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March 2. 2018

FAQ Friday: What Are the Main Differences Between the Intermediate and Primary LLI Systems?

Q: What are the main differences between the intermediate and primary Leveled Literacy Intervention Systems?

A: There are several differences as the Red System is the first in the series of Leveled Literacy Intervention systems designed specifically for intermediate, middle-level, and secondary-level students. See the research foundation paper at www.fountasandpinnell.com/resourcelibrary/. The Red, Gold, Purple and Teal systems are built on a foundation of research related to preadolescent and adolescent literacy that is reflected in the design of the lessons. Each color in the system is designed to provide high-interest books for the grade level. The books in the Red and Gold System are designed to appeal to students in grades 3 and 4. The books in the Purple and Teal System are designed to appeal to middle and high school students. Compared to the Orange, Green, and Blue systems, you will find a higher ratio of nonfiction texts (60%), and many are longer with additional nonfiction text features. The Red, Gold, Purple, and Teal System lessons are designed for daily 45-minute instruction and include a variety of instructional procedures that differ from the other systems. In addition, there is a novel study sequence at the end of every level with a four-lesson