push them to use books that are really "babyish," for them to read is so disrespectful. These kids are new to our country and should be able to read books on middle school topics and interest. There is already so much bullying in middle school with ESL students being different and now they are being asked to read books geared toward younger kids?? I am appalled that this is being presented like this! I realize it is a challenge to create books that meet ability but still offer interest level but could they not at least use older level graphics? Present the books in middle school themes? I have so many problems with using Fountas and Pinnell in middle school especially with ESL! Most of the lower levels do not have a lot of non- fiction material (very important focus with older readers), it's hard to connect these lower leveled books to middle school common core curriculum and the interest levels just don't reach them! I have found books that are condensed versions of novels! They are out there! Also middle school ESL kids can listen to higher level books and be read to. There are ways around this conundrum! You don't have to disrespect these beautiful souls! They are only delayed due to culture, they are not necessarily developmentally delayed. This program just does not work on so many levels in middle school! Really upsets me that these curriculums in a box are sold to our schools. Teacher's need more empowerment! Teaching ESL is my heart and I am in tears with this being forced on them. To build a rapport with ESL is based on mutual respect. Even when I taught reading to adults I used news articles and not See Jane Run books! Please remember we cannot stop respecting our students and we definitely don't want to degrade them! Successful reading is based on motivation and motivation comes with confidence and interest! There are so many better programs out there!
Helen On 2/17/17, Reading with Roe wrote: > Trying to decide if I need to go with Scholastic News or > StoryWorks for my 5th grade Reading class. Any feedback > will be appreciated.
If you would like this program in your classroom this fall, I'll conn...See MoreEyeread (www.eyeread.co). developed a series of games for children in K-2 that focus on foundational reading skills and allow teachers to track student progress. The Eyeread games are being developed with research driven data, teacher input and fun for students to play.
If you would like this program in your classroom this fall, I'll connect you with Julia at Eyeread.
AnnieOn 1/26/09, Deb wrote: > I have been using the F/P literacy stations this year and > have had much success. I'm not sure the grade level or > administrative support Bev has, but here are some things > that I think has worked for me ( this is my 33rd year > teaching). We have an hour block of reading each day and my > reading teach...See MoreOn 1/26/09, Deb wrote: > I have been using the F/P literacy stations this year and > have had much success. I'm not sure the grade level or > administrative support Bev has, but here are some things > that I think has worked for me ( this is my 33rd year > teaching). We have an hour block of reading each day and my > reading teacher pushes in ( 2nd grade class). We modeled, > modeled,modeled the way we wanted the stations to look and > sound like (yes, it took time, but it sure did work). > Anything in the stations the children had seen prior ( big > books, listening center, poems, word study). We practiced > what buddy readers would look like,etc. No one crawled > around, if we saw a child not doing his/her job, we'd > quietly would get up from our reading group, took the child > to our reading group table, and sat them in a chair, not > saying a thing to the child. When it was time to switch > groups, I spoke to the child and reinforced what their role > was...yes, it took away for a moment from the guided reading > group, but again the children got the message. At this time > of the year in 2nd, we are moving away from the stations per > se, and the children will be doing a Word Study activity and > then independent reading ( with reading response journals to > write in) while groups are going on. I'm fortunate that our > school is very supportive of the stations and we've have > frequent meetings to chat about our reading. I also use > "responsive classroom" techniques which minimizes behavior > problems. Wishing you the best
AnnieOn 1/26/09, Deb wrote: > I have been using the F/P literacy stations this year and > have had much success. I'm not sure the grade level or > administrative support Bev has, but here are some things > that I think has worked for me ( this is my 33rd year > teaching). We have an hour block of reading each day and my > reading teach...See MoreOn 1/26/09, Deb wrote: > I have been using the F/P literacy stations this year and > have had much success. I'm not sure the grade level or > administrative support Bev has, but here are some things > that I think has worked for me ( this is my 33rd year > teaching). We have an hour block of reading each day and my > reading teacher pushes in ( 2nd grade class). We modeled, > modeled,modeled the way we wanted the stations to look and > sound like (yes, it took time, but it sure did work). > Anything in the stations the children had seen prior ( big > books, listening center, poems, word study). We practiced > what buddy readers would look like,etc. No one crawled > around, if we saw a child not doing his/her job, we'd > quietly would get up from our reading group, took the child > to our reading group table, and sat them in a chair, not > saying a thing to the child. When it was time to switch > groups, I spoke to the child and reinforced what their role > was...yes, it took away for a moment from the guided reading > group, but again the children got the message. At this time > of the year in 2nd, we are moving away from the stations per > se, and the children will be doing a Word Study activity and > then independent reading ( with reading response journals to > write in) while groups are going on. I'm fortunate that our > school is very supportive of the stations and we've have > frequent meetings to chat about our reading. I also use > "responsive classroom" techniques which minimizes behavior > problems. Wishing you the best
Do you feel this sole method is best practice and or could be productive in a middle school?
