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FPUser24328
FPUser24328
Posts: 4


1/23/2018
FPUser24328
FPUser24328
Posts: 4
Hello,

Our teachers are struggling with the lack of "explicit instruction" within interactive read aloud and shared reading. They are used to providing students with definitions of the strategies and then focusing on one strategy at a time. What kind of evidence / rationale can you provide that would help them better understand the F & P philosophy of abandoning the "one strategy a week" approach to reading instruction?

Or --- is there explicit instruction somewhere we're missing? (By explicit instruction, I mean anchor charts, teacher modeling, etc.)
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 747


1/23/2018
FPUser24328 wrote:
Hello,

Our teachers are struggling with the lack of "explicit instruction" within interactive read aloud and shared reading. They are used to providing students with definitions of the strategies and then focusing on one strategy at a time. What kind of evidence / rationale can you provide that would help them better understand the F & P philosophy of abandoning the "one strategy a week" approach to reading instruction?

Or --- is there explicit instruction somewhere we're missing? (By explicit instruction, I mean anchor charts, teacher modeling, etc.)





Fountas and Pinnell address the rationale for teaching children how to think before, during, and after reading using responsive teaching actions in the second edition of Guided Reading. Fountas and Pinnell (p. 361-363, 472 specifically) state the teacher's goal is to teach in a way that supports the reader in constructing strategic actions. Quoting Dr. Marie Clay "Acts of reading are acts of construction, not instruction." There are neural systems that are employed in this complex act of reading that cannot be done "one at a time" so to teach children one strategy at a time is not helpful (or authentic to the task). "That's not the way effective reading works." This text describes the teaching needed in a responsive literacy framework with a focus on guided reading. Interactive read-aloud and Shared reading are part of the scaffolding for this instruction model and excerpts for teaching are included in this volume.

However the new FP Classroom provides explicit lessons for these instructional contexts. FPC provides exactly what you are asking for. Please explore these fabulous new materials. http://www.fountasandpinnell.com/fpc/

Best wishes for success!
Debbie
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