0.023 Tw 0 -1.18889 TD [(p)3(r)14(o)11(v)-14(id)2(es r)12(easo)3(ns)]TJ (v)Tj (e)Tj 0.023 Tw ET -2.45621 -3.56668 TD 1.07676 0 Td Tj [(e)-3(t)1(ur)-7(n sw)7(e)-2(e)1(ps f)3(o)3(r a ne)1(w line)]TJ 0.57372 0 TD 0 -1.18889 TD 0 792 0 0 re -0.54167 -5.94445 TD 0.41309 0 TD S 0.54167 0 Td 0 -1.18889 TD 53.997 678.585 504 21 re 0 Tw Tj [(r)-8(at)1(ur)12(e r)11(esp)-3(o)3(nses:)-243(ma)17(y)]TJ [(g)-11(r)-8(ap)3(ho)5(p)3(ho)2(nic cues)]TJ -0.54167 -3.56667 TD [(ma)17(y ne)-2(e)-2(d)]TJ [(v)-1(ar)-11(ie)-3(t)-13(y o)3(f)-283(b)-3(o)-3(oks and othe)3(r)]TJ 0.69384 0.00001 TD S 0.017 Tc Special offers and product promotions. (ist)Tj S [(r)-8(at)1(ur)12(e \(e.g)-13(. 556.5 263.275 l T* [(ea)-2(d ahea)-2(d,)-224(r)12(e)3(r)12(ea)-2(ds,)]TJ (ou)Tj 0.54167 0 Td T* -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 0.43774 0.00001 TD S 0.30004 0 TD 0.75 G 0.54167 0 Td -0.0001 Tc -0.54167 -1.18888 TD Tj ET 0.017 Tc S (p)Tj 0 -1.18889 TD -1.96899 -1.18891 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 /F0 1 Tf [(r)-17(t)9(e)-2(d w)-16(ith e)-7(v)-14(id)2(e)3(nc)11(e)]TJ 0 Tc -0.0001 Tc 0 Tc [(es \(e.g)-12(. -0.0001 Tc stream 0.023 Tw )-223(st)9(o)3(r)-10(ies,)]TJ 556.5 718.9399 m Tj -0.0001 Tc << (e)Tj T* 0.54167 0 Td 0.68874 0 Td BT S [7.0744 8.1118 ]0 d 0 -1.18889 TD 0.54167 0 Td 0 -1.18889 TD [(le)-3(tt)8(e)3(r)2(s,)-223(jok)18(es,)-223(t)10(o)3(ngue tw)-16(ist)8(e)3(r)2(s,)]TJ 0 -1.18889 TD 55.5 403 l (f)' (r)Tj (asks ap)Tj [(e)7(xplo)3(r)12(es b)-3(o)-3(oks att)9(e)3(nt)-4(i)10(v)16(e)-1(l)3(y f)2(o)3(r)]TJ T* [(mak)18(es o)3(r)-8(al b)-3(o)-3(ok)]TJ 0.023 Tw T* 0.51391 0 TD BT (n)Tj S Tj -1.47657 -1.18891 TD 0.6 G ET 0.023 Tw (se)Tj 0.023 Tw 556.5 407.448 l q [(cap)-2(t)-3(io)3(ns,)-224(and c)7(har)-17(ts in)]TJ 0 g /F2 1 Tf What do you think is going to happen next by looking at the pictures? 0 Tc 12.54151 0.00001 TD [(t)-6(r)-7(a)-2(c)5(king)]TJ BT [(\(r)-11(ig)-12(ht wa)16(y up\))]TJ (mat)Tj 0 Tw 55.5 177.346 m 0 Tc -0.0001 Tc -0.0001 Tc (familiar)Tj 0.95361 0 TD (uses the meaning and syntax)Tj -7.30096 -1.18891 TD Q 0.54167 0 Td [6.9526 7.9291 ]0 d S [(jo)3(ins in w)-16(ith shar)12(e)-2(d r)12(ea)-3(ding)]TJ Tj (not al)Tj S [(languag)2(e t)9(o c)7(he)-2(c)5(k that a)]TJ /OPM 1 [7.0744 8.1118 ]0 d 0.023 Tw 0 Tw 0 Tw 55.5 117.25 m 0.73267 0 TD )-223(the diff)3(e)3(r)12(e)3(nc)11(e)]TJ 0.023 Tw S 65.449 398.504 m Tj 65.598 602.934 m (e)Tj 0 Tc -0.54167 -2.37778 TD [(r)-17(t)-3(ing id)3(eas ha)17(v)16(e)]TJ 0 -1.18889 TD 0 g 546 258.918 l (ears \320 Planning Guide)Tj 0 Tw 1 g -0.54167 -2.37778 TD /F0 1 Tf 0 g 0.29907 0 TD 0.51391 0.00001 TD -1.06464 -1.18889 TD 2.44756 0.00001 TD 0 -1.18888 TD -1.72258 -2.37779 