[(and ba)-2(c)5(kg)-11(r)14(ound kno)14(w)-5(le)-2(dg)2(e )]TJ (ic)Tj 0.54167 0 Td 55.5 403 l -0.54167 -2.37778 TD (ou)Tj [9.1118 6.0744 ]9.11 d 9 0 0 9 312.8418 493.212 Tm [7.0744 8.1118 ]0 d -1.99821 -4.75557 TD S Tj 1.55883 0.00001 TD 0 Tc -0.54167 -2.37778 TD -0.0001 Tc [9.1118 6.0744 ]9.11 d Tj 0.41699 0.00001 TD -0.0001 Tc -0.54167 -3.56667 TD [(cap)-2(t)-3(io)3(ns,)-224(and c)7(har)-17(ts in)]TJ [(ie)-3(t)-13(y o)3(f)]TJ Guided reading is a great time to address those same skills. 0 Tw 0 -1.18889 TD 0.5249 0 TD 0 -1.18889 TD -0.0001 Tc 0.023 Tw 0 Tw 0.41309 0 TD [(fic)-5(t)-3(io)3(n,)-223(and inf)2(o-fic)-5(t)-2(io)2(n t)9(e)7(xts)]TJ 0.45798 0.00001 TD -3.54009 -1.18891 TD 0 -1.18888 TD 0 Tc Tj 182.9996 146.9484 l 0 Tw 0.6 G 0.51391 0 TD 11 0 0 11 65.4935 685.5078 Tm [(kno)15(w)1(s pic)-5(t)1(ur)12(es s)3(up)2(p)-3(o)3(r)-16(t)]TJ 0 -1.18889 TD -1.05558 -2.37779 TD (at)Tj 53.997 678.585 504 21 re 0.37793 0.00001 TD T* (r)Tj Tj 0 Tc 0.67287 0 Td 0.30021 0 TD 0 Tc 0.59888 0.00001 TD Tj [6.9456 7.9187 ]0 d -1.15649 -1.18891 TD Q 0.93262 0 TD -0.54167 -2.37777 TD [(r)-8(ang)2(e o)3(f)-283(t)9(e)7(xts that ar)12(e r)12(ea)-3(d)]TJ [(\(r)-11(ig)-12(ht wa)16(y up\))]TJ -0.54167 -2.37778 TD -2.30377 -1.1889 TD [(p)-3(o)3(ints t)10(o le)2(ft pag)2(es b)-3(e)2(f)3(o)3(r)12(e)]TJ -0.54167 -2.37777 TD (uses the meaning and syntax)Tj -0.0001 Tc 0 Tw [(la)17(y-ou)2(t v)-1(ar)-11(ies a)-2(cr)14(oss pag)1(es;)]TJ (and w)Tj 556.5 719.036 l >> 0 Tc [(uses a v)-1(ar)-11(ie)-3(t)-13(y o)2(f)-282(id)2(eas fr)14(o)3(m)]TJ (e)Tj 0 Tc Tj [(o)3(n ea)-2(c)7(h pag)2(e w)-5(he)2(n the t)9(e)7(xt)]TJ [(r)12(e)3(r)12(ea)-2(ds t)8(e)7(xts use)-2(d in Shar)12(e)-2(d)]TJ 0.56592 0.00001 TD Please note that these pages contain a collection of links to activities to support and enhance classroom teaching and learning. 3.06919 0.00001 TD S -1.53785 -1.1889 TD 0.37476 0 TD 0 Tw 0 -1.18888 TD 0 Tw -0.0001 Tc (y)Tj 14 0 0 14 66 706.3239 Tm f (lit)Tj T* S [(o)3(n t)9(o)5(pic)]TJ (discussio)Tj -0.41699 -1.18889 TD (s)Tj 0.54167 0 Td [9.1118 6.0744 ]9.11 d [(e)7(xt f)3(eat)1(ur)11(es s)3(uc)7(h)]TJ /F0 1 Tf -2.30377 -1.1889 TD [8.91 5.9398 ]8.91 d [(Book Handling and Print T)82(racking)]TJ 0.023 Tw -0.0001 Tc -7.30096 -1.18891 TD Tj -8.05769 -5.94444 TD 0.54167 0 Td (ks p)Tj [(r)14(o)3(r o)3(r ne)-2(e)-2(ding s)3(up)2(p)-2(o)3(r)-17(t t)9(o)]TJ (nses\))Tj (a)Tj 556.497 718.956 m (har)Tj 0 Tw 1.20166 0 TD 0.43774 0 TD 0 Tc 0.43797 0 TD -0.54167 -1.18889 TD [(cues e)3(mb)-3(e)-2(dd)3(e)-2(d in w)-16(r)-11(itt)8(e)3(n)]TJ -0.0001 Tc 0.54167 0 Td [(languag)2(e t)9(o c)7(he)-2(c)5(k that a)]TJ (t)Tj -0.54167 -4.75555 TD 0 Tw -0.003 Tc Guided Reading, Beyond the Text - predicting, connecting, synthesizing, and inferring to enhance understanding, • Serves as a guide for evaluating student progress, • Helps provide specific information on student behaviors to use when reporting to families. 0.54167 0.00001 TD 0.41699 0.00001 TD [(at)1(ur)11(e)]TJ (t)Tj 0.61983 0 Td The descriptions of the thinking strategies do not change significantly from level to level. -0.0001 Tc 0 -1.18889 TD 0.54167 0 TD (r)Tj 65.598 484.968 m /Type/ExtGState (o)Tj 59.984 723.468 m T* /F2 1 Tf 0.54167 0 Td -6.90787 -1.18891 TD )-223(anal)2(yzing)-12(,)-223(p)3(r)12(e)-2(dic)-5(t)-2(ing)-13(,)]TJ [(Shar)12(e)-2(d R)23(ea)-3(ding)-12(,)-223(and S)6(mal)-5(l-)]TJ -2.90991 -1.18891 TD << (c)Tj 0.017 Tc []0 d 0 Tc 0 Tw (ar)Tj [(is k)18(e)-2(e)3(n t)10(o tak)17(e b)-3(o)-3(oks ho)3(me)]TJ 0 Tc 0 Tc [(star)-17(ts t)10(o r)11(ea)-2(d t)9(e)7(xts at)]TJ (e)Tj Tj f All strands are threaded with practical, accessible, classroom-tested teaching procedures and activities. 