Jen Kelly 写道：

我的学校使用报表卡的数值等级我期待在每个标记期间输入分配的数值等级。我正在寻找关于如何设置我的成绩簿以反映F＆P阅读计划的各种组成部分的想法。
Fountas和Pinnell写了关于他们专业书籍的父母的报告。如何报告学生的进步实际上是由老师/学校/地区决定的。传统成绩和报告卡通常不提供正宗识字环境中的敏感教师的信息父母需要。建议可以在《读者指南》502-503页找到。在理解和流利的教学中，也建议教师确定你想要衡量的标准以及如何。例如，关于读数的写作可用于评估思维。
可以在以下链接找到博客。5种方法将学生传达给父母的进步并在家中的支持阅读（fountasandpinnell.com）（fountasandpinnell.com）
这可能是Facebook社区的良好对话！
祝福！
Debbie











I think it was posted in the FB Community.
Post from Carmina Aguirre 9/6/18

Dear Colleagues,
Such interesting reflections on gathering information about the readers you teach. Grades are such an interesting topic because we find that often the categories on report cards don’t reflect the specifics of what we value in reading.

Let’s talk first about gathering good information and then how to translate it into grades that are required by your school.

You have two main purposes in assessing - to guide teaching in whole group, small group and individual teaching and to
measure change or progress over time. The second goal is also important for reporting to stakeholders.
We will try to share some thoughts that might contribute to your need to assign grades.

The goals or behaviors and understandings for teaching at your level are stated explicitly in the Literacy Continuum and that can be used with any instructional materials to guide teaching and document progress. You get critical data on thinking within, beyond and about the text. This information is for planning and assessing every day.

In FPC you will notice assessment suggestions in every lesson in all five reading contexts and in every RML. In IRA and SR , BC snd RML you are observing the talk and writing about reading to get evidence of your students’ thinking. From your observations select teaching points that lead the children forward in their thinking. Take notes about individual responses to inform your grading.

In GR and IR you have the most precise opportunities to observe each student’s processing in oral reading, talk about reading, and writing about reading. Make observational notes about individuals. Alongside of your anecdotal notes, implement a system for taking reading records on each child - some more frequently than others- to assess the individual’s quality of processing, the effects of your teaching, the appropriateness of the level for continued teaching, guidance for future teaching points and the progress of the individual.
All of this data will inform your grading decisions. This is a treasure of information about individuals.

The child’s Readers’ Notebook is also a wonderful assessment tool. It gives you evidence of the number of books read in each genre and the specific thinking each child did over time. This is not only a rich tool to guide instruction but a wonderful document for sharing in parent conferences. We have provided a sample rubric for grading student responses in the Writing about Reading RML lessons.

So every instructional context every day provides information about the learners. You record the important information and now some of you are left to translation of the information into quarterly grades. The grades of course will depend on the categories. We are going to guess at some of them to try to be of help. First - is the student reading at the expected level for the grade at the time of the year? If this is a category the grade needs to reflect the level expectations at your school. In addition we hope the report card has a place to indicate progress so if the child is not reading at the expected level there is a place to indicate the child is making good progress. There are many other important qualities such as fluency, understanding, Phonics skills and we hope you can translate the child’s performance on these using your data. We would be very interested in seeing categories such as number of books read, varied of genre, engagement and effort in reading and writing about reading.

