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April 27. 2017

Registration Now Open for Fountas & Pinnell Classroom Summer Institute

Fountas and Pinnell Classroom

The Fountas & Pinnell Classroom™, is a first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction, and was designed by Irene C. Fountas and Gay Su Pinnell to change the landscape of reading instruction and to ensure the right of every student to lead a literate life. Come and learn from Irene and Gay Su themselves during our four-day institute,  “Create Your Vision: Getting Started With Fountas & Pinnell Classroom™ (Grades K–2)” in Baltimore, MD, running from July 31 - August 3, 2017.  They’ll share their vision to lift your students’ literacy learning through authentic experiences in reading, thinking, talking, and writing.

April 26. 2017

VIDEO: A Closer Look into Fountas & Pinnell's Guided Reading, Second Edition

Since the 1996 release of their wildly successful book, Guided Reading: Good First Teaching for All Children, Irene C. Fountas and Gay Su Pinnell have done extensive work in schools all over the country and had many interactions with teachers from all over the world. From these collaborations, a conversation about responsive teaching was sparked. And twenty years after their first publication, their new book, Guided Reading: Responsive Teaching Across the Grades, Second Edition, was born.


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April 25. 2017

Six ways to help English language learners benefit from shared reading: A Teacher Tip from Fountas and Pinnell

From the very simple texts that kindergartners and first graders read in a shared way to the more sophisticated poems and readers' theater texts that upper elementary and middle school students enjoy, shared and performed reading are highly productive for English language learners. Here are some suggestions for helping English language learners benefit from shared and performed reading:

  1. Select texts for shared reading that have simple, easy sentences. Learning a new language is much more than decoding words. English language learners are learning new syntactic structures, and they need to absorb simple sentence patterns before they go on to complex ones. 
  2. Once a shared reading text is learned, it becomes a language resource for your students. You can use it as an example, revisiting the text to help children remember specific words or phrases. Individuals can refer to it to recall vocabulary or pattern their own writing after the language structures.
  3. Rhythmic and repetitive texts are beneficial to English language learners. The repetition will give them maximum experience with the syntax of English and will help them develop an implicit understanding of noun-verb agreement, plurals, and other concepts.
  4. Personal poetry books made up of poems used in shared reading are texts older learners can return to again and again to revisit meaning, vocabulary, and language structures. Rereading this material, even overlearning it, will support fluency.
  5. If you are able to find some traditional rhymes or songs from students' own languages, you can use these for shared and performed reading. If they are not too complicated, all students will enjoy reading them in a shared way. 
  6. English translations of traditional rhymes or songs in students' native languages are a great resource. Try "echo" reading with one group reading a line in English and the other group echoing the line in the other language.


Adapted from Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann. 

April 24. 2017

Daily Lit Bit - 4/24/2017

The combination of discovery and direct teaching makes learning efficient; teaching prompts discovery.

April 20. 2017

Registration Now Open for LLI Summer Institutes

We are pleased to present some amazing professional development opportunities for you this summer. First up is “Intervening for Literacy Success”, coming to Denver, CO and Overland Park, KS. Our Fountas and Pinnell-trained consultants will focus on showing you how to understand the reading and writing challenges of children who struggle with literacy learning, and how to provide effective teaching within the LLI-graded lessons.

Find out more here:

Denver, CO

June 26-27, 2017
Grades K-2: Intervening for Literacy Success with LLI K-2 - Leveled Literacy Intervention (LLI) for Grades K, 1, and 2 (Levels A-N/Orange, Green, and Blue)

June 28-29, 2017
Grades 3-5:
Intervening for Literacy Success with Intermediate Students - Leveled Literacy Intervention (LLI) for Grades 3, 4, and 5 (Levels L-W/Red, Gold, and Purple)

Overland Park, KS

July 24-25, 2017
Grades K-2: Intervening for Literacy Success with LLI K-2 - Leveled Literacy Intervention (LLI) for Grades K, 1, and 2 (Levels A-N/Orange, Green, and Blue)

July 26-27, 2017
Grades 3-5:
Intervening for Literacy Success with Intermediate Students - Leveled Literacy Intervention (LLI) for Grades 3, 4, and 5 (Levels L-W/Red, Gold, and Purple)