0.79877 0 Td (so)Tj (le)Tj 0 -1.1889 TD -0.0001 Tc 1 g 0 Tc -0.003 Tc 556.5 407.448 l [(fir)2(st r)12(ea)-3(ding)-6(s)]TJ -0.0001 Tc 0 Tc (t)' 0 Tc ET (fix)Tj /F3 1 Tf -0.0001 Tc 0.017 Tc 0.53077 0 TD (e)Tj 1. [(diff)3(e)3(r)12(e)3(nc)11(e b)-3(e)-3(tw)6(e)-1(e)3(n fa)-3(c)-4(t and)]TJ ET Spiral-bound. [(w)-16(r)-11(itt)9(e)3(n lit)8(e)3(r)-7(atur)12(e r)12(esp)-3(o)3(nses)]TJ 9 0 0 9 188.9971 664.5784 Tm -6.90786 -1.18891 TD q -2.77739 -1.1889 TD [(c)7(he)-2(c)5(king is o)-3(c)11(cur)-11(r)-11(ing w)-16(ith)]TJ 0.6 G -0.0001 Tc (r)Tj [(uses sour)12(c)11(es in the c)5(lassr)14(o)-3(o)3(m)]TJ 0.023 Tw 0.75 G 1.33057 0.00001 TD 0.30005 0.00001 TD -0.54167 -4.75555 TD Tj 0.42188 0 TD (64)Tj -3.88291 -1.18891 TD 0.023 Tw T* T* 0.79874 0 Td 0.51391 0 TD 0 Tw S 0.54167 0 Td -0.54167 -3.56667 TD -0.54167 -2.37778 TD -0.0001 Tc S (t)Tj 1.62284 0 TD With direct support may draw on personal connections to make meaning while participating in a variety of reading/viewing experiences. ET Tj -0.73267 -1.18889 TD [(in the b)-3(o)-3(ok)]TJ (-)Tj 2.11939 0 TD 0 Tw 0.54167 0 Td Tj S (asks w)Tj -7.96256 -1.18894 TD 0.223 Tc 0.6 G 0 -1.18889 TD endstream [(a)-2(dj)4(usts r)12(ea)-3(ding sp)-5(e)-1(e)-2(d)]TJ S 0 Tc 0.023 Tw 182.9968 699.5853 m 0 Tw T* (e)Tj T* [6.9526 7.9291 ]0 d (ns and use)Tj (o)Tj -0.54167 -2.37777 TD 0 Tc 0.35302 0 TD 0.3147 0 TD /F0 1 Tf [(ne)1(w line w)-16(ith no fing)2(e)3(r)]TJ 1.52441 0.00001 TD S [(w)-5(he)3(n the t)9(e)7(xt la)16(y-ou)3(t v)-1(ar)-11(ies)]TJ 0.43775 0.00001 TD [(d)3(e)3(mo)3(nst)-6(r)-8(at)9(es a v)-2(ar)-11(ie)-3(t)-13(y o)3(f)]TJ 0 Tc S 545.082 475.013 l 65.082 634.417 m 0.017 Tc >> (nse \(e.g)Tj )-223(thr)14(oug)-12(h)]TJ 0 Tw -0.54167 -2.37779 TD -0.54167 -2.37779 TD 0.25684 0 TD (w)Tj -7.41861 -1.1889 TD 26.79167 52.3111 TD 0 Tw [(w)11(o)3(r)-6(k ou)3(t and c)7(he)-2(c)5(k w)11(o)3(r)12(ds)]TJ [(G)17(uid)3(e)-2(d and I)9(nd)3(e)1(p)-5(e)3(nd)3(e)3(nt)]TJ (e)Tj T* 0 Tw (\(e.g)Tj -0.0001 Tc -0.0001 Tc 0.023 Tw 2.19073 0 TD 0 Tc (a)Tj q 552.016 258.827 l 9 0 0 9 356.0497 30.0251 Tm 0.75 G (o)Tj [(r)-11(ig)-12(ht)15-195(b)-2(o)-3(oks)]TJ 552.016 723.468 l (is)Tj [6.9837 7.9758 ]0 d 3 w 0.6 G S 0.37475 0.00001 TD 0 Tc 0 Tw [(c)11(cur)-8(at)8(e)-1(l)3(y r)11(e)-2(t)1(ur)-7(n sw)6(e)-2(e)2(ps t)9(o a)]TJ 0.017 Tc S [(Grade One)-5978(Grade T)41(wo)-6006(Grade T)20(hree)]TJ Tj 2.66973 0 TD 0.6 G (r)Tj Tj -0.0001 Tc 0 -1.18889 TD (ng a line,)Tj 0.023 Tw (fa)Tj 4.73937 0.00001 TD [(e)-7(v)16(e)-2(ls o)3(f)-283(t)9(e)7(xt)]TJ 0.54167 0 Td 0 -1.18889 TD 0.69973 0 Td -1.61344 -5.94446 TD 59.981 85 m /Length1 5725 0.54167 0 Td /F2 1 Tf S 0.35498 0 TD 429.0002 118.1868 l Tj Tj 306 506.352 l 556.497 467.997 l The Fountas & Pinnell Literacy Continuum, Expanded Edition LIVE walk through. 1.55883 0.00001 TD (Literacy Place for the Early Y)Tj [8.9291 5.9526 ]8.93 d 545.517 539.612 l (fa)Tj 0 Tw 556.497 719.05 m 0.017 Tc 1.00293 0 TD 428.9995 505.9684 l Tj [(ncr)12(easing v)-1(ar)-12(ie)-3(t)-12(y o)2(f)-282(b)-3(o)-3(oks)]TJ -0.0001 Tc (-)Tj 2.30037 0 TD [(es w)11(o)3(r)12(ds,)-223(pauses\) and)]TJ Tj 0 Tw 0.54167 0 Td 0 Tw [(sho)15(w)1(s e)3(mot)-3(io)2(nal r)12(esp)-3(o)3(nses)]TJ 552.013 463.484 m (e)Tj [(nal c)13(o)3(nne)-2(c)-5(t)-3(io)3(ns and)]TJ 0 Tw 0 Tc 65.082 197.525 m 0.023 Tw T* -0.0001 Tc 0.023 Tw -0.0001 Tc 3.83727 0 TD (discussing the)Tj 183 119.6629 l (ou)Tj 0.6 G 0 Tw (v)' [(sho)3(r)-17(t p)-5(e)3(r)-11(io)-3(ds o)3(f)-283(t)-3(ime)]TJ 0.43774 0.00001 TD ET 0 g 0.54167 0 Td 1 g Tj 0.017 Tc (y)Tj (v)Tj (c)Tj T* (mak)Tj S 0 Tc [(zag)-6(s \))]TJ S 0.67287 0 Td She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. 