A bit more from us- we suggest you meet as a team to identify the criteria you will use for grading so the students and families understand them and so that you can be consistent in using them at your grade level and across grade levels. Most of all let’s all work towards reporting systems that give good information that families can understand and that reflect the rich teaching of our classrooms.
Our best
Irene and Gay 格林尼治时间2021年7月27日星期二20:04:13 //www.gingerarcher.com/forum/messages.aspx?TopicID=4337 fpuser11106 写道：我们是小学，K-5，在课程方面，我们使用单元学习和F&P单词学习的组合。在过去（在Covid之前），我们通过全年结束了一年，然后在明年开始是进步监测的时间（SRA，Kaden或TCWRP运行记录），除非学生对我们来说是新的，然后我们会管理一个DRA。11月，教师将开始与12月进度报告的DRA评估。2月份，教师将再次使用三月会议的DRA，然后在今年年底，在5月份评估6月份报告卡。我的问题是在使用BAS时应该如何班次？在年初使用的是，如果在上一年结束时，学生有其独立和教学水平？我很感激你的反馈。
“BAS评估指南”为学校提供了前3页的建议。为学校提供季度日历，以决定是否使用一年的BAS一，二，三，或四次。 //www.gingerarcher.com/resourcelibrary/id/334 Of course it is recommended that the least amount of time is spent in assessing students so more time in instruction can occur.
Best wishes!
Debbie 格林尼治标准时间7月26日星期一19:20:59 //www.gingerarcher.com/forum/messages.aspx?TopicID=4336 我的学校在成绩单上使用数字分数，我希望在每个标记期间为作业输入数字分数。我正在寻找关于如何设置我的成绩簿以反映F＆P阅读计划的各种组成部分的想法。
Fountas和Pinnell写了关于他们专业书籍的父母的报告。如何报告学生的进步实际上是由老师/学校/地区决定的。传统成绩和报告卡通常不提供正宗识字环境中的敏感教师的信息父母需要。建议可以在《读者指南》502-503页找到。在理解和流利的教学中，也建议教师确定你想要衡量的标准以及如何。例如，关于读数的写作可用于评估思维。
可以在以下链接找到博客。
这可能是Facebook社区的一个很好的对话!
祝福！
黛比 7月26日星期一19:15:47 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4337 We will be transitioning to BAS this spring in our district, and as we transition I have questions in regards to an assessment calendar. We are a primary school, K-5, and in terms of curriculum we use a combination of Units of Study and F&P Word Study. In years past (before COVID), we ended the year with a full DRA, and then in the beginning of the next year was a time for progress monitoring (SRA, Kaden or TCWRP Running Records), unless the student was new to us, then we would administer a DRA. In November teachers would begin assessing with the DRA for the December progress reports. In February, teachers would be again use the DRA for March conferences, and then at the end of the year, assessing in May for June report cards. My question is how should this calendar shift when using the BAS? What is used at the beginning of the year, if at the end of the previous year the student has their independent and instructional level? I appreciate your feedback. 格林威治时间7月26日星期一11:15:41 //www.gingerarcher.com/forum/messages.aspx?TopicID=4336 我的学校在成绩单上使用数字分数，我希望在每个评分期间为作业输入数字分数。我正在寻找如何设置我的年级手册，以反映F&P阅读计划的各个组成部分的想法。 格林尼治时间2021年7月24日星期六21:26:25 //www.gingerarcher.com/forum/messages.aspx?TopicID=4335 JCRACK write:

我们每年管理3次BAS -在秋天，冬天和春天。我们正在举办一个识字密集的夏季加速项目，并希望在夏季结束时使用BAS来评估学生的进步。我们的校长担心额外的管理会影响成绩的有效性。如果我们在8月初给予BAS，我们的学生的水平是否被认为是有效的?他们在6月进行了管理，并将在11月再次进行管理。

Wow, this is a very good question. I can certainly understand the need to validate the summer work by assessing students to see growth. However if the BAS is used too close together, say within a 2-3 month window, the validity is questionable. It also makes it difficult for students not making progress because then you have used both BAS texts within this short time period causing another problem.

When looking at the quarterly expectations found in Figure 2.5 on page 19 of the Assessment Guide (BAS1 3e) Beginning of year is Aug-Sept, with intervals of about 6-8 weeks between each. For the students in a summer program this August assessment will be an additional or 4th interval assessment for them that should not impact the other 3 interval periods of June and November.


