Fountas and pinnell spelling program

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fountas and pinnell spelling program

Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom by Gay Su Pinnell

In 1996, Gay Su Pinnell and Irene Fountas presented Guided Reading, the most comprehensive guided reading resource ever published. Hailed for its practical, systematic approach, the book showed hundreds of thousands of teachers how to address the needs of the whole classroom as well as individual readers. Now, with the publication of Word Matters, Pinnell and Fountas offer K-3 teachers the same unparalleled support, this time focusing on phonics and spelling instruction.

Word Matters presents essential information on designing and implementing a high-quality, systematic literacy program to help children learn about letters, sounds, and words. The central goal is to teach children to become word solvers: readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. Where similar books are narrow in focus, Word Matters presents the theoretical underpinnings and practical wherewithal of word study in three contexts:


word study that includes systematically planned and applied experiences focusing on the elements of letters and words
writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability
reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning.
Each topic is supported with a variety of practical tools: reproducible sheets for a word study system and for writing workshop; lists of spelling minilessons; and extensive word lists, including frequently used words, antonyms, synonyms, and more. Armed with these tools-and the tried-and-true wisdom of Gay Su Pinnell and Irene Fountas-teachers can help students develop not just the essential skills, but also a joyful appreciation of their own literacy.
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Published 26.12.2018

Fountas and Pinnell Classroom Reading Minilessons

Word Study Instruction in the K-2 Classroom

During phonics, spelling, and word study lessons, the teacher presents short, explicit instruction to help children learn about and efficiently use sounds, letters, and words. Each instructional context plays an essential role that contributes in different ways to every student's development as a reader, writer, and language user. The full version of this resource requires registration. These lessons enable teachers to help children attend to, learn about, and efficiently use information about sounds, letters, and words. Phonics instruction takes about ten or fifteen minutes of explicit teaching each day, with students spending an additional ten to twenty minutes a day applying and sharing what they have learned. Sing a Song of Poetry: A Teaching Resource for Phonemic Awareness, Phonics, and Fluency Poems that immerse students in rich, rhythmical language to expand their oral language capabilities, develop phonological awareness, and teach about the intricacies of print.

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Word study is an approach to spelling instruction that moves away from a focus on memorization. The approach reflects what researchers have discovered about the alphabetic, pattern, and meaning layers of English orthography. This article describes nine tips for implementing a word study program in your classroom. Teachers use a variety of hands-on activities, often called word work, to help students actively explore these layers of information. When studying the alphabetic layer, students examine the relationship between letters and sounds. They learn to match single letters and pairs of letters e. When students study the pattern layer, they look beyond single or paired letter-sounds to search for larger patterns that guide the grouping of letters e.

ReCentering Writing Instruction. They are the literacy gurus who have produced an entire library of texts aimed at supporting the experienced teacher, and even more importantly, training the novice teacher in everything from setting up the literacy classroom to managing reading and writing groups, to systematic phonics and spelling instruction. Their collective body of work synthesizes all the major research into practical, applicable best practice that addresses the needs of the whole classroom, as well as individual learners. Their text, Word Matters presents vital information for the design and execution of a highly effective literacy program focusing specifically on facilitating letter, sound, and word study. Word Matters balances the theory with practical application in three contexts: word study, writing and reading. The foundation of the text focuses on how children learn word solving and how teachers teach word solving.

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