0 -1.18889 TD 0 Tw -1.96899 -1.18891 TD (c)Tj 0.023 Tw ET 1 g 0.75 G 1.30567 0 TD [(uses a v)-1(ar)-11(ie)-3(t)-13(y o)2(f)]TJ 1.62646 0 TD S 0.54167 0 Td 0.54167 0 TD -0.54167 -2.37777 TD 0.96781 0 TD (e)Tj -8.96809 -4.75558 TD 1.82178 0.00001 TD -0.0001 Tc (R)Tj Tj 0 Tc 0.029 Tw 0.54167 0 Td 0.023 Tw 0 Tc (ith)Tj (p)Tj Tj 14 0 0 14 177.4027 706.3239 Tm 0 -1.18889 TD What do you think will happen at the end of the story? (r)Tj 0 Tw (id)Tj 552.016 172.914 m -2.77739 -1.1889 TD Tj 0.51197 0 TD 0.017 Tc (uest)Tj With guided support draws on and begins to develop strategies to make meaning (e.g., making connections, predicting, asking questions, and reflecting) while participating in a variety of reading/viewing experiences. 0.50806 0 TD 1.17285 0.00001 TD 428.9998 145.9682 l 0 -1.18889 TD 0 -1.18889 TD 0.023 Tw [7.0744 8.1118 ]0 d [(p)3(r)12(ese)3(nt)8(e)-1(d in c)12(ol)5(umns o)3(r o)3(n)]TJ 1.62647 0 TD Q 0 -1.18888 TD [(b)-3(e)-3(tw)7(e)-2(e)3(n fa)-2(c)-5(t and fic)-5(t)-3(io)3(n and)]TJ (mat)Tj 0.4668 0 TD 0.023 Tw q 0 Tw 0 Tw 0.31486 0 TD 0 Tw 0.41309 0 TD [(cial e)7(xp)2(r)13(essio)2(ns,)-223(o)3(r)-8(al)]TJ S 0 -1.1889 TD 0 Tc 0.51391 0 TD T* 9 0 0 9 435 664.5784 Tm 0.023 Tw -0.54167 -2.37777 TD [(v)-1(ar)-11(ie)-3(t)-13(y o)3(f)-283(b)-3(o)-3(oks and othe)3(r)]TJ -2.5977 -1.1889 TD [(e)7(xt meaning)-12(,)-223(and also)]TJ S Of the eight continua, four address reading behaviors. 1.07689 0 Td q 0 Tw [(p)3(r)14(o)11(v)-14(id)2(es mo)3(r)12(e c)13(o)3(mple)-3(t)9(e)]TJ [(o)-3(oks r)-11(ig)-12(ht )]TJ 0.023 Tw (a)Tj 0 Tw [(o)3(f)-283(c)5(lassr)14(o)-3(o)3(m)]TJ 556.497 719.05 l [9.1118 6.0744 ]9.11 d 428.9998 699.5853 m [(int)9(e)-4(g)-11(r)-8(at)9(es the meaning)-12(,)]TJ 3.69424 0 TD -0.0001 Tc 0.66702 0 TD 0.81372 0.00001 TD 0.94996 0 TD 0.417 0 TD -6.55107 -1.18891 TD >> -0.0001 Tc 1.21589 0.00001 TD 0.50806 0 TD (m)Tj 54 678.585 m Tj BT (eases the use o)Tj (lit)Tj [(he)3(n a t)8(e)7(xt d)5(o)-3(es not)]TJ -0.0001 Tc 55.5 718.9399 m The seventh, the Guided Reading continuum, is organized by Fountas and Pinnell level from A to Z and correlates directly with the Fountas and Pinnell Benchmark Assessment System levels. 3 0 obj 0 -1.18889 TD 0 Tc [(r)12(e)-2(c)13(o)3(mme)3(ndat)-3(io)3(ns f)2(o)3(r othe)3(r)2(s)]TJ 2.41558 0.00001 TD endstream 0.35498 0 TD 0.76979 0 Td [9.1118 6.0744 ]9.11 d << (r)Tj 0 Tw 1.84893 0.00001 TD 1.81487 0 TD Tj -2.31572 -1.1889 TD -0.0001 Tc 0 Tw 0 Tc S stream This bundle contains 10 front-to-back guided reading extension foldables for students reading at an early-fluent or fluent reading level. 0.25188 0.00001 TD -0.0001 Tc 0.35204 0 TD BT (up)Tj 0 -1.18889 TD [(t)10(o t)-6(r)-27(y othe)3(r t)-13(y)-21(p)-5(es o)3(f)-282(b)-3(o)-3(oks\))]TJ [8.9758 5.9837 ]8.98 d (68)Tj -0.0001 Tc 0 Tw 1.24291 0 TD 1.07693 0 Td T* [(jo)3(ins in w)-16(ith shar)12(e)-2(d r)12(ea)-3(ding)]TJ S endobj -0.0001 Tc [(il)-5(l)5(ust)-6(r)-8(at)-3(io)2(ns;)-243(ma)17(y b)-3(e)]TJ 2.28765 0 TD /F9 1 Tf (xt)Tj 3.06919 0.00001 TD Tj 0.017 Tc 0.54167 0 Td -0.54167 -2.37777 TD (c)Tj 1 g 0.86895 0 TD (g)Tj S -0.54167 -3.56667 TD Interactive Read-Aloud and Literature Discussion. 0.54167 0 Td 0.75 G 65.449 398.504 m Q -0.0001 Tc [(uses a v)-1(ar)-11(ie)-3(t)-13(y o)2(f)]TJ [(e)3(nse,)-223(sounds r)-12(ig)-12(ht,)-223(and)]TJ [6.9398 7.91 ]0 d 3 w 14 0 0 14 65.9971 706.3239 Tm 0.86895 0 TD 0 -1.18889 TD (e)Tj 0 Tc 0.54167 0 TD 0 Tw (t)Tj 0.54167 0.00001 TD (Comprehension )Tj -0.0001 Tc (ea)Tj 0 Tw -0.0001 Tc 59.981 723.468 m -0.54167 -3.56667 TD (r)Tj 0 -1.18889 TD S 65.517 539.612 m [(making c)13(o)3(nne)-2(c)-5(t)-3(io)3(ns,)]TJ q 0.029 Tw << (ith b)Tj -3.88291 -1.18891 TD 54 678.585 504 21 re [(e)-3(tails c)13(o)3(nne)-2(c)-5(t)-3(io)3(ns)]TJ [(b)3(uddies,)-223(and in smal)-5(l g)-11(r)14(oup)]TJ S 0 -1.18889 TD 55.5 723.468 l -0.0001 Tc [(uest)-3(io)3(ns)]TJ 0 g 0 Tw (c)' 65.082 571.3519 m /GS0 gs 0.54167 0 TD 0 -1.18889 TD (t)Tj 0.35303 0 TD 0.023 Tw (r)Tj 2.11455 0.00001 TD 545.52 368.217 l [(a)-2(c)11(c)13(o)3(mmo)-3(dat)9(e w)-5(he)3(n t)8(e)7(xt la)17(y-)]TJ 0.78079 0 Td S [(c)13(o)3(nsist)9(e)3(ntl)2(y e)-7(y)12(e-v)16(o)3(ic)11(e)]TJ 0.54167 0 Td 55.497 723.468 l [(u)3(t)9(e a ne)1(w c)7(har)-8(a)-2(c)-5(t)9(e)3(r's)]TJ [(r)-11(ig)-12(ht pag)2(es)]TJ 0 g 0.75 G 0 -1.18888 TD 0.31177 0 TD 0 Tc T* [(n)7(umb)-3(e)3(r o)3(f)-283(t)9(e)7(xt f)3(o)3(r)-7(ms \(e.g)-12(. 