In my experiences we often looked at the ongoing continuous assessment during the summer session to gauge the growth across the short time of intensive work. If done using the same standards for coding, scoring, and analyzing, records of oral reading (Running Records) are valid instruments for comparison over time. Looking at the behaviors to see where shifts in thinking have occurred, to look closely at leveled text characteristics for placement (using the Literacy Continuum) then seems to be valid in assigning a "level" for instruction, which is what the BAS does. If there are tremendous growth spurts that need to be confirmed with a BAS assessment then it would seem ok to do so. If the growth is one level then you may not need to use the BAS.


It seems your literacy team is thinking deeply about the decisions you are making for the students you serve. Consider the rationales for assessing students and whether it is necessary to add the interval for this group only or not. I think it will be ok either way as long as students are making progress. If students do not make a "level" gain but improve behaviors and thinking within a level during this summer intervention document the shifts in behaviors. The Guide for Observing and Noting Reading Behaviors may provide guidance in looking closely at the readers. Document the shifts on an Assessment Summary form.

Best wishes!
Debbie 星期五，2011年7月16日16:46:53 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4335 我们每年进行3次BAS测试，分别在秋季、冬季和春季。我们正在举办一个识字密集的夏季加速项目，并希望在夏季结束时使用BAS来评估学生的进步。我们的校长担心额外的管理会影响成绩的有效性。如果我们在8月初给予BAS，我们的学生的水平是否被认为是有效的?他们在6月进行了管理，并将在11月再次进行管理。 格林尼治时间2021年7月16日星期五14:40:38 //www.gingerarcher.com/forum/messages.aspx?TopicID=4334 elbunn13 wrote:

We are excited to now have GR next year K-5. In addition, we are moving into a new building, and I, as the coach, and going to be organizing a primary and intermediate book room. I've seen on various blogs that people have laminated pictures of the books and attached it to the boxes to use for teacher check out. Does anyone have these done that they could share? Because all the materials are boxed and sitting in our new gym, I haven't been able to register the GR codes to do so myself. I would greatly appreciate it! THANK YOU!
edited by elbunn13 on 6/30/2021
edited by elbunn13 on 6/30/2021

All of the covers are posted in the Online Resources available to all verified purchasers of the systems. You will need to register your product. For additional help, (if you do not have access to your product codes located inside the front cover of your Collection Guides) please try clicking the blue “Technical Support Online” box in the bottom right corner of the Online Resources login page to conduct a live chat for further assistance
Best Wishes,
Helenann 周三，2021年6月30日20时34分四十八秒GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4334 We are excited to now have GR next year K-5. In addition, we are moving into a new building, and I, as the coach, and going to be organizing a primary and intermediate book room. I've seen on various blogs that people have laminated pictures of the books and attached it to the boxes to use for teacher check out. Does anyone have these done that they could share? Because all the materials are boxed and sitting in our new gym, I haven't been able to register the GR codes to do so myself. I would greatly appreciate it! THANK YOU!
edited by elbunn13 on 6/30/2021
edited by elbunn13 on 6/30/2021 星期三，30月2021日13:54:34 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=339 FPUser9493 wrote:

Is this information printed in the Assessment Guide anywhere? The Fountas & Pinnell Team wrote:

No error for pronunciation or dialect.

Please refer to page 26, Edition 3 of the Benchmark Assessment Guide under the heading: Fluency and English Language Learners…
“Phonetic variations that do not interfere greatly with comprehension or fluency can be ignored. Make judgments based on your knowledge of the student.“


There is no change in 3rd edition with regard to recording errors of all readers. “Errors are coded and scored the same for all readers.” What must be considered is the analysis and placement of the reader. Scores are only one aspect of the assessment. Analysis for placement is key. Please refer to section 3, page 46, Recommended Placement Level. “The errors are coded and scored the same for all readers, including English language learners. However, the analysis should guide the appropriate placement decision by looking beyond the numbers to consider the thinking that was done in reading compared to the expectations along The Fountas & Pinnell Literacy Continuum, not just the errors made because of language development.”


