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Home » Fountas & Pinnell » ESL

Discussions about any of Fountas & Pinnell's works, including LLI, BAS, the Continuum, When Readers Struggle, Literacy Beginnings, leveled books, training events, professional development for educators, and more
1/9/2012 9:50:09 AM

User 491426
User 491426
Posts: 1
Can anyone tell me how to use Fuentes and Pinnell Reading levels
in the English as a Second Language classroom. I have non-speakers to Advanced Listening, Speaking, Reading, and Writing.
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1/9/2012 11:14:57 AM

The Fountas & Pinnell Team
The Fountas & Pinnell Team
Posts: 292
We invite you to explore Sistema de evaluación de la lectura (you can request a sampler from that page if you are interested). Here's some highlights:

The Fountas & Pinnell Sistema de evaluación de la lectura (SEL) enables teachers in dual language, bilingual, and immersion classrooms to:
  • Determine a student's independent and instructional reading levels
  • Group students for reading instruction
  • Select texts that align with student instructional needs and goals
  • Assess the outcomes of teaching
  • Identify students who need intervention and extra help
  • Monitor and report student progress across a school year and across grade levels.

Features:
  • 28 brand-new, original student books written in Spanish by native Spanish-speaking authors—not translations or adaptations from English
  • Illustrated by Hispanic illustrators ensuring authentic, culturally relevant artwork
  • Each student book carefully developed and leveled by an advisory panel of bilingual literacy experts, under the supervision of Irene Fountas and Gay Su Pinnell
  • Spanish A-N leveling system developed to parallel the Fountas & Pinnell text gradient, incorporating text characteristics specific to Spanish for each level
  • Parallel organization of Spanish student books with English system for genre and content area connections* Field tested by bilingual teachers working with Spanish-speaking students across the U.S.
  • Optional assessments in Spanish to diagnose strengths and needs particular to Spanish-speaking students
  • Online Data Management System to automate data collection and facilitate enhanced data sharing and progress monitoring
  • Embedded training on the Professional Development DVD along with on-site and off-site support provided by Heinemann


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The Fountas & Pinnell Team

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1/11/2012 10:08:27 AM

The Fountas & Pinnell Team
The Fountas & Pinnell Team
Posts: 292
There is an excellent chapter in Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading, K-8 (chapter 29, starts p. 500) titled "Meeting the Diverse Needs of English Language Learners." There is also a chapter in When Readers Struggle: Teaching that Works (chapter 18, starting p. 434) titled "Working Successfully with English Language Learners."

There are also chapters in both books about the importance of texts and the importance of matching texts to readers. These are excellent resources that will guide you as you work with text gradients and the English Language Learner.

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The Fountas & Pinnell Team

Fountas & Pinnell Homepage
Fountas & Pinnell Blog
Fountas & Pinnell on Facebook
Fountas & Pinnell on Twitter
email the Fountas & Pinnell Team
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11/19/2014 11:45:41 AM

User 587660
User 587660
Posts: 1
I am interested in the use of LLI with our ELLs also. I am the new ESL Supervisor and am looking at what we are using and does it match across the district. Any information I can get is helpful. The state is changing the regulation so that will have some impact. I am working with our teachers to ensure our students get our best.
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11/20/2014 6:29:01 PM

Fountas & Pinnell Consultant
Fountas & Pinnell Consultant
Posts: 33
Please see the Research and Efficacy Study information available http://www.heinemann.com/fountasandpinnell/research/LLIEfficacyStudyReport2010.pdf
Regarding LLI: Each lesson provides the teacher with specific suggestions for helping English language learners. These suggestions are specific to the texts they read in the particular lesson (e.g.,more intensive teaching of syntax and vocabulary), as well as to the word study instruction they receive. Teachers have lesson guides and supports to enable them to teach the academic language that many English language learners find difficult. The size of the group allows learners to be active talkers so that they extend language by using it.
Conclusions from the Study:
1. What progress in literacy do students who receive LLI make compared to students who receive only regular classroom literacy instruction?
Across the three grade levels, the current study found that LLI positively impacts K-2 student literacy achievement in rural and suburban settings. Further, we determined that LLI is effective with ELL students, students with a special education designation, and minority students in both rural and suburban settings. Finally, the current study showed that LLI is effective with economically disadvantaged children in both rural and suburban settings.


We wish you the best in selecting the programs appropriate for your student population!

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Helenann Steenson, Fountas & Pinnell Consultant, Heinemann
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12/17/2014 1:04:02 PM

User 590082
User 590082
Posts: 1
The ELL students need more language. It is too much to do 1 lesson in 1 day. Is ok to do 1 lesson over 2 to 3 days?
Thank you in advance!
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12/17/2014 3:38:44 PM

Fountas & Pinnell Consultant
Fountas & Pinnell Consultant
Posts: 33
In the Frequently Asked Questions, this question is addressed:


What do you do about children who have low vocabulary (usually English language learners) when youget to books that have lots of concepts and newvocabulary? You will need a richer introduction and perhaps alonger discussion after reading to be sure children aregaining the vocabulary they need. Also, they will beusing these vocabulary words in the writing. Afterrereading, you can visit a few words just to use themand talk about their meaning. Talk with the classroom teacher to be sure that children are being exposed tonew vocabulary daily through interactive read aloud.Another way to help is to go to previous levels (forexample, books that those children have not read) inany of the strands and give children some “extra”books to read that will be easy for them. They can dothis in the classroom and will build vocabulary in theprocess. Finally, you could work into the lesson someword “collections,” where you write words that areconnected with each other in some way—names ofpets, names of animals, words about weather, etc.
Can I carry the reading of the new book over morethan one day? Usually, carrying a book over two or more dayswill not be necessary. The selections are short enoughfor one day’s reading. Be sure the children are readingfluently. But if you need to continue the reading thenext day, you can make that decision. Check to be surethat children are not reading too slowly.
Instruction is always based on the specific needs of your students. However, it is best to work toward completing one lesson per day for acceleration. When you see gaps in learning, you may have to take a day now and then to tidy things up. Going slower as a daily practice is not always the answer. Use of a timer per component is strongly suggested. Then analyze where you are getting bogged down. Ask yourself if it is just the new book or is it other parts of the lesson as well. Good teaching requires strong self-evalutation of your teaching! Thank you for asking a great question. We wish you the best!

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Helenann Steenson, Fountas & Pinnell Consultant, Heinemann
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