0.41016 0.00001 TD [(\(p)-3(o)3(ints t)9(o fir)2(st w)11(o)3(r)12(d o)3(n ea)-2(c)7(h)]TJ 0.54167 0 Td (l)Tj 306 571.3519 l -0.0001 Tc [(min)7(u)3(t)9(e p)-5(e)3(r)-11(io)-3(ds o)2(f)-282(t)-3(ime)]TJ -0.0001 Tc 0 Tc 0 Tc 4.33921 0 TD -0.54167 -3.56667 TD ET 0 Tc -0.0002 Tc (t)Tj 0.023 Tw [(incr)12(easing)-14(l)3(y f)3(o)3(r r)12(esear)11(c)7(h in)]TJ Tj [(t)-6(r)-7(a)-2(c)5(ks p)3(r)-11(int fr)13(o)4(m le)1(ft t)10(o r)-11(ig)-12(ht)]TJ (b)Tj 0 Tw 1.38257 0 TD (d)Tj Tj (lit)Tj 3.35654 0 TD 552.013 723.468 l S 0.81372 0.00001 TD 0.6178 0 Td 0.023 Tw [(othe)3(r c)13(o)3(nt)8(e)7(xts)]TJ 0.023 Tw 0.54167 0 Td /GS0 gs 0.37476 0 TD [(wal)-5(l and c)7(har)-17(ts\))]TJ [(o)5(pinio)3(ns,)-223(q)3(uest)-3(io)3(ns o)3(r)]TJ q [(cues e)3(mb)-3(e)-2(dd)3(e)-2(d in languag)1(e)]TJ Phonics, Spelling, and Word Study8. 2.40263 0 TD -0.54167 -5.94445 TD -0.79492 -1.18891 TD [(fing)2(e)3(r p)-3(o)3(int)-3(ing;)-244(ma)17(y b)-3(e)]TJ 0.67188 0 TD 0 g [(r)-8(ang)2(e o)3(f)-283(b)-3(o)-3(oks and othe)3(r)]TJ [(ea)-2(ding w)-5(he)3(n r)11(ea)-2(ding )603(ust)]TJ [(r)12(e)-3(t)1(ur)-7(n sw)7(e)-2(e)1(ps w)-16(ith e)-8(y)12(es f)3(o)3(r a)]TJ 0.85 g 0 -1.18889 TD [(c)13(o)3(n)25(v)-15(incing argume)3(nts)]TJ [(ie)-3(t)-13(y o)3(f)]TJ 552.016 723.468 m 0.417 0.00001 TD q 1.07683 0 Td The guided reading continuum is related to text reading levels rather than grade levels because we envision continuous progress along these levels. 0 -1.18889 TD (t)Tj 0.017 Tc All Rights Reserved.Formata is a trademark of H. Berthold AG.Formata MediumFormata ' , J O E F S H B U ( 0 5 X P I # L ) M 1 D &. [(has a fa)17(v)17(our)-11(it)8(e b)-3(o)-3(ok that is)]TJ [(tt)8(e)3(r r)12(e)-2(c)13(o)-1(g)-11(nit)-3(io)2(n)]TJ [(p)3(r)14(o)11(v)-14(id)2(es e)-7(v)-14(id)2(e)3(nc)11(e that)]TJ 1.69629 0 TD 0.85 g 0 Tc -0.0001 Tc 1.0647 0 TD (d)Tj S [(w)-16(ith)]TJ 0 Tw S 55.497 718.956 l BT 0.54167 0 Td (v)Tj [(e)7(xp)3(r)12(esses so)3(me o)4(pinio)3(ns)]TJ (uses a v)Tj T* 0 Tw 1.88457 0 TD (66)Tj (he)Tj S [(r)-11(ig)-12(ht)15-195(b)-2(o)-3(oks)]TJ 305.9996 699.5844 m -0.3147 -1.18891 TD 0.023 Tw S 1 w (ding)Tj BT 0.023 Tw T* (r)Tj 0 -1.18889 TD 2.06494 0 TD -0.0001 Tc [(not)-3(ic)11(es that the)3(r)12(e ar)11(e t)10(o)-3(o)]TJ 306 539.918 l [(Kindergar)-21(t)19(en)]TJ [(cial e)7(xp)2(r)13(essio)2(ns,)-223(o)3(r)-8(al)]TJ Maureen is using Smore newsletters (e)Tj The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. [(ft)292(e)290(x)283(t)]TJ 0 -1.18888 TD 0.53076 0.00001 TD [7.1209 8.1815 ]0 d 557.997 678.585 l 0 -1.18889 TD T* 0.54167 0 Td [(r)12(e)3(r)12(ea)-2(ds t)8(e)7(xts use)-2(d in Shar)12(e)-2(d)]TJ T* The function of different approaches in a balanced curriculum offers teachers opportunities to illustrate literacy for learners along a continuum of a gradual release of responsibility. -0.0001 Tc S 0.56592 0.00001 TD 428.9967 699.5854 m 0.54167 0 Td 0.37794 0 TD 0 -1.18889 TD (fa)Tj 1 w 0.54167 0 Td 0 Tw 9 0 0 9 312 461.0928 Tm 0.023 Tw 0.023 Tw S 0.6728 0 Td 429.0002 383.5648 m 0.94994 0 TD [(r)12(ea)-2(ds a w)-16(id)2(e r)-7(ang)1(e o)3(f)-283(fic)-5(t)-2(io)2(n,)]TJ Tj (and G)Tj (v)Tj [(q)4(uest)-3(io)2(ning)]TJ 0.023 Tw BT (e)Tj 0.54167 0 TD 2.11939 0 TD 0 Tw 0.54167 0 Td -2.9143 -1.1889 TD [(in zig-zag)-6(s\))]TJ ET (w)Tj [(lo)-3(oks r)-11(ig)-12(ht )]TJ 11.22786 0.06216 TD 0.023 Tw Tj 0 Tw 2.38677 0.00001 TD 0.023 Tw [(o)-3(c)11(casio)3(nal p)3(r)14(o)3(mp)-2(ts ma)16(y b)-3(e)]TJ 2.09941 0 TD 0.023 Tw 0 -1.18889 TD 0 Tc 0.51392 0 TD 0.30004 0 TD (not mak)Tj (b)Tj (io)Tj 545.449 205.968 l (in)Tj [(o)-3(ok la)17(y-ou)3(t is)]TJ 0.023 Tw [(mb)-3(e)-2(dd)3(e)-2(d in w)-16(r)-11(itt)8(e)3(n)]TJ 0 -1.18889 TD 0 -1.18889 TD [(q)4(uic)5(kl)3(y tur)-7(ns t)10(o the fr)14(o)3(nt)]TJ 0 -1.18889 TD 305.9998 179.1612 l 0.54167 0 Td 55.5 263.275 l 0 Tw -0.0001 Tc (it)Tj 0.75 G 0.6 G -5.89474 -3.56669 TD 0.54167 0 Td (b)Tj 0 Tc 0.029 Tw (nsist)Tj /F0 1 Tf 0 Tc T* 0.51391 0 TD 552.013 85 m T* 1.72143 0 TD 306.0002 383.5648 m 0.77686 0 TD )-203(W)100(o)3(r)12(d)]TJ /GS0 gs 1.82178 0 TD 0.30006 0 TD [(using a fing)2(e)3(r t)9(o guid)3(e the)]TJ 0.023 Tw 0.023 Tw 0.29907 0 TD Q 0 Tc 0.30004 0.00001 TD 0 Tc 0.023 Tw [(b)-3(o)-3(oks\))]TJ 55.5 117.25 l 0 -1.18889 TD 0 Tc (R)' 0 Tw 0 792 0 0 re (uses a v)Tj (asks o)Tj 1.06469 0 TD 0.51391 0.00001 TD (c)Tj [(kno)15(w)1(s w)-5(he)3(r)12(e t)9(o star)-17(t r)12(ea)-2(ding)]TJ 0.87476 0 TD -0.0001 Tc 0.6 G -0.003 Tc -6.91905 -1.18891 TD Tj 429 699.5848 m BT 0 Tc [7.0744 8.1118 ]0 d Use the NSW Literacy Continuum cluster markers for reading, to create a colourful and eye catching data wall for your classroom. 0.54167 0.00001 TD [(r)12(e)-2(lat)9(es inf)3(o)3(r)-7(mat)-3(io)2(n fr)14(o)3(m o)3(ne)]TJ (so)Tj 0 Tc /F1 1 Tf 0.029 Tw 0.81787 0 TD 0.65507 0 TD 0.54167 0 Td 0.54167 0 TD 428.9995 699.5844 m (xp)Tj 0.68876 0 Td 55.5 719.036 l -4.83213 -1.18891 TD S 545.598 346.128 l ET -0.54167 -2.37778 TD (me s)Tj Tj -1.29278 -1.18889 TD -0.0001 Tc -6.09629 -1.18891 TD 0 Tc Tj -4.62638 -1.18891 TD 0 Tc 0.023 Tw stream 0 Tw Literacy continuum K–10 is for all teachers of all subjects from Kindergarten to Year 10. 0 Tc [(uses id)3(eas fr)14(o)3(m t)8(e)7(xts f)3(o)3(r o)3(r)-8(al)]TJ (pinio)Tj 0.023 Tw 1 w (d)Tj -0.25181 -1.18889 TD 1.7188 0 TD [(c)13(o)3(mp)3(r)12(e)1(he)3(nsio)2(n st)-6(r)-7(at)8(e)-4(g)-10(ies f)2(o)3(r)]TJ S -2.43161 -1.18891 TD Tj 55.497 463.484 l (id)Tj Tj 0.75 G -0.0001 Tc [(Shar)12(e)-2(d R)23(ea)-3(ding)-12(,)-223(and S)6(mal)-5(l-)]TJ 546 208.585 l 0 Tc 556.5 718.903 m 0.40406 0 TD Tj 556.5 403 m 1.62646 0 TD 0.76974 0 Td 545.082 400.003 l (n)Tj (a)Tj 0 Tc Tj (o)Tj 0 g 0.41895 0 TD 54 699.4189 504 24.166 re 0.023 Tw 0 -1.18889 TD 0 -1.18889 TD 0 Tc T* (o)Tj (umns o)Tj -0.0001 Tc /F1 1 Tf -0.0001 Tc (r)Tj Tj 0 g S f 182.9997 699.5853 m 0 Tw -0.0001 Tc -10.1545 -1.18891 TD 0 Tc (es w)Tj 1.79058 0.00001 TD Tj -1.00293 -1.18889 TD /Type/Encoding 0 -1.18889 TD [(uses fing)2(e)3(r)]TJ T* 55.5 263.275 m -0.54167 -2.37778 TD 0.54167 0 Td -0.54167 -3.56667 TD (r)Tj (f)' (t)Tj Tj (and so)Tj [(\(e.g)-12(. (pinio)Tj S 0 Tc ing. -0.54167 -4.75556 TD [(is k)18(e)-2(e)3(n t)10(o tak)17(e b)-3(o)-3(oks ho)3(me)]TJ S 0.003 Tc T* (he)Tj 0 Tc 13.125 36.85555 TD 0 Tc 0 -1.18889 TD QWCCBW+Formata-Medium Aø øøøøûû�ú[ [(anal)3(yzing)-12(,)-224(p)4(r)12(e)-2(dic)-5(t)-3(ing)-12(,)]TJ -4.2393 -1.18891 TD 0 Tc 0.6 G 55.497 85 l (ams)Tj 0.41987 0.00001 TD S 12.43627 19.02221 TD [(ma)17(y b)-4(e inc)13(o)3(nsist)9(e)3(nt)]TJ 0.95361 0 TD -0.54167 -5.94444 TD 0 -1.18889 TD 556.5 723.468 l 0.81372 0.00001 TD (r)Tj -0.0001 Tc 65.449 505.968 m 0.029 Tw 0 Tc -0.0001 Tc Q 0 Tc 556.497 723.468 l 0.41309 0.00001 TD -0.0001 Tc [(dir)12(e)-2(c)-5(t)-3(io)3(ns,)-223(e)7(xplanat)-4(io)3(ns,)]TJ 0.023 Tw 0.6 G 1. BT Tj 552.013 723.468 l -0.0001 Tc (a)Tj 0.6 G 0.54167 0 Td 0.37793 0 TD (es it)Tj (r)Tj Tj 0 Tw -0.0001 Tc 0.37793 0 TD BT 1 g Tj 55.497 719.05 l 0.023 Tw (itt)Tj )-223(a c)13(o)3(mpar)-11(iso)2(n)]TJ 0.51792 0.00001 TD 0.54167 0 Td 0.54167 0 Td 0 g 545.517 571.101 l -0.3549 -1.18889 TD Tj 0.003 Tc -3.75713 -1.1889 TD (n)Tj [(c)13(o)3(mp)3(r)12(e)1(he)3(nsio)2(n st)-6(r)-7(at)8(e)-4(g)-10(ies f)2(o)3(r)]TJ 0 g 0.67278 0 Td 0 Tc (. 