The standards were established by Marie Clay in developing Running Records. In An Observation Survey, p. 64 (2002 edition) #8 a) Broken words. where a word is pronounced as two words (for example a/way) even when this is backed up by pointing as if it were two words, this is regarded as an error of pronunciation, not as a reading error unless what is said is matched to a different word. b) Childish pronunciations such as 'pitcher' for picture' and 'gonna' for going to' are [recorded but] counted as correct.
These exact words were used in Running Records for Classroom Teachers (2000)


The BAS Guides for Coding and Scoring Reading Records do not mention this because it is so rare. The most common word questioned is 'de' for 'the' or other words with the /th/ cluster, aks for ask, etc. These are considered a regional or dialect pronunciation and are recorded but not counted as an error. Articulation or speech impediments do not count as reading errors.


The BAS books were developed with care not to use words that children often mispronounce like 'spaghetti' to avoid this pronunciation problem. However, there could be a child who mispronounces a word in everyday language for which this is an issue. If this is showing up, I would use Dr. Clay's definition for scoring.



I hope this clarifies.
Best Wishes,
Helenann 星期四，17日2021年6月07:40:23 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=339 Is this information printed in the Assessment Guide anywhere? The Fountas & Pinnell Team wrote:

No error for pronunciation or dialect.

星期三，6月16日2021年10:40:00 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4333 FPUser138566 wrote:

What are thoughts on interventionist administering two lesson per day if time allows? Discouraged or would it be acceptable, and why?

Since the LLI lessons are intense and lengthy, it will be too great a challenge for most students to do two complete lessons daily and benefit, due to the required engagement and doubling of new information being presented. If you have additional time, you could effectively use that time to provide additional support where needed such as: work with high-frequency words (refer to Chapter 2, “Building and Using a Repertoire of Words,” in When Readers Struggle: Teaching That Works, A–N), read My Poetry Book, or reread books that were introduced in previous lessons, or spend time tidying up some phonics knowledge that will be essential as they move into higher texts. It would be a good idea to look at The Literacy Continuum to determine if there are any gaps that may need filling or strategic actions that need firming up. I have seen children ‘fly’ when gaps are filled and lots of extra reading of previous books (independent level books) is always a real boost, especially if they have found the initial reading too challenging.

Best Wishes,
Helenann 太阳，13日6月2021日07:33:23 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4333 What are thoughts on interventionist administering two lesson per day if time allows? Discouraged or would it be acceptable, and why? 2021年6月11日星期五10:48:06 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4332 framingham写:

你好，
我想知道是否可以接受让学生阅读相同的BAS阅读器两次，看看他们是否纠正了第一次阅读中的错误?他们只读一次是规定吗?我有一名学生读了两次，她从第一个阅读中纠正了一些错误，所以我不确定我是否可以编辑正在运行的记录？
我是新的管理BAS。

谢谢。

谢谢您的询价。fontas & Pinnell基准评估是一种标准化的、正式的评估，使用看不见的、不熟悉的文本，这样老师就可以获得孩子在处理和理解方面能够独立完成的看得见的证据。如果文本是孩子熟悉的，(之前阅读过)或内容之前与他或她讨论过，评估将不能提供有效的数据放置。< br / > < br / >的祝福,< br / > Helenann 星期四，10月2021日17:38:30 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4332 您好，
我想知道是否可以接受学生读取同一Bas Reader两次看他们是否纠正了在第一次阅读中所做的任何错误？他们只读一次是规定吗?我有一名学生读了两次，她从第一个阅读中纠正了一些错误，所以我不确定我是否可以编辑正在运行的记录？
我是新的管理BAS。

谢谢。 星期三，2021年6月9日10:04:18 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4331 FPUser196473 写道：

