Building and OrganizingBuilding and Organizing

The Classroom Library Center

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• Is a place where students practice making connections to Is a place where students practice making connections to text in order to build understanding.text in order to build understanding.

Students should visit the Library Center or Classroom Students should visit the Library Center or Classroom Library in order to practice reading at their independent Library in order to practice reading at their independent levellevel

Students should understand their purpose for visiting Students should understand their purpose for visiting the Classroom Librarythe Classroom Library

Students should respond to the text in some mannerStudents should respond to the text in some manner

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What Does What Does Independent Mean?Independent Mean?

• Independent LevelIndependent Level• The student can read without help with near The student can read without help with near

100% accuracy100% accuracy

• After reading, the student can answer After reading, the student can answer questions about the passage with 90% questions about the passage with 90% accuracyaccuracy

• This level should be used for free-time This level should be used for free-time reading and independent class workreading and independent class work

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Stages of Reading DevelopmentStages of Reading DevelopmentAdapted from Fountas & Pinnell, 996Adapted from Fountas & Pinnell, 996

Emergent Early Early Fluent FluentDeveloping concepts of print that include reading left to right; sweeping to next line; pointing to front/back of book; points to first/last pagePoints to words without one-to-one matching

Uses emergent strategies inconsistentlyInconsistent self-monitoring of readingReads easy/patterned text fluently with picture supportPractices skills acquired on easy materials

Searches for and uses cues more independentlySelf-monitors and corrects when prompted and on their ownLess reliant on finger pointingLacks stamina needed for chapter books

Uses cues flexibly and effectivelyIntegrates use of cues/strategiesSelf-monitorsReads smoothly and at appropriate speedsIs able to scan ahead/predictTransfers

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The “Best” Books to Support Developing The “Best” Books to Support Developing Literacy …Literacy …

• Contain natural and literary language patterns with some Contain natural and literary language patterns with some predictability but not a singsong repetitionpredictability but not a singsong repetition

• Include increasing number of high frequency wordsInclude increasing number of high frequency words

• Embody some literary meritEmbody some literary merit

• Are interesting and engaging for childrenAre interesting and engaging for children

• Integrate opportunities to notice and use spelling patterns Integrate opportunities to notice and use spelling patterns within a quality textwithin a quality text

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What Kind of Books Should What Kind of Books Should You Have?You Have?

• Fiction and NonfictionFiction and Nonfiction• Broad range of reading levelsBroad range of reading levels• At grade 2, Introduce easy At grade 2, Introduce easy

chapter bookschapter books• Age appropriate children’s Age appropriate children’s

magazines and newsprint.magazines and newsprint.

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Leveling Collections and Reading Leveling Collections and Reading SystemsSystems

• Grade Level Equivalents (Basal Levels)Grade Level Equivalents (Basal Levels)• ““Decodable” TextsDecodable” Texts• ““Predictable” TextsPredictable” Texts• Reading RecoveryReading Recovery• Rhyming TextsRhyming Texts• Stages of Reading DevelopmentStages of Reading Development• Fountas & Pinell (F&P)Fountas & Pinell (F&P)

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Reading Recovery Reading Recovery Characteristics of TextCharacteristics of Text

Adapted from Marie Clay, 1993Adapted from Marie Clay, 1993

Level 1-4

• consistent placement of print

• repetition of 1-2 sentence patterns

• oral language structures

• familiar objects and actions

• illustrations provide high support

Levels 5-8

• repetition of 2-3 sentence patterns

• opening, closing sentence vary, or varied simple sentence structures

• many familiar objects and actions

• illustrations provide moderate-high support

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Reading RecoveryReading RecoveryCharacteristics of TextCharacteristics of Text

Levels 16-20 • elaborated episodes and events

• extended descriptions link to familiar storiesand literary language

• unusual, challenging vocabulary

• illustrations provide low support

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

• literary language and specialized vocabulary for some topics

• illustrations provide low-moderate support

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Fountas & Pinnell (F&P) LevelsFountas & Pinnell (F&P) Levels• 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)