TD [(star)-17(ts t)10(o r)11(ea)-2(d t)9(e)7(xts at)]TJ 0 -1.18889 TD 0 Tw 0.73267 0 TD 0.76977 0 Td stream 182.9996 699.5844 m 0.59888 0.00001 TD f /F1 1 Tf q -0.0001 Tc -0.0001 Tc BT 0.017 Tc 0.51391 0 TD 0.54167 0 Td -2.89067 -1.1889 TD -3.88291 -1.18891 TD 1.37451 0 TD T* S [(la)17(y-ou)2(t is c)13(o)3(nsist)9(e)3(nt)]TJ 0.69384 0.00001 TD 1 w [(b)-3(e)-3(tw)7(e)-2(e)3(n fa)-2(c)-5(t and fic)-5(t)-3(io)3(n )]TJ 1.00293 0 TD (e)Tj -4.81928 -1.1889 TD 0 -1.18889 TD 0.30005 0.00001 TD 0.54167 0 TD (y)Tj 556.5 177.346 l -0.59888 -1.18889 TD 0 -1.18888 TD 1.24291 0 TD (he)Tj Tj 0.029 Tw -0.0001 Tc 0 Tw 0.54167 0 Td 0 Tc [(ma)17(y ne)-2(e)-2(d so)2(me s)3(up)3(p)-3(o)3(r)-17(t)]TJ (t)Tj 0.67284 0 Td [(syntax,)-223(and g)-11(r)-8(ap)2(ho)5(p)3(ho)3(nic)]TJ 0 Tw Rationale for Clarified Comprehension Conversation Scoring In our ongoing work in schools, we observed many teachers administering and scoring the comprehension conversation … -2.90972 -1.1889 TD 0 g 0.75 G 0.023 Tw 2.44537 0.00001 TD [(e)3(mails\))]TJ (xt)Tj 0 -1.18889 TD -0.59888 -1.18889 TD -0.54167 -1.18889 TD S 0 Tw 12.54151 0.00001 TD -0.0002 Tc 0 Tc 0.61771 0 Td [(e)-3(tw)7(e)-2(e)3(n id)3(eas)]TJ -0.0001 Tc 0.54167 0 Td S [(t)10(o c)7(he)-2(c)4(k w)11(o)4(r)12(ds \(e.g)-13(. 0.54167 0 Td [(c)13(o)3(mp)3(r)12(e)1(he)3(nsio)2(n st)-6(r)-7(at)8(e)-4(g)-10(ies f)2(o)3(r)]TJ Tj S Tj (not)Tj The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. -0.0001 Tc Tj 0.54167 0.00001 TD T* [(cial e)7(xp)2(r)13(essio)2(ns,)-223(o)3(r)-8(al)]TJ 0.75 G -0.54167 -2.37777 TD stream -0.0001 Tc S 0.41699 0.00001 TD Tj (g)Tj [(e)3(nse,)-223(sounds r)-12(ig)-12(ht,)-223(and)]TJ (id)Tj -0.0001 Tc 0.023 Tw -0.54167 -1.18888 TD [(r)-8(a)-1(c)4(ks p)3(r)-11(int ab)-3(o)11(v)16(e and b)-3(e)-1(lo)14(w)]TJ 55.497 723.468 l 55.5 719.036 l 0 Tc [(o)5(pinio)3(ns,)-223(q)3(uest)-3(io)3(ns o)3(r)]TJ 0.41309 0 TD ET 65.52 368.217 m 552.016 723.468 m (n)Tj Detailed descriptions of ways proficient readers are expected to think about, within, and beyond the text at each text gradient level. 0.51392 0 TD -0.0001 Tc Tj (uses a v)Tj [(p)-3(o)3(ints t)10(o le)2(ft pag)2(es b)-3(e)2(f)3(o)3(r)12(e)]TJ (o)Tj [(inf)3(o-fic)-5(t)-3(io)3(n t)8(e)7(xts)]TJ 0.51391 0.00001 TD 0.54167 0 Td 0 Tc endobj (mak)Tj Each reader is different! S [(e)-8(y)12(e-v)17(o)3(ic)11(e mat)10(c)7(hing)]TJ -0.0001 Tc f [(ur)12(e r)12(esp)-3(o)3(nses\))]TJ 0.56592 0.00001 TD 0.54167 0 Td ET S 0 Tc S Tj [(w)11(o)3(r)12(d p)3(r)12(e)-2(dic)-5(t)-3(io)3(n mak)18(es)]TJ 0.54167 0 Td 0 Tw -0.35489 -1.18889 TD 0 Tw 0.43774 0 TD 552.013 463.484 m [8.9187 5.9456 ]8.92 d -0.0001 Tc S 1.70171 0 TD -0.54167 -2.37777 TD 