Guiding Readers and Writers by Fountas and Pinnell

The new book for our research group is:

Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy

~ Irene C. Fountas

Irene C. Fountas (Author)

› Visit Amazon's Irene C. Fountas Page

Find all the books, read about the author, and more.

See search results for this author

Are you an author? Learn about Author Central

(Author), Gay Su Pinnell (Author) "We describe a comprehensive language and literacy framework that serves as a conceptual tool for organizing instruction..." (more)


Main Points / Reactions
--------------------------------
Introduction & Chp. 1

イントロとChp.1の中で最も強く伝わってくるメッセージは「A Lifelong Reader/Writerとしての自覚とは何か、そしてそれをどう育成するのか？」という学びのFrameworkが言語教育の中で大切だというです。

Are you a reader? Are you a writer?という質問をはじめとするp.12のLooking at Yourself as a Reader and a Writerという「問診表」があります。私はこの表を見て今だに恐怖というか、絶望を覚えます。まだReaderやWriterとしての自覚が深く形成されていないからです。もちろん本はたくさん？読みますし、文章もあれこれ書くのですが、自分を「読み手」や「書き手」として自覚し始めてからの歴史がまだあまりにも浅いのです。この研究会で勉強して約２年？ほど経ちますが、それ以前は英語教育関係で大学院まで行きながらReader/Writerとしての自分を考える機会は私の教育環境の中にありませんでした。基本的にとにかく与えられた課題をこなす毎日の教育を受け、それ以外に遊びの読み書きも多少しまましたが、「自覚」はありませんでした。

しかしその「自覚」は教師・学生・全ての社会人にとって大切なことだとFountas and Pinnellは強く訴えます。そして書き手・読み手としての自分を知らない教員はやはりLifelong Readers and Writersを効果的に育てることはできないでしょう。

このセクションで一番強く印象に残るQuoteは

p.11 "Teachers who themselves engage in reading and writing, and who examine their habits and attitudes as readers and writers, can best help students experience the power of their own literacy."

学生を指導する前に、または学生と一緒になってWhat do you read/ write? How do you feel about yourself as a reader / writer? What is the best part and the most difficult part of reading / writing for you? という質問に答えて行くことが必要です。

一緒にこの本を読んでいるみなさんはp.12の表の質問にすでに答えてみましたか？
みんなそれぞれ答えを書いてShareしてみませんか？

今度すこし時間ができた時にの以下に書いたその３７問に挑戦してみたいと思います。さっと質問を見てあまり明確に答えが出てこないものが幾つかあるので、書き出してみるときっといろいろ発見があると思います。Reading/Writingを教えている者として自分の自覚を磨きたいと思います。

そして是非自分の大学の学生にも「日本語」「英語」の両方でReader, Writerとしての自覚を少しづつ持ってもらえるように導きたいなと思います。
それから今６歳の自分の息子も日本語と英語両方のLiteracyを身につけ始めていますが、彼にもこの質問に答えられる自覚のある読み書き手になって欲しいです。

About Reading:
1. Are you a reader?
2. Do you read for pleasure?
3. When, what, how,
4. How do you feel about yourself as a reader?
5. What do you like most about reading?
6. What do you like least about reading?
7. What do you find easy to read?
8. What do you find difficult to read?
9. Who are your favorite authors? poets?
10. What types (genres) of books do you like to read?
11. What aspects of these books are particularly interesting or enjoyable?
12. What is the last book you read that you really enjoyed?
13. What are you reading now?
14. How do you find the books that you read?
15. How do you go about making your choices?
16. How often do you read?
17. How many books would you estimate you have read in the last year?
18. When do you find time to read?
19. What different kinds of material do you read?
20. What do you do following the reading of a book?
21. Choose a favorite book. Why do you like it?

About Writing:
1. Are you a writer?
2. How do you feel about your writing?
3. What types of writing do you do?
4. How often do you write?
5. Do you write for pleasure? When, what, why?
6. Do you write for communication? When, what, why?
7. Do you write to assist your learning? When, what, why?
8. How do you select topics for your writing?
9. Who are the audiences for your writing?
10. What is the best part of writing for you?
11. What is the most difficult part of writing?
12. How do you get feedback for your writing?
13. What is your most recent piece of writing?
14. How much writing have you done in the past year?
15. What "writers" do you know that help you think about your writing?
16. Choose a piece of writing you have done. Why did you write it and how do you feel about it?

--------------------------------
Chp. 2
Becoming Joyful Readers: The Reading Workshop

Key Points

• Reading Workshop is a reading instruction approach where students learn how to become lifelong readers who can choose their own books, discuss them, collaborate to learn about texts, and write about them.
  
• This approach believes that readers become good readers primarily by self-selected independent reading with support from the teacher or peers for how to select or how to read a variety of genres. Anderson et al (1988) has research results that show the amount of independent reading is the greatest predictor of a strong reader.
  
• Three main activities in Fountas and Pinnell's system are:
  1) Independent Reading: including time for the teacher to confer with readers periodically and readers writing in their reading notebooks.
  2) Guiding Reading: a group of students with similar needs read together and receive teacher instruction about strategies or genre knowledge, and
  3) Literature Study: a group discusses one or more texts with a certain theme or literary tool in mind. Example: Each person in a group reads a different book dealing with death of a loved one and discusss how they feel.
• Characteristics/Advantages of Reading Workshop (p.42):
  -Creates a community of responsible, engaged readers who spend time in genuine talk and writing about books they have selected themselves and find meaningful.
  -They learn how to read as they read and learn about themselves as readers.
  -Increases ownership of and commitment to reading
  -Broadens literary experiences (But only if a student decides to diversify genres)
  -Develops responsibility for reading (keep own records in notebooks, future reading titles list etc.)
  -It encourages personal connections to the texts (due to personal choice/ownership)
  -It teaches collaboration through guided reading and literature study, and though encouragement to share good books and reactions with peers.

Reactions/Questions:

• 生徒が２０～３０人いる教室で、Independent Reading, Guided Group Reading, Literature Studyの３つの違う活動が平行して行われている状態を想像するのが難しい。生徒たちが責任をもって自主的に取り組む態度がないと成立しない。
• 自主的に読んだりグループワークを行ったりする力はすぐにはつかないので、それをどう段階的にクラスの中で育てるかが課題だと思う。
  
  
• それと同時に、先生の力もかなり問われる。各生徒の力や興味を把握し、それに応じたGroupingやText-SelectionやMini-Lessonを行うには先生の教える力が相当ないとできないMethodに思える。
• では、先生がReading Workshopを効果的に運営できるようになるまでどのようなStepが必用か？著者たちは：As the first step, start with just 50~60 minutes of silent independent reading of books of their own choosingと書いているが、日本でそれを行うと教えることを放棄しているように見られるリスクがあるような気がする。そのリスクを回避するためにはどうしたらいいのだろうか？リスクを押さえ、段階的に、効果を少しづつ検証しながら導入できるシステムを考え提案することが理想的ではないだろうか。
  
  
• ICUの大学の英語の授業では、どうしても限られた貴重な授業の時間は読んだ内容に関するDiscussionやSkillのMini-Lessonに使いたいので、授業中にIndependent Readingをすることは考えられない。学生は基本的に宿題で読んで来る（来させる）のでなんとか成り立っている。
  
  
• しかし、"required reading"と平行して"self-selection of texts"はなんとか小さな規模でも導入したい。難点はRequired readingがかなり重く、一年生の共通試験に出てくるので、optional self-selected textsをやる余裕があまりないことである。