Based on the PD resource, Fountas & Pinnell Prompting Guide, Part 1 and 2 Bundle Recommended Grade Level: Grades K-3
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Developed by Irene Fountas and Gay Su Pinnell Over the course of three, two-hour sessions, participants will discover the language of responsive teaching as they learn to use Prompting Guide Part 1: A Tool for Literacy Teachers and Prompting Guide Part 2 for Comprehension: Thinking, Talking, and Writing, as powerful tools for choosing precise language that expands reader's thinking through talk and writing. Participants will explore the Responsive Teaching Cycle, examining student data and delving into The Literacy Continuum: A Tool for Assessment, Planning, and Teaching, for ways to look for specific evidence of learning. Based on that data, participants will identify an emphasis for teaching and use the Prompting Guides to choose clear, powerful language to teach for effective strategic action. Participants will have the opportunity to apply session understandings as they examine their own student data and identify facilitative language that supports shifts in students' construction of literacy understandings. Participants should have access to students as they will be expected to bring student reading records and writing about reading samples to examine and discuss during sessions. This session assumes that participants have prior experience in coding, scoring, and analyzing running records. Learning Goals Participants will: Develop an understanding of the Prompting Guides: goals, purpose, organization, and information. Explore Prompting Guide Part 1 for clear, specific language for teaching, prompting, and reinforcing effective reading behaviors during oral reading and early writing. Explore Prompting Guide Part 2 for supports that teaches readers how to focus or expand their thinking through talk and writing before, during, and after reading. Apply understandings to their own student information to identify specific facilitative language that is based on student evidence in data by analyzing, reflecting, and discussing lessons. Deepen their understanding of reading as a complex, problem-solving process. Use The Literacy Continuum to analyze student data for precise reading and writing behaviors and identify goals to determine next steps for teaching. Understand the role of clear, specific language for teaching, prompting, and reinforcing effective reading and writing behaviors that move the reader forward in their use of independent strategic actions. Use the analysis of Reading Records and Writing About Reading samples, apply understandings to demonstrate, prompt for, and reinforce effective behaviors in three categories: thinking within, thinking beyond, and thinking about the text. Participant Resources Required Prompting Guide Part 1: A Tool for Literacy Teachers Prompting Guide Part 2 for Comprehension: Thinking, Talking, and Writing The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching Time Requirement Three sessions: each session two hours, for a total of six hours.
Developed by Irene Fountas and Gay Su Pinnell
Over the course of three, two-hour sessions, participants will discover the language of responsive teaching as they learn to use Prompting Guide Part 1: A Tool for Literacy Teachers and Prompting Guide Part 2 for Comprehension: Thinking, Talking, and Writing, as powerful tools for choosing precise language that expands reader's thinking through talk and writing. Participants will explore the Responsive Teaching Cycle, examining student data and delving into The Literacy Continuum: A Tool for Assessment, Planning, and Teaching, for ways to look for specific evidence of learning. Based on that data, participants will identify an emphasis for teaching and use the Prompting Guides to choose clear, powerful language to teach for effective strategic action. Participants will have the opportunity to apply session understandings as they examine their own student data and identify facilitative language that supports shifts in students' construction of literacy understandings. Participants should have access to students as they will be expected to bring student reading records and writing about reading samples to examine and discuss during sessions. This session assumes that participants have prior experience in coding, scoring, and analyzing running records.
Participants will:
Three sessions: each session two hours, for a total of six hours.
For pricing information, please call 800.541.2086, ext. 1402.