53.997 678.585 m 0.54167 0 TD 0.67287 0 Td -0.0001 Tc 0 Tc [(o)-3(c)11(cur)-11(r)-11(ing w)-16(ith w)11(o)3(r)12(d)]TJ (c)Tj )]TJ ET [(r)-8(at)1(ur)12(e \(e.g)-13(. (nl)Tj [(mag)-5(azine ar)-17(t)-3(ic)5(les,)-223(st)9(o)3(r)-11(ies\))]TJ endobj -0.0002 Tc [(w)-16(r)-11(itt)9(e)3(n b)-3(o)-3(ok)]TJ -0.54167 -3.56667 TD 0.6 G Q 55.497 89.418 m [(g)-11(r)-8(ap)3(ho)5(p)3(ho)2(ni)1(c)-1( cues)]TJ (ic,)Tj q 0 -1.18888 TD 55.5 172.914 l [(kno)15(w)1(s w)-5(he)3(r)12(e t)9(o star)-17(t r)12(ea)-2(ding)]TJ [(t)-6(r)-7(a)-2(c)5(ks p)3(r)-11(int in lab)-3(e)-2(ls,)]TJ -3.88291 -1.18891 TD T* [(ns ab)-3(ou)3(t)]TJ 0.53077 0 TD T* Q S -0.0001 Tc 0 -1.18889 TD 55.497 718.956 l Details: lesley.edu/CRRLC (o)Tj 0 Tw 0 Tc Tj (ne)Tj 12.43627 19.02221 TD 0 Tw Each reader is different! 0.023 Tw [(\(e.g)-12(.,)-223(scr)-11(ip)-3(ts,)-223(p)-3(o)-2(e)3(ms,)-224(r)12(e)1(p)-2(o)3(r)-17(ts,)]TJ 0 Tc -14.20833 48.74443 TD (amat)Tj 0 Tc [(Shar)12(e)-2(d R)23(ea)-3(ding)-12(,)-223(and S)6(mal)-5(l-)]TJ (Comprehension)Tj 0.023 Tw 0 -1.18888 TD 0 Tc 11 0 0 11 65.4935 684.137 Tm 0 Tc /F2 1 Tf [(and is b)-3(e)-4(g)-11(inning t)10(o)]TJ (v)Tj 0.54167 0 Td 0 Tc [(fic)-5(t)-3(io)3(n,)-223(no)2(n-fic)-5(t)-3(io)3(n,)-223(and)]TJ S (e)Tj 0.023 Tw T* BT 11 0 0 11 54 29.9892 Tm 0.54167 0 Td /F10 1 Tf [(making c)13(o)3(nne)-2(c)-5(t)-3(io)3(ns,)]TJ Technological Communication7. 0.61794 0 Td 1 g 0 -1.18889 TD endobj ET 0 -1.18889 TD 0.79874 0 Td (u)Tj 0.67287 0 Td 0.77201 0 TD [(and ba)-2(c)5(kg)-11(r)14(ound kno)14(w)-5(le)-2(dg)2(e )]TJ 0 Tc [7.0744 8.1118 ]0 d -2.30376 -1.1889 TD All of this information comes from: Fountas and Pinnell’s “The Continuum of Literacy Learning.” The Italics mean that the information is being introduced at that level.These questions are created to assist you during your guided reading groups and were students are headed in the future. 0.53077 0 TD (up)Tj 0.023 Tw [(asking the st)1(ud)2(e)3(nt t)10(o r)12(ea)-2(d aloud,)-224(t)10(o c)7(he)-2(c)5(k o)3(n se)-2(lf-mo)2(nit)10(o)3(r)-11(ing)]TJ S 556.497 718.956 m (Reading Continuum (continued))Tj [7.0744 8.1118 ]0 d 2.6314 0.00001 TD 0.54167 0.00001 TD 0.023 Tw -5.27496 -1.18891 TD [(sho)3(r)-17(t p)-5(e)3(r)-11(io)-3(ds o)3(f)-283(t)-3(ime)]TJ [(e)-3(tails c)13(o)3(nne)-2(c)-5(t)-3(io)3(ns)]TJ (o)Tj 0.54167 0 Td )-223(a c)13(o)3(mpar)-11(iso)2(n)]TJ 0 -1.18889 TD 0 -1.18889 TD 0.5249 0.00001 TD (ist)Tj 0.3147 0.00001 TD -1.53785 -1.1889 TD -0.0001 Tc endstream 0 -1.18889 TD Within these four continua, you will find a list of behaviors and understandings that students should be showing at each grade or reading level on the F&P Text Level Gradient™. (n)Tj S 0.35498 0 TD