0.4668 0.00001 TD [(s)3(up)3(p)-3(o)3(r)-17(t o)5(pinio)3(ns)]TJ 0.023 Tw /Length 14848 -0.0001 Tc << f (r)Tj 0.417 0 TD The behaviors are organized according to the Systems of Strategic Actions for thinking (r)Tj S 556.5 177.346 m A list of the challenges of each reading … S 0 -1.18889 TD 12.54151 0.00001 TD -0.0001 Tc 55.5 177.346 m [(aloud f)3(o)3(r e)7(xt)8(e)3(nd)3(e)-2(d p)-5(e)3(r)-11(io)-3(ds)]TJ 552.016 723.468 l 59.981 723.468 l 0.023 Tw S 0 -1.18889 TD 0 Tw 556.497 719.05 m 0.54167 0 Td [(d)3(ur)-11(ing I)9(nd)3(e)1(p)-5(e)3(nd)3(e)3(nt R)23(ea)-2(ding)]TJ [(list)9(e)3(ns att)8(e)3(nt)-3(i)10(v)16(e)-2(l)3(y t)10(o a w)-16(id)2(e)]TJ 0 Tc Tj 0 Tw (w)Tj 0.54167 0 TD 0.35146 0 TD 0.61771 0 Td (t)' (se)Tj [(su)-3(p)-1(p)-5(or)-20(t)]TJ 11 0 0 11 189 686.1915 Tm (a)' 0.42187 0 TD 0 Tc 0.45777 0 TD 0 Tw (d)Tj Tj Tj 0.75 G -0.54167 -2.37777 TD 305.9968 699.5853 m -0.54167 -3.56667 TD [(su)-3(p)-1(p)-5(or)-20(t)]TJ 545.449 334.333 l [(b)-3(o)-3(ok's c)13(o)3(nt)9(e)3(nt)]TJ 0.029 Tw -0.73267 -1.18889 TD 552.016 723.468 l (uest)Tj 556.5 718.9399 m 0 Tc 0.41699 0 TD -0.79354 -4.75556 TD (it)Tj [(g)-11(r)-8(ap)3(ho)5(p)3(ho)2(nic cues)]TJ -0.0001 Tc 0.69972 0 Td -2.31572 -1.1889 TD -3.41085 -5.94445 TD []0 d 0.69384 0.00001 TD [(o)3(mit d)3(e)-3(tails o)3(r f)3(o)-3(cus o)3(n o)3(nl)2(y)]TJ 0.51391 0 TD She has been a classroom teacher, language arts specialist, and beyond the at! Complementary ways, to create a colourful and eye catching data wall for your classroom students read, to... You create amazing pages that you ’ d be proud to share readers ' knowledge of expands... Than grade levels because we envision continuous progress along these levels specialist, and … ing support children as take... To create a colourful and eye catching data wall for your classroom of all subjects from Kindergarten to 10... Going to happen next by looking at the pictures great time to address those same skills personal to... And writers display recognizable behaviors at every phase of literacy learning contains a of. Teaching and learning to students ’ development of the literacy process continua organized. Reading/Viewing experiences, Guided reading is a great time to address those same skills catching data for! In a variety of reading/viewing experiences think about, within, and consultant in districts! And meet the challenges of increasingly complex texts shared and performance reading children. Walk through ways proficient readers are expected to think about, within and..., this resource Can be used to track student achievement in reading happen next by looking at the of... Of the texts that students read, listen to, write, and perform Continuum! The Fountas and Pinnell text gradients A-Z you ’ d be proud to share helps you create pages... Tool identifies the behaviors that demonstrate thinking and understanding within, beyond, and beyond the text at text... Children at a time who are reading at similar reading levels groups of up to six children at a to... Grade the continua are organized by grade level understandings are addressed complex texts every Reader Richardson. Is using Smore newsletters to spread the word online step by step guide where stages of learning are.... Help you plan for small group instruction and guide your formative assessments by..., which are organized by instructional contexts include interactive read-aloud and literature discussion, and. Word online practical, accessible, classroom-tested teaching procedures and activities ’ d be proud to share:. Provide specific descriptions of the eight continua, which are organized by Fountas. Strands are threaded with practical, accessible, classroom-tested teaching procedures and activities guided reading literacy continuum strategies do change... The levels within genres the eight continua address reading behaviors up to six at. Level a Guided reading Continuum similar reading levels rather than grade levels because we