•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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• 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)

Fountas & Pinnell (F&P) LevelsFountas & Pinnell (F&P) Levels•Level E

Text gradually increasing3-8 lines of text per pageText placement variesStoryline is more complexRepeated language patterns are usedConcepts require more interpretation(less familiar to children)Illustrations strongly support storiesProblem solving is needed to figure outnew wordsFull variety of punctuation is evident

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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

Fountas & Pinnell (F&P) LevelsFountas & Pinnell (F&P) Levels

• 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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• 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

Fountas & Pinnell (F&P) LevelsFountas & Pinnell (F&P) Levels• 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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• Levels K• 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

Fountas & Pinnell (F&P) LevelsFountas & Pinnell (F&P) Levels• 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) LevelsFountas & Pinnell (F&P) Levels• Levels M

• 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

• Levels N, O, P, Q, R, and S• 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 ActivityLeveling Activity

• Materials: different colored dotsMaterials: different colored dots• Objective: Participants will level a given set Objective: Participants will level a given set

of books following these guidelines:of books following these guidelines:• Difficulty of text (vocabulary, sentence length)Difficulty of text (vocabulary, sentence length)

• Picture supportPicture support

• Text lengthText length

• Concept or theme the text deals withConcept or theme the text deals with

• Color code according to A.L.L. or DIBELSColor code according to A.L.L. or DIBELS

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Examples of Leveled BooksExamples of Leveled Books

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Organization of the Classroom Organization of the Classroom LibraryLibrary

• Inviting to the studentsInviting to the students• Books arranged Books arranged

alphabetically, genre, alphabetically, genre, reading levelreading level

• Have rules for handling Have rules for handling the booksthe books

• Check-out systemCheck-out system

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Independent Reading ActivitiesIndependent Reading Activities

• Sign-in when entering the LibrarySign-in when entering the Library• Check-out Binder for borrowing booksCheck-out Binder for borrowing books• Reading Log Reading Log • Reading Response JournalsReading Response Journals• Student Recommendations “Must Student Recommendations “Must

Reads”Reads”• OtherOther

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Word Center

Fluency Center

Comprehension Center

Library Center

Technology Center

Examples of Classroom LibrariesExamples of Classroom Libraries

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Examples of Classroom LibrariesExamples of Classroom Libraries

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Examples of Classroom LibrariesExamples of Classroom Libraries

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• Should be leveled or organized in some wayShould be leveled or organized in some way• Labeled for easy identificationLabeled for easy identification• Routinely changed (every 2 weeks)Routinely changed (every 2 weeks)• Easily accessibleEasily accessible• Inviting, appealing, comfortableInviting, appealing, comfortable

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ReferencesReferences

• Fountas, Irene &Pinell, Gay Su. 1996. Fountas, Irene &Pinell, Gay Su. 1996. Guided Reading: Good First Teaching for All Guided Reading: Good First Teaching for All Children. Children. Portsmouth , NH: Heinemann.Portsmouth , NH: Heinemann.

• Fountas, Irene & Pinell, Gay Su. 2001. Fountas, Irene & Pinell, Gay Su. 2001. Guiding Readers and Writers Grades 3-6.Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

• Tyner, Beverly. June 2004. Tyner, Beverly. June 2004. Small-Group Reading Instruction: A Differentiated Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers.Teaching Model for Beginning and Struggling Readers. Hamilton County Schools. Hamilton County Schools. Chattanooga, Tennessee, USA.Chattanooga, Tennessee, USA.

• http://www.justreadflorida.com/reading_first.asphttp://www.justreadflorida.com/reading_first.asp• http://www.lexile.comhttp://www.lexile.com• http://www.sunlink.comhttp://www.sunlink.com• http://teachermentor.comhttp://teachermentor.com• http://teacher.scholastic.comhttp://teacher.scholastic.com