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Readers, Texts, and Teaching: Big Ideas from Fountas and Pinnell (2006)

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Peggy Semingson

on 11 October 2011

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Transcript of Readers, Texts, and Teaching: Big Ideas from Fountas and Pinnell (2006)

Big Ideas from Fountas and Pinnell (2006)

reading as a process
reader, text, and context
reading as strategic
reading within, beyond, about the text
role of talk in reading
routines of reading, e.g., “turn and talk” throughout the day
scaffolding instruction
making connections between literacy instruction and students’ lives reading TO, WITH, and BY
word study as a daily activity
reader’s notebook (lit log) as an ongoing activity
small group instruction is key
need for high-quality, engaging texts
read a variety of texts, not just one type
time on task spent reading develops reading skills
“students need different levels of support at different times” Whole Group
Teaching Small Group
Teaching Individual
Teaching Readers Text Teaching "One of the goals of teaching
reading comprhension is to help
readers recognize students'
interpretations while at the same
time instilling in them the
responsiblity to address the
writer's intentions." (Fountas
& Pinnell, 2006, p. 9). Strategic processing (p. 18)

visual signs
text structure
visual info
background knowledge Within the
text About the text Beyond the text LIST 4373
Readers and Reading
Dr. Peggy Semingson Source:
Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.
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