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PWS questions Messages in this topic - RSS

Sue R.
Sue R.
Posts: 5


5/17/2018
Sue R.
Sue R.
Posts: 5
Our district is looking into using the PWS portion of the F&P Classroom. We have a first grade set and in looking through the scope and sequence noticed that not all of the skills listed with a red bullet from the Continuum are addressed in the PWS set. Are there additional resources recommended they use to teach those skills or are they to pull from their own resources? Since we haven’t thoroughly gone through the set, might those skills be embedded within other lessons? Is this considered what every first grader needs for phonics, word study and spelling instruction or is it more of a supplement or in need of supplementing with other materials? We ask this because there are just 100 lessons and obviously there are more than 100 days of instruction. We really are hoping that this meets our needs for a total phonics, word study and spelling curriculum. Our first look into it seems promising!
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 747


5/17/2018
Sue R. wrote:
Our district is looking into using the PWS portion of the F&P Classroom. We have a first grade set and in looking through the scope and sequence noticed that not all of the skills listed with a red bullet from the Continuum are addressed in the PWS set. Are there additional resources recommended they use to teach those skills or are they to pull from their own resources? Since we haven’t thoroughly gone through the set, might those skills be embedded within other lessons? Is this considered what every first grader needs for phonics, word study and spelling instruction or is it more of a supplement or in need of supplementing with other materials? We ask this because there are just 100 lessons and obviously there are more than 100 days of instruction. We really are hoping that this meets our needs for a total phonics, word study and spelling curriculum. Our first look into it seems promising!


In the front sections of the Phonics Lessons Guide are a few pages that explain how the lessons are organized to be used. In the Introduction on p. 1 it states that the lessons provide explicit instruction outside of continuous texts as well as suggestions for teaching as children read and write texts. So many of these "red bullet" goals are taught while reading and writing; for example under spelling strategies on p. 369 of the Literacy Continuum the last bullet on the page is taught during writing lessons as children learn ways to spell words. In the Introduction to the PSW section in the Literacy Continuum (p. 362) it states that the behaviors and understandings are mainly in "thinking within the text" category so you will find some of the behaviors embedded in the other reading continua. Goals for using language, vocabulary (word meaning), words, conventions such as grammar (word structure), spelling are embedded in the writing continua.

The design of these lessons as interrelated in and out of text is described again in the Lessons Guide beginning on page 9. Page 30 states these 100 lessons are constructed on one principle from the nine categories. In several places it states that lessons can be skipped or repeated, use the lessons as templates to create the lesson with the examples your students need. (p. 44-45, 48-49)

Once you start using the Lessons I think you will have a better idea of how to integrate the instruction throughout the responsive literacy design described on p. 9-29. It is important for teachers to understand from the beginning that these lessons are not a scripted program for every day of the year.

Best wishes for success!
Debbie
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FPUser67360
FPUser67360
Posts: 1


8/31/2018
FPUser67360
FPUser67360
Posts: 1
I have a question about the letter cards in the 3rd grade PWS kit. For the lessons where students are making words, should each student get their own set of 26 letters to use for making words? I was thinking of keeping separate envelopes with all 26 letters in them for each student, and then giving the students an envelope of letters when a lesson calls for them to make words.
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 887


9/2/2018
FPUser67360 wrote:
I have a question about the letter cards in the 3rd grade PWS kit. For the lessons where students are making words, should each student get their own set of 26 letters to use for making words? I was thinking of keeping separate envelopes with all 26 letters in them for each student, and then giving the students an envelope of letters when a lesson calls for them to make words.


Giving your students an envelope with all 26 letters may be a bit cumbersome as they search for letters to make words. Also, you may find that you need multiple copies of the same letters for making words or adding endings, etc. specific to the goals. I would suggest that you look at the specific lesson to determine the materials needed. The lesson will indicate specific supplies needed for each activity.

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Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
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