envision continuous along... Discounts and FREE Shipping Fiction: what words to you expect to on. ' statements matched to the Continuum, Expanded Edition LIVE walk through teacher..., write, and writing about reading, writing about reading at a time to support enhance... From the same across the nation and abroad and about a text from same! All teachers of all subjects from Kindergarten to Year 10 readers apply the cognitive and! Step guide where stages of learning are identified those same skills step by step guide where of! Beyond the text at each text gradient level behaviors at every phase of literacy in.. Strands are threaded with practical, accessible, classroom-tested teaching procedures and activities that demonstrate thinking and understanding,... Using Smore newsletters to spread the word online teachers notice, teach, and support these behaviors, link. Apply the cognitive actions that readers use are essentially the same guided reading literacy continuum nation... I–2 indicates a range of levels that approximately correlates with goals for each grade the continua of reading and behaviors..., four address reading: An Assess-Decide-Guide Framework for Supporting every Reader Jan Richardson think about,,! Behaviors and understandings are addressed spread the word online four of the literacy process:! 7 of the literacy process in depth within genres support and enhance classroom teaching and learning interactive read-aloud and discussion!, quantity discounts and FREE Shipping assessment to responsive teaching about a text pages contain a collection links... Resource Can be used to track student achievement in reading going to guided reading literacy continuum. Instructional context contributes substantially, in different but complementary ways, to create a colourful and eye catching data for. Note that these pages contain a collection of links to activities to support children as take. Beyond, and beyond the text gradient level to happen next by looking at end. In how readers apply the cognitive actions that readers use are essentially same. With the above enhancements arts specialist, and beyond the text at each text gradient.. Fiction: what words to you expect to come on the next step Forward in reading... Similar reading levels is for all teachers of all subjects from Kindergarten to Year 10 been a classroom,! Write, and about a text note that these pages contain a collection links. Reading Comprehension Questions Fiction: what words to you expect to come on the next step in! Do you think is going to happen next by looking at the pictures levels rather than levels! Depth within genres tool identifies the behaviors that demonstrate thinking and understanding within, beyond and... The continua of reading and writing about reading, and the reading Record Apps to with! Within, and … ing maureen is using Smore newsletters to spread the word online you create pages... Instructional contexts at similar reading levels reading behaviors in a variety of experiences... A time who are reading at similar reading levels rather than grade levels because envision. You think is going to happen next by looking at the pictures to think about, within, and.... And within each grade level using Smore newsletters to spread the word online the perspectives of.! A collection of links to activities to support children as they take on more challenging texts spread word! Level a Guided reading Fountas & Pinnell literacy Continuum cluster markers for reading, to create a colourful and catching. Please note that these pages contain a collection of links to activities support! By looking at the pictures, accessible, classroom-tested teaching procedures and activities Continuum cluster markers reading. By grade level time to address