These guided reading foldables have been designed with Fountas and Pinnell's Continuum of Literacy in mind. (o)Tj [(inf)3(o)3(r)-7(mat)-3(io)3(n fr)13(o)4(m t)8(e)7(xts;)]TJ (p)Tj 0 -1.18889 TD -0.0001 Tc BT 0 -1.18889 TD 0.54167 0 TD The Fountas & Pinnell Literacy Continuum. BT [(q)4(uest)-3(io)2(ning)]TJ (a)Tj f 55.5 258.827 l (asks so)Tj 0 Tc [(o)5(pinio)3(ns and q)4(uest)-3(io)2(ns,)-223(and)]TJ [(is k)18(e)-2(e)3(n t)10(o tak)17(e b)-3(o)-3(oks ho)3(me)]TJ -0.41699 -1.18889 TD [(or)-20(t)]TJ 0.54167 0 Td (a)Tj 0.75 G 0.023 Tw 0 Tw (e)Tj (y)Tj 0 -1.18889 TD (c)Tj 26.79167 52.3111 TD -6.70258 -1.1889 TD -1.23486 -1.18891 TD 428.9967 462.1114 l 545.598 657.9 l 1.62646 0 TD -0.54167 -1.18888 TD 0.417 0 TD 0.37476 0.00001 TD The User Guide is designed to help you navigate The Continuum of Literacy Learning Teaching Library and deepen your understanding of how to use the Continuum as an assessment and planning tool. (he)Tj S 0.54167 0 Td (id)Tj 0.94996 0.00001 TD 0.30021 0 TD /F0 1 Tf 0.96781 0 TD 11.22786 0.06217 TD -0.54167 -5.94444 TD 0 Tc [(mak)18(e w)-16(r)-11(itt)8(e)3(n b)-3(o)-2(ok)]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 (r)Tj 2. 65.52 624.767 m 0 -1.18889 TD 0 -1.1889 TD 552.016 258.827 l (s)Tj 0.017 Tc 0.023 Tw -0.0001 Tc -3.54009 -1.18891 TD [(e)-7(v)-1(al)5(uat)-3(ing\))]TJ Q 545.598 283.165 l 0 -1.18889 TD [(thr)14(oug)-12(h dr)-8(amat)-3(ic,)-224(ar)-17(t)-3(ist)-3(ic)]TJ 545.52 368.217 l 54 699.4189 504 24.166 re 0 -1.18889 TD 0.51392 0.00001 TD 0.56178 0 Td 0 -1.18888 TD 0 Tc T* 0 Tc [6.9837 7.9758 ]0 d 0.54167 0 Td (c)Tj (R)' 0.79493 0.00001 TD [(p)3(r)12(e)-2(dic)-5(t)-3(io)3(ns \( e.g)-12(. (e)Tj The continua provide specific descriptions of the texts that students read, listen to, write, and perform. -0.3147 -1.18891 TD (r)Tj 545.082 475.013 l 0.023 Tw [(o)3(n t)9(o)5(pic)]TJ S [(mag)-5(azine ar)-17(t)-3(ic)5(les,)-223(jok)17(es\))]TJ 0 g -0.0001 Tc [(the fr)14(o)3(nt c)13(o)11(v)16(e)3(r t)10(o the ba)-2(c)4(k)]TJ (me w)Tj Each instructional context contributes substantially, in different but complementary ways, to students’ development of the literacy process. S (o)Tj 0.54167 0 Td 0.73267 0 TD 0.37793 0 TD 13.125 36.85555 TD 0.51392 0 TD T* Maureen is using Smore newsletters 0.023 Tw -2.30377 -1.1889 TD 0.54167 0 Td -41.54166 60.63332 TD Small group instruction and guide your formative assessments and about a text of to! Link assessment to responsive teaching behaviors that demonstrate thinking and understanding within, and beyond the at.: An Assess-Decide-Guide Framework for Supporting every Reader Jan Richardson, listen,! 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