Transcript The Classroom Library

The Classroom Library Center
Building and Organizing
• Is a place where students practice making connections to
text in order to build understanding.
 Students should visit the Library Center or Classroom
Library in order to practice reading at their independent
level
 Students should understand their purpose for visiting
the Classroom Library
 Students should respond to the text in some manner
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What Does
Independent Mean?
• Independent Level
• The student can read without help with near
100% accuracy
• After reading, the student can answer
questions about the passage with 90%
accuracy
• This level should be used for free-time
reading and independent class work
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Stages of Reading Development
Adapted from Fountas & Pinnell, 996
Emergent
Early
Early Fluent
Fluent
Developing
concepts of
print that
include reading
left to right;
sweeping to next
line; pointing to
front/back of
book; points to
first/last page
Points to
words without
one-to-one
matching
Uses
emergent
strategies
inconsistently
Inconsistent
self-monitoring
of reading
Reads
easy/patterned
text fluently
with picture
support
Practices
skills acquired on
easy materials
Searches for
and uses cues
more
independently
Self-monitors
and corrects
when prompted
and on their own
Less reliant on
finger pointing
Lacks stamina
needed for
chapter books
Uses cues
flexibly and
effectively
Integrates
use of
cues/strategies
Self-monitors
Reads
smoothly and at
appropriate
speeds
Is able to
scan
ahead/predict
Transfers
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The “Best” Books to Support Developing
Literacy …
• Contain natural and literary language patterns with some
predictability but not a singsong repetition
• Include increasing number of high frequency words
• Embody some literary merit
• Are interesting and engaging for children
• Integrate opportunities to notice and use spelling patterns
within a quality text
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What Kind of Books Should
You Have?
• Fiction and Nonfiction
• Broad range of reading levels
• At grade 2, Introduce easy
chapter books
• Age appropriate children’s
magazines and newsprint.
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Leveling Collections and Reading
Systems
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Grade Level Equivalents (Basal Levels)
“Decodable” Texts
“Predictable” Texts
Reading Recovery
Rhyming Texts
Stages of Reading Development
Fountas & Pinell (F&P)
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Reading Recovery
Characteristics of Text
Adapted from Marie Clay, 1993
Level
1-4
Levels 5-8
• consistent placement
of print
• repetition of 2-3
sentence patterns
• repetition of 1-2
sentence patterns
• opening, closing
sentence vary, or
varied simple
sentence structures
• oral language
structures
• familiar objects and
actions
• many familiar objects
and actions
• illustrations provide
high support
• illustrations provide
moderate-high
support
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Reading Recovery
Characteristics of Text
Levels 9-12
• repetition of 3 or more sentence patterns or varied sentence patterns
•
blend of oral and written language structures or fantastic happenings in
framework of familiar experiences
•
illustrations provide moderate support
Levels 13-15
• varied sentence patterns or repeated patterns in culminating form
•
oral structures appear in dialogue
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literary language and specialized vocabulary for some topics
•
illustrations provide low-moderate support
Levels 16-20
• elaborated episodes and events
•
extended descriptions link to familiar stories
and literary language
•
unusual, challenging vocabulary
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illustrations provide low support
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Fountas & Pinnell (F&P) Levels
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Levels A and B
• Very easy
• Have a single focus
• Simple storyline
• Direct
correspondence
between text and
pictures
• Word-by-word
matching
• Format is consistent
(print appears in the
same place)
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Level C
• simple storylines
• Longer than level B
• 2-5 lines of text per page
• Picture support high
• Direct correspondence between text
and pictures
• Print appears on both left and right
side of page
• High frequency words used more
often
• Full range of punctuation
• Patterns and repetition are used
• More variation in language patterns
• Sentences are longer, but grammar
is simple and easy to control
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Fountas & Pinnell (F&P) Levels
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Level D
• More complex, but still
very easy
• Concepts are within
children’s experience
• Illustrations are
supportive, but more
attention to text is
required
• 2-6 lines of text per page
(more words than the
previous levels)
• Sentences are longer that
level C
• Full range of punctuation
• Vocabulary contains more
inflectional endings (ing,
ed, s)
• Level E
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Text gradually increasing
3-8 lines of text per page
Text placement varies
Storyline is more complex
Repeated language patterns are used
Concepts require more interpretation
(less familiar to children)
Illustrations strongly support stories
Problem solving is needed to figure out
new words
Full variety of punctuation is evident
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Fountas & Pinnell (F&P) Levels
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Level F
• Texts are longer that level E
• Print is smaller
• 2-8 lines of text per page
• Pictures continue to support,
but text carries the meaning
• Variety of high frequency
words are expanded
• Storylines include more events
• Chronological
• Some characters are fully
developed
• Distinct beginning, middle,
and end
• Dialogue has greater variety
• Punctuation supports
phrasing and meaning
• More opportunities for word
analysis
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Level G and H
• More challenging ideas and
vocabulary
• Literary language, structures,
and concepts integrated with
natural language
• Range of content extend
children’s experiences
• New vocabulary is introduced
• More episodic events support
reading
• Level H similar to G, but
language and vocabulary
more complex
• Longer stories
• More literary
• Less repetition of episodic
structure
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Fountas & Pinnell (F&P) Levels
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Level I
• Variety of texts (including
informational texts)
• Story structure more
complex
• Episodes more elaborate
• Themes are varied
• Illustrations provide low
support
• Readers asked to
understand different view
points
• Texts are longer
• Specialized, challenging
vocabulary is evident
• Characters are memorable
• Could be compared to
other texts previously read
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Level J
• Beginning of 2nd grade
• Advanced 1st graders can
read
• Texts allow children to
practice reading strategies on
a greater variety of texts
• Stories are longer and more
complex
• Variety of texts-nonfiction,
folktales, realistic stories, etc.