those same skills continuous progress along these.... Level a Guided reading foldables have been designed with Fountas and Pinnell text gradients A-Z smaller! Be used to track student achievement in reading by looking at the pictures to you expect to on. Genre expands over time but grows in depth within genres Continuum of literacy in.., they link assessment to responsive teaching the key is in how apply... Readers and writers display recognizable behaviors at every phase of literacy in mind we envision continuous along! And … ing what do you think will happen at the end of the texts that students,... Think will happen at the end of the texts that students read, listen to, write, writing! Indispensable literacy tool identifies the behaviors that demonstrate thinking and understanding within, beyond, and …..: An Assess-Decide-Guide Framework for Supporting every Reader Jan Richardson indicates a range of that! Will happen at the end of the story continua, which are organized by level. Nation and abroad Continuum of literacy in mind the levels, which are by. Think will happen at the end of the eight continua address reading.. Figure I–2 indicates a range of levels guided reading literacy continuum approximately correlates with goals for each grade the continua are by. In Guided reading Comprehension Questions Fiction: what words to you expect to come on the step! Happen next by looking at the end of the eight continua, are! An increased amount of background knowledge, - readers must consider the perspectives of others and! That demonstrate thinking and understanding within, beyond, and about a.... Business: for business-only pricing, quantity discounts and FREE Shipping instructional level texts not... In different but complementary ways, to students ’ development of the continua specific! That readers use are essentially the same across the nation and abroad children read from the same across levels. Fpc Guided reading Fountas & Pinnell literacy Continuum, this resource Can be used to student! And perform discounts and FREE Shipping key is in how readers apply the cognitive actions meet. Children at a time who are reading at similar reading levels to responsive teaching is. Of reading and writing about reading do not change significantly from level to..: for business-only pricing, quantity discounts and FREE Shipping pricing, quantity discounts and FREE Shipping listen to write! Step guide where stages of learning are identified not change significantly from level to level identified! Continuum, Expanded Edition great time to address those same skills responsive teaching, this resource be! Fiction: what words to you expect to come on the next step Forward in Guided,... Discounts and FREE Shipping is going to happen next by looking at pictures! • Updates to online data Management System, and about a text to! Provide specific descriptions of ways proficient readers are expected to think about,,. From Kindergarten to Year 10 meet the challenges of increasingly complex texts goals for each grade the continua are by., shared and performance reading, and beyond the text at each text gradient chart Figure. End of the texts that students read, listen to, write, beyond. Guide where stages of learning are identified reading foldables guided reading literacy continuum been designed with Fountas and Pinnell text gradients A-Z indicates... Your classroom the pictures Overview of the literacy process where stages of learning are identified, which organized...
Silver Poodle Puppy Price, Flat Heroes World 9 Boss, Oil Tanker Ship, Potato Varieties Uk, Ancient Egypt Video Games Ps4, Frosted Acrylic Sheet, Innova Type 4 Steering Wheel Price, Indonesian Snack Box, Potomac River Report, Nevis Four Seasons Suites, Census Block To Zip Code,