我教精干学生K-6。我理解的建议，只去以上等级A级或两级，不过，我有孩子谁不nuero-典型，往往有比同龄人更发达的背景知识的工作。我的许多学生读4倍或5级以上的水平。

如果我在阶Z在4级评估一个学生，你有一个工具的建议，使用继续监测他们的成长？

有以上的水平面Z.的书籍越来越高的概念和故事情节确实需要增加的背景知识和生活经验与任何深刻领会。（有时在这些更高层次的概念和故事情节甚至书面向特定受众。）背景知识始终是重要的一个特定的主题，但与该主题相关的主题不一定会支持理解。


我建议你指的是F＆P素养连续。这将提供关于在每个文本水平熟练阅读并应覆盖处理文本的能力文本的功能和特性的目标指导。当我们国家的一个孩子是在一个水平的教学，我们包括在语句中的所有书籍，所有流派（在这一水平）。


基准的第3评估指南包括信息可以帮助你设定目标，标题下：推荐安置，展望未来的数字。扫盲连续也应该用来进一步探讨这个话题。 I have heard Fountas and Pinnell state that the goal should be proficiency of ALL of the strategies and behaviors up to that (the instructional) gradient text level, otherwise there is still much to teach. You can use both the Characteristics of Text and the Behaviors to Notice, Teach and Support lists to set goals for your students, instruct, and then observe and record progress.


Your students have presented you with a great challenge.
Best Wishes,


Helenann 6月8日星期二16:42:34 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4331 I teach highly capable students K-6. I understand the suggestion to only go a level or two above grade level, however, I work with children who are not nuero-typical and often have more developed background knowledge than their peers. Many of my students read 4 or 5 grade levels above.

If I assess a student at level Z in grade 4, do you have a suggestion of a tool to use to continue to monitor their growth? 6月7日星期一18:46:25 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4330 CEALab wrote:

I am looking for the Setting Up your Literacy Program in 20 days (Getting Started with your Reading Program? I can't remember the exact title). It's a chapter in a F&P book with step-by-step lessons, but I can't remember in which book. Would anyone know in which book I may find this chapter? Thank you.

Fountas and Pinnell have included Getting Started with Guided Reading plans since their first edition of Guided Reading -see Figure 5-3 on page 63 in that book. In the newer edition of Guided Reading you can find a Getting Started example in Figure 22-19 on pages 549-550. Now with the Fountas and Pinnell Classroom there are Getting Started plans available for each grade level in the Online Resources that integrate the various instructional contexts in the Literacy Design.

I hope this helps in your search!
Debbie 星期六，05日6月2021 16:37:16 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4330 I am looking for the Setting Up your Literacy Program in 20 days (Getting Started with your Reading Program? I can't remember the exact title). It's a chapter in a F&P book with step-by-step lessons, but I can't remember in which book. Would anyone know in which book I may find this chapter? Thank you. 格林尼治时间2021年6月4日星期五17:15:53 //www.gingerarcher.com/forum/messages.aspx?TopicID=4329 JHill879写:

Hi，

我的一个同事的问题-她正在评估我们上一轮基准测试的下一个级别。这孩子不能通过——她下一步该怎么办?继续向下移动一层，直到她到达一个简单的水平，即使数据表明孩子曾经“轻松”地阅读了文本?数据显示孩子的容易级别是'n'，但在评估“o”时，这是一个艰难的水平。
希望这是有道理的。

Yes. I am not sure what you mean by "pass" but I assume that means the scores of accuracy and comprehension fall into the hard range. If so, go down a level. If level 'N' was easy in the previous interval it should be easy again. This provides evidence that this child might need an intervention. Is there evidence of growth in small group instruction and the running records between interval assessment periods? A deeper look at why this child is showing no progress is necessary. The Power and Purpose of Assessment (fountasandpinnell.com)

Another thing to consider is the text analysis of the level 'O.' Was it F or NF? In the Assessment Guide Section 3 you will find information about analysis to "Look Beyond the Numbers." It is possible that the level O text is hard for this particular child for a variety of reasons. You could try the level P if you have evidence from instruction that the child should be able to read these levels with more success, has control of the behaviors found in the Continuum for level O. Use the Guide for Observing and Noting Reading Behaviors with the Continuum for Levels N, O, and P to determine which is the best placement level. (See BAS 2 3ed Assessment Guide pages 43-55) The examples of this type of analysis can be found in Section 5.


