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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