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Behavior Management During Running Records Messages in this topic - RSS

llovern
llovern
Posts: 1


11 days ago
llovern
llovern
Posts: 1
Hello!
I'm curious about how you keep the other students in your guided reading groups engaged, quiet, and on-task while you are doing a running record with another student. Our school has pull-out groups for guided reading , so students are not in their regular classrooms. Thanks!
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 630


10 days ago
llovern wrote:
Hello!
I'm curious about how you keep the other students in your guided reading groups engaged, quiet, and on-task while you are doing a running record with another student. Our school has pull-out groups for guided reading , so students are not in their regular classrooms. Thanks!



Guided Reading: Responsive Teaching Across the Grades describes how to set up the management of classrooms. The first week of school is used to establish routines and procedures through management minilessons while beginning the literacy design including whole group instruction in Interactive read-Aloud/Literature Discussion, Shared and Performance Reading, Reading minilessons, Phonics/Word Study minilessons, and independent reading for the reading workshop. Once routines are established the teacher can begin to pull individuals for assessment. Setting up the classroom community may take 1-2 weeks (except Kinder where it may take longer since it is often the first year of school). This time will later become small group instruction time. Students should be engaged in independent reading, literacy tasks (that may include application of letter & word study lessons) following the community rules for voice volume. If students are not engaged you must stop and practice the community rules until students can follow them. Independent reading is student choice so if it is a text they choose they should be able to remain engaged. The literacy tasks for K-1 should include manipulative tasks that are just right in the amount of challenge required to complete. If tasks are too hard or too easy students will disengage.

When students are moving to another classroom where the community is different this will cause a new set of issues. Every teacher must establish the same rules in the same way to be consistent. You may want to view the video on classroom management at the following link. http://www.fountasandpinnell.com/resourcelibrary/id/169
A few helpful blogs are found at the following links.
https://fpblog.fountasandpinnell.com/building-your-classroom-community
http://fpblog.fountasandpinnell.com/teacher-tip-how-to-design-your-classroom-to-build-a-strong-community?hsCtaTracking=9cd629b1-b5e4-4094-a931-0107f7df1fd4%7C9c2cf856-95d4-42b6-926a-e5dd0d5fdc3a
http://fpblog.fountasandpinnell.com/teacher-tip-create-a-classroom-environment-that-supports-word-solving

The following podcast has some great tips.
http://fpblog.fountasandpinnell.com/introducing-a-new-podcast-series-a-look-inside-fountas-pinnell-classroom-preview-episode

Best wishes as you begin a new school year!
Debbie
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