The grade-level goals on the F&P Text Level Gradientâ„¢ are intended to provide general Irene C. Fountas and Gay Su Pinnell. F&P TEXT LEVEL. A gradient of texts is a tool that helps you look at texts along a continuum from easiest to most challenging. Fountas and Pinnell have identified ten factors that. Fountas & Pinnell Text Gradient. Level. A. B. Kindergarten. C. D. E. Grade One. F. G. H. I. J. Grade Two. K. L. M. N. Grade Three. O. P. Q. Grade Four. R. S. T. U.

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When my colleague Gay Su Pinnell and I created a gradient of text for teachers to use in selecting books for small group reading, we were excited about its potential for helping teachers make good text decisions to support the progress of readers.

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Our alphabetic gradient is pibnell used by teachers for this purpose and has become an essential tool for effective teaching in guided reading lessons.

With every good intention, the levels may have been applied by professionals in ways we would not have intended.

F&P Text Level Gradient (TM): Using Fountas & Pinnell Resources to

Our intention was to put the tool in the hands of educators who understood their characteristics and used it to select appropriate books for differentiated instruction. We are well aware of the importance of communicating student progress accurately to families. In addition we have encouraged the use of indicators related to amount and breadth of independent reading. Students actually experience a variety of pinneol at varied levels in a rich literacy program. They may experience complex texts as read aloud or shared reading selections and a range of levels in book discussion groups or independent reading.

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Highly effective teaching provides a range of opportunities with different texts for different purposes.

About Leveled Texts

In our best efforts to use assessment indicators, we want to be sure that our purposes best serve the children we teach and give families the important information they need.

This may not mean using labels such as book levels that hold more complexities and are intended for the use of the educators as they make day-to-day teaching decisions. The concept of arranging texts in a gradient of difficulty has many important advantages for teachers. When a student can successfully work through most of the text independently, he is not overwhelmed and can attend to a small amount of new learning.

The Development of Higher Psychological Processes. Harvard University Press; Vygotsky, L.

Think what it would be like to process a pijnell text day after day. You have noticed the reading behaviors of a student who works through a text without smoothness or momentum.

About Leveled Texts, the Text Level Gradient and Guided Reading

Usually you can notice that comprehension is foungas and the reader resorts to inefficient means of solving words. The first way you can support the reading success of all students is to provide texts that are well leveled in a small group instructional context. Of course our students need a reading diet that includes more than leveled texts.

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They need many opportunities with age and grade appropriate texts that are not pinne,l in instructional contexts such as independent reading, book clubs, shared reading or in read aloud time.

Our goal is to provide a multitude of high quality learning opportunities for every child. By Irene Fountas, Author and Director of the Center for Reading Recovery and Literacy Collaborative This post was originally published on October 23, When my colleague Gay Su Pinnell and I created a gradient of text for teachers to use in selecting books for small group reading, we were excited about its potential for helping teachers make good text decisions to support the progress of readers.

By Irene Fountas The concept of arranging texts in a fradient of difficulty has many important advantages for teachers.