My school district uses Fountas & Pinnell Guided Reading. When I meet in my guided reading groups it is hard to practice fluency and decoding when everyone is reading quietly to themselves or chorally as a group. I know we are not supposed to use the Round Robin strategy, but at least every student would be able to practice reading out loud without getting distracted by the other students reading slower or faster sitting next to them. It is difficult for me to hear my student read when other students are reading out loud at the same time. Also, it is very distracting to my students when they are trying to read silently at the guided reading table and one student is reading out loud because the teacher needs to give them a running record, or just wants to hear them read. It can be very distracting for those students who are trying to concentrate on what they are reading. What are your solutions to this problem? Is Round Robin reading a bad idea when your focus is to have students practice their fluency and decoding skills?
Also, what is so different about the Four Blocks Guided Reading instruction VS Fountas and Pinnell Guided Reading Instruction?
johnson,EmmaOn 9/08/13, Susie wrote: > Hello, > > My school district uses Fountas & Pinnell Guided Reading. > When I meet in my guided reading groups it is hard to > practice fluency and decoding when everyone is reading > quietly to themselves or chorally as a group. I know we > are not supposed to use the Round Robin strategy, but at...See MoreOn 9/08/13, Susie wrote: > Hello, > > My school district uses Fountas & Pinnell Guided Reading. > When I meet in my guided reading groups it is hard to > practice fluency and decoding when everyone is reading > quietly to themselves or chorally as a group. I know we > are not supposed to use the Round Robin strategy, but at > least every student would be able to practice reading out > loud without getting distracted by the other students > reading slower or faster sitting next to them. It is > difficult for me to hear my student read when other > students are reading out loud at the same time. Also, it is > very distracting to my students when they are trying to > read silently at the guided reading table and one student > is reading out loud because the teacher needs to give them > a running record, or just wants to hear them read. It can > be very distracting for those students who are trying to > concentrate on what they are reading. What are your > solutions to this problem? Is Round Robin reading a bad > idea when your focus is to have students practice their > fluency and decoding skills? > > Also, what is so different about the Four Blocks Guided > Reading instruction VS Fountas and Pinnell Guided Reading > Instruction?
Judy MilfordOn 9/08/13, Susie wrote: > Hello, > > My school district uses Fountas & Pinnell Guided Reading. > When I meet in my guided reading groups it is hard to > practice fluency and decoding when everyone is reading > quietly to themselves or chorally as a group. I know we > are not supposed to use the Round Robin strategy, but at...See MoreOn 9/08/13, Susie wrote: > Hello, > > My school district uses Fountas & Pinnell Guided Reading. > When I meet in my guided reading groups it is hard to > practice fluency and decoding when everyone is reading > quietly to themselves or chorally as a group. I know we > are not supposed to use the Round Robin strategy, but at > least every student would be able to practice reading out > loud without getting distracted by the other students > reading slower or faster sitting next to them. It is > difficult for me to hear my student read when other > students are reading out loud at the same time. Also, it is > very distracting to my students when they are trying to > read silently at the guided reading table and one student > is reading out loud because the teacher needs to give them > a running record, or just wants to hear them read. It can > be very distracting for those students who are trying to > concentrate on what they are reading. What are your > solutions to this problem? Is Round Robin reading a bad > idea when your focus is to have students practice their > fluency and decoding skills? > > Also, what is so different about the Four Blocks Guided > Reading instruction VS Fountas and Pinnell Guided Reading > Instruction?
Welcome to the Reading First Chatboard. This chatboard is for discussions related to the Reading First federal initiative (NCLB), and by teachers with an interest in Reading First. Bookmark this resource and contribute often!
Seriously, you all need to get your stuff together. You're probably complaining so much because your districts make you find a guided reading level and that's all. If you change the testing procedures, if you don't administer the whole thing, if you only want a down and dirty assessment then you are NOT reading teachers! You're the problem with public education. This is the best assessment that is on the market for K-8 (no, I do not work for heinemann) and you are idiots if your schools spent the money to buy it for you and you're complaining about using it. Go do some professional development and figure out your priorities for teaching literacy.