• Chapter books are
introduced (30-60 pages)
• Familiar vocabulary
• Shorter sentences
• Longer attention span needed
• Characters developed
through dialogue (speaking)
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Fountas & Pinnell (F&P) Levels
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Levels K
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Variety of texts
Chapter-like books
Pictures on every other
page
Text on pages varies
Print is laid out with
clear spaces between
words and lines
Stories have multiple
episodes related to a
single plot
Students can read some
traditional fairytales as
independent readers
Reading is silent mostly
Discussion of books can
be done
Levels L
• Texts are longer chapter books with
few illustrations
• Less picture support
• Characters are involved in plots
• More sophisticated language
structures
• Detail and descriptions involve
challenging vocabulary
• Text size is smaller, word spacing is
narrower
• Requires higher level conceptual
work to understand the subtleties of
plot and characters
• Longer period of time to complete
books
• Mostly silent reading , but read
alouds emphasizes interest or to
make a point
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Fountas & Pinnell (F&P) Levels
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Levels M
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Texts are long
Full pages of text
Smaller print with narrow
spacing
Variety of texts, but all
contain complex language
structures and sophisticated
vocabulary
Highly detailed and
descriptive text
More Abstract concepts and
themes
Text requires more
background knowledge
Many characters are
involved in more complex
plots
Character development is
important feature
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Levels N, O, P, Q, R, and S
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Titles at each level identify 3rd
grade and some 4th grade texts
Chapter books with 100 pages
or more
Complex and sophisticated
themes
Non-fiction titles are shorter
and present social issues
Memorable characters
Demand on reader to use a
variety of strategies to
understand plot and theme
Vocabulary is complex going
beyond children’s own
experiences
Level P chapter books explore
preadolescent and early
adolescent problems
Longer descriptive narratives
Texts are read on literal and
figurative levels
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Leveling Activity
• Materials: different colored dots
• Objective: Participants will level a given set
of books following these guidelines:
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Difficulty of text (vocabulary, sentence length)
Picture support
Text length
Concept or theme the text deals with
• Color code according to A.L.L. or DIBELS
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Examples of Leveled Books
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Organization of the Classroom
Library
• Inviting to the students
• Books arranged
alphabetically, genre,
reading level
• Have rules for handling
the books
• Check-out system
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Independent Reading Activities
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Sign-in when entering the Library
Check-out Binder for borrowing books
Reading Log
Reading Response Journals
Student Recommendations “Must
Reads”
• Other
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Library
Center
Fluency
Center
Technology
Center
Word
Center
Comprehension
Center
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Examples of Classroom Libraries
Examples of Classroom Libraries
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Examples of Classroom Libraries
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Should be leveled or organized in some way
Labeled for easy identification
Routinely changed (every 2 weeks)
Easily accessible
Inviting, appealing, comfortable
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References
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Fountas, Irene &Pinell, Gay Su. 1996. Guided Reading: Good First Teaching for All
Children. Portsmouth , NH: Heinemann.
Fountas, Irene & Pinell, Gay Su. 2001. Guiding Readers and Writers Grades 3-6.
Portsmouth, NH: Heinemann.
Tyner, Beverly. June 2004. Small-Group Reading Instruction: A Differentiated
Teaching Model for Beginning and Struggling Readers. Hamilton County Schools.
Chattanooga, Tennessee, USA.
http://www.justreadflorida.com/reading_first.asp
http://www.lexile.com
http://www.sunlink.com
http://teachermentor.com
http://teacher.scholastic.com
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