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TeacherJC
TeacherJC
Posts: 2


9 days ago
TeacherJC
TeacherJC
Posts: 2
Our district is using the BAS to guide our instruction in grades K-4. Through the research & guidance of Fountas & Pinnell, we have put a text level cap on administering the assessment (one grade level above). We agree and understand that this is due to the large amount of comprehension strategies that need to be implemented with the students during instruction. And, the text components & language aren't suitable for a student (above the "one grade level above" cap). However, we've had some teachers concerned about guided reading and feeling like they're holding their students back by not allowing the text to be more than one grade level above. We have given the information above to the teachers (about comprehension & appropriateness).
-What is the research that Fountas & Pinnell use to support this philosophy? I'd like to use this with my teachers.
-Are there exceptions, where students can be instructed more than one grade level above (for example, gifted students)?
Thank you for your time & response!
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 407


8 days ago
TeacherJC wrote:
Our district is using the BAS to guide our instruction in grades K-4. Through the research & guidance of Fountas & Pinnell, we have put a text level cap on administering the assessment (one grade level above). We agree and understand that this is due to the large amount of comprehension strategies that need to be implemented with the students during instruction. And, the text components & language aren't suitable for a student (above the "one grade level above" cap). However, we've had some teachers concerned about guided reading and feeling like they're holding their students back by not allowing the text to be more than one grade level above. We have given the information above to the teachers (about comprehension & appropriateness).
-What is the research that Fountas & Pinnell use to support this philosophy? I'd like to use this with my teachers.
-Are there exceptions, where students can be instructed more than one grade level above (for example, gifted students)?

Thank you for your time & response!


The answer is always go to the Literacy Continuum to decide which level best matches the goals for instruction. Text selection and instruction must go beyond a letter-the level- and focus on the behaviors and strategic thinking. I do not understand the concern for pushing children to go beyond their development. If the focus is on behaviors that won't be a concern.

The recent webinar hosted by Ed Week addresses this issue well. I highly suggest listening to the webinar as a team for continuing the discussion. You can still register for it to gain access to the recorded session. In this webinar Gay and Irene discuss this misuse of levels in classrooms and that it must stop. Levels should not be a label, but are categories of characteristics of texts and readers in order to help teachers match readers, texts, and teaching. The match depends on the Literacy Continuum descriptions of texts and goals and expectations for readers.


Fountas and Pinnell created this gradient of text over 20 years ago as they were developing guides for classroom teachers. I'm not sure what kind of research you want beyond what is available under the EXTEND tab on this website. The research and beliefs guiding the Fountas and Pinnell philosophy can be found in the articles in the Resource Library, also under the EXTEND tab. I'll list a few examples:
http://www.fountasandpinnell.com/resourcelibrary/resource?id=280
http://www.fountasandpinnell.com/resourcelibrary/resource?id=112
http://blog.fountasandpinnell.com/post/a-level-is-a-teacher-s-tool-not-a-child-s-label
http://www.fountasandpinnell.com/resourcelibrary/id/405
http://www.fountasandpinnell.com/resourcelibrary/id/181



Thank you for your question and best wishes for success as we all seek to help teachers understand the use of the text gradient.
Debbie
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