Best wishes!
Debbie
edited by Debbie Magoulick, Fountas & Pinnell Consultant on 6/1/2021 星期二，01六月2021 08:30:09 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4329 嗨，

来自我的一位同事的问题 - 她正在评估我们上一轮基准的下一个级别。这孩子不能通过——她下一步该怎么办?继续向下移动一层，直到她到达一个简单的水平，即使数据表明孩子曾经“轻松”地阅读了文本?数据显示孩子的容易级别是'n'，但在评估“o”时，这是一个艰难的水平。
希望这是有道理的。 格林尼治标准时间5月31日星期一07:05:14 //www.gingerarcher.com/forum/messages.aspx?TopicID=4328 JBK2 wrote:

Is it better to do the Benchmark Assessment in one sitting/day with students, or to spread it out over the 3 week testing window (give each child one story, the first week, do a second story with each student the following week, etc....)? We have teachers in my building doing it both ways, but I worry that it is not standardized when given differently. If you recommend one way over the other, what is the rationale, so I can get everyone to buy into the correct procedure?

The Administration Procedures in the BAS Assessment Guide imply that the assessment conference for each child is done at one time in one sitting over a period of about 2 weeks. (pages 3, 8-9, 16-21, and 194 Appendix D) It takes up more time moving children after one reading than to do all 3 at one time; as students are reading along it would seem less efficient to stop and change students then call that student back. You need to read with a student to find the 3 levels of difficulty at one sitting. Usually a student reads the independent level then instructional then it becomes hard and you stop. Why stop them when they are reading these short texts? The conference should only take about 20-30 minutes per student; with younger students reading levels A-D maybe only 10-15 minutes. Read section 3 in the Assessment Guide to analyze why readers may be taking too long if that is the problem.
Best wishes!
Debbie 周三，5月26日2021年5月26日16:00:43 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4327 ksharkey wrote:

Is this an error? I have a student who says the sounds and/or parts of a word without blending.
For example: The word in the text is STILL. The student says, /s/ /t/ /ill/ then keeps reading the rest of the sentence. The student did not reread or blend the word that was just "sounded out".
I understand that this is a teaching point for the future. I just need to know if this is counted as an error during an assessment.

The Coding and Scoring At a Glance Guidelines found on the back inside cover of the Assessment Guide states that sounding out followed by no word is counted as an error.

Best wishes!
Debbie 5月26日星期三15:42:01 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4328 Is it better to do the Benchmark Assessment in one sitting/day with students, or to spread it out over the 3 week testing window (give each child one story, the first week, do a second story with each student the following week, etc....)? We have teachers in my building doing it both ways, but I worry that it is not standardized when given differently. If you recommend one way over the other, what is the rationale, so I can get everyone to buy into the correct procedure? 周三，5月26日2021年5月09:04:07 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4327 Is this an error? I have a student who says the sounds and/or parts of a word without blending.
For example: The word in the text is STILL. The student says, /s/ /t/ /ill/ then keeps reading the rest of the sentence. The student did not reread or blend the word that was just "sounded out".
I understand that this is a teaching point for the future. I just need to know if this is counted as an error during an assessment. 5月25日星期二14:35:47 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4320 MDW write:

一些学生(由于之前的老师经验不足)已经阅读了他们水平以上的所有BAS文本。因此，我们没有看不见的文本来准确判断他们的教学水平。
是否可以使用一些LLI的书来达到这个目的?

I'm sorry, I think this question slipped by unanswered.

