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Haley23's Message:

I think there would be plenty of available time for you to work with them during all of the independent reading time. I wouldn't recommend using the Fountas and Pinnel strategies with them. They teach kids to guess at words (get your mouth ready to say the first sound, look at the picture, figure it out based on context) and our kids need direct instruction in decoding words. I'd personally just pull them to my room at that time rather than working in the classroom (I could see there being issues with noise/distraction), but if you have no choice, doing a small group or 1:1 work in the classroom is better than nothing.

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Discussion Review (newest messages first)
Haley23 04-17-2019 05:21 PM

I think there would be plenty of available time for you to work with them during all of the independent reading time. I wouldn't recommend using the Fountas and Pinnel strategies with them. They teach kids to guess at words (get your mouth ready to say the first sound, look at the picture, figure it out based on context) and our kids need direct instruction in decoding words. I'd personally just pull them to my room at that time rather than working in the classroom (I could see there being issues with noise/distraction), but if you have no choice, doing a small group or 1:1 work in the classroom is better than nothing.

teacher0729 04-16-2019 04:05 PM

Has anyone co-taught a K, 1, or 2nd grade class that is using a workshop model (specifically Lucy Calkin's Reader's Workshop and Fountas and Pinnell)? Did you find that you were able to teach your kids (mine are mostly SDD, ADHD, EBD, maybe eventually SLD) to read during the "independent reading" time as they were reading books they chose at their level? I'm used to using more direct instruction approaches (Reading Mastery, SRA Corrective Reading) but I am open to trying out working with them one-on-one or small group in the classroom.




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