Lead Balanced Literacy teacher I teach at a middle school in Los Angeles and we've found the F&P assessment kits to be so useful. Most of our students are struggling readers and for those who are reading at or above an 8th grade reading level, we don't need the same kind of detailed data on them that a Running Record provides. We use the San Diego Quick to quickly assess the...See MoreI teach at a middle school in Los Angeles and we've found the F&P assessment kits to be so useful. Most of our students are struggling readers and for those who are reading at or above an 8th grade reading level, we don't need the same kind of detailed data on them that a Running Record provides. We use the San Diego Quick to quickly assess the students' decoding level and then administer the appropriate F&P Comprehension and fluency test. We don't make copies of the text. We use a separate sheet of paper to do the Running Record on and make comprehension notes. It saves paper and time copying. Three years ago we piloted using three teachers. Last year we expanded to 6 teachers and this year we're going to train 14 teachers in how to use the assessment kits and do reading workshop. Our teachers have really liked it. We also give them 3 days when their class is coverd by a substitute and all they do is test. That happens at the begining, middle and end of the year. So if provided with time and resources, it's not frustrating and it provided really valuable data on where the child is at so that instruction can be tailored towards them.
On 3/12/10, Another reading teacher wrote: > On 1/25/10, reading teacher wrote: >> They have an assessment system AND an intervention system - >> 2 different products. > > > Seriously, you all need to get your stuff together. You're > probably complaining so much because your districts make you > find a guided reading level and that's all. If you change the > testing procedures, if you don't administer the whole thing, if > you only want a down and dirty assessment then you are NOT > reading teachers! You're the problem with public education. > This is the best assessment that is on the market for K-8 (no, > I do not work for heinemann) and you are idiots if your schools > spent the money to buy it for you and you're complaining about > using it. Go do some professional development and figure out > your priorities for teaching literacy.
For the past few years we have been purchasing lots of good nonfiction leveled readers with a Science theme. Each year we select a different publisher, so that we can have 6 copies of similar topics/themes for our reading groups. Now, we need to move onto Social Studies. The search seems to be more difficult.
Thanks for the suggesti...See MoreAre you referring to the magazine - Time for Kids? Yes, they are good, but we can't buy consumables with our Reading First money. We aren't allowed to have fundraisers for the purchase of magazines either -- new rules from only our district.
It must be books that can be used over and over from year to year.
Thanks for the suggestion anyway.
On 7/23/08, Karen wrote: > Time for Kids are really good and they go along with our > social studies program.
BTW, I have read some headlines which have said Reading First did not help as much as originally planned. I was very disappointed to hear this because it does seem to have worked for some of our neighboring district. What is your interpretations of these studies(?)? Thanks, Annie
I think that there are programs that work for some kids, and programs that do not work. I feel that schools are spending tons of money on programs to get our kids reading. We are bending backwards in doing everything except raising/rearing those children. No matter how it's cut, one cannot teach children who are not in school and children whose parents do not give a rip. Parents/guardians have to do their part, also. They need to see that their child is fed, well rested, has their homework done. Parents need to step up to the plate and do their share. I can go on...
On 7/07/08, RTI Annie wrote: > > Last year was our school's first year at using the RTI > process. Anyone else doing such? We are not, however, a > reading first school although we "borrow" some practices > from them. > > BTW, I have read some headlines which have said Reading > First did not help as much as originally planned. I was very > disappointed to hear this because it does seem to have > worked for some of our neighboring district. What is your > interpretations of these studies(?)? > Thanks, > Annie
NFMOn 7/08/08, Kinder Gal wrote: > I also read that same article. We are just becoming > a "Reading First" school, just having our initial training > right after school got out. We had "borrowed" some > practices from them prior to this. > > I think that there are programs that work for some kids, and > programs that do not work. ...See MoreOn 7/08/08, Kinder Gal wrote: > I also read that same article. We are just becoming > a "Reading First" school, just having our initial training > right after school got out. We had "borrowed" some > practices from them prior to this. > > I think that there are programs that work for some kids, and > programs that do not work. I feel that schools are spending > tons of money on programs to get our kids reading. We are > bending backwards in doing everything except raising/rearing > those children. No matter how it's cut, one cannot teach > children who are not in school and children whose parents do > not give a rip. Parents/guardians have to do their part, > also. They need to see that their child is fed, well > rested, has their homework done. Parents need to step up to > the plate and do their share. I can go on... > > > On 7/07/08, RTI Annie wrote: >> >> Last year was our school's first year at using the RTI >> process. Anyone else doing such? We are not, however, a >> reading first school although we "borrow" some practices >> from them. >> >> BTW, I have read some headlines which have said Reading >> First did not help as much as originally planned. I was > very >> disappointed to hear this because it does seem to have >> worked for some of our neighboring district. What is your >> interpretations of these studies(?)? >> Thanks, >> Annie