The LLI books and other Guided Reading books can be used. However these assessment scores will not be valid or reliable to report as a comparison with BAS since the standardized assessment is not used. The administrators must note this detraction from standards if the scores are being collected or used for research purposes at a district level as with any standardized assessment.

The procedures are similar to the ones provided during school remote learning situations. Response to Using Fountas & Pinnell Benchmark Assessment Systems during Remote Learning (fountasandpinnell.com) The text levels should be an equitable measure since the same protocol for coding, scoring, and analysis are used. The texts have not been field tested to create a standard level for all in an assessment situation. These books were developed to be used in teaching with introductions created by teachers to meet the needs and strengths of the students within his/her group. It is the standard text and introduction that changes causing it to be less valid and reliable as an accountable measure. The text level to guide placement for instruction should be valid.

Hopefully this will help stress the importance of following the standardized instructions of the Benchmark for future use.

Best wishes!
Debbie 格林尼治标准时间2021年5月21日星期五17:09:33 //www.gingerarcher.com/forum/messages.aspx?TopicID=4326 Mindy Hawley写道:

FPL对在多年级隐蔽教学教室使用FPC的建议是什么，学生人数较低，专门从事社会交际和行为?

The FPC materials are resources that can be used in many settings. The Literacy Team's recommendation is to look at the Core Values and Key Principles. If you feel this classroom fits the vision described then it is the resource to use. The following links provide information about the Core Values and Principles on which the FPC resources were designed. You can find them in the FPC System Guide if you have it.
Fountas & Pinnell Classroom (fountasandpinnell.com) Introduction to Fountas & Pinnell Literacy™ Resources (fountasandpinnell.com)
Download the sampler to find the key principles Fountas & Pinnell Classroom™ Literacy For All Students Grades K-6 (fountasandpinnell.com) Fountas & Pinnell Classroom Sampler (heinemann.com)

Best wishes!
Debbie 星期五，5月21日2021年5月21日16:53:42 GMT //www.gingerarcher.com/forum/messages.aspx?TopicID=4325 梅根写道：

我是K-5的指导教练，我们都采用了在K-2的IRA，SR和RML在我区。我们摆脱了一些不合时宜基础的读者的。还有一些老师谁是担心整个组指令期间没有在学生手中的书学生版。如何回应此事有何建议？我很高兴的FPC材料的口径，但肯定不是如何教练老师谁关心这个问题。

感谢您！
作者梅根在5月21日编辑/2021 的
在下面的链接发现可能有助于解释这种方法的博客。 COHERENCE在课堂上用多行文本途径素质教育（fountasandpinnell.com）
<一个HREF = “https：//开头” 目标= “_空白” 相对= “nofollow”>导读内的多行文本的方法（fountasandpinnell.com ）的重要性

IRA接合学生观察文本一起。他们没有这个指令在一本书在他们手中，因为重点是监听意义，语言，词汇和谈论与他们的同学文本。这本书是通常高于学生的阅读水平作为第二个博客显示图形。

In SR the teacher reads first since the text may still be slightly above the readers instructional reading level. Then the students are invited to join in using the large shared text before being given a smaller version to reread during independent reading time.


RML are focused lessons using multiple texts as illustrations of the principle being taught. Children need to listen and participate in discussion during these whole group instructional minilessons. They will then apply this learning with books in their hands in small group guided reading and independent reading and writing.

Ask them to give it a try. View the videos in the Online Resources together to talk about the purpose of the lessons, the language of the teachers, and the responses of the students. They will be pleasantly surprised!

Best wishes!
Debbie 格林尼治标准时间2021年5月21日星期五16:44:14 //www.gingerarcher.com/forum/messages.aspx?TopicID=4326 什么是FPL在多年级庇护教学课堂上使用FPC，学生注册较低，专门从事社交通信和行为？
<跨度样式=“Font-Family：-Webkit-Standard”>



星期五，5月21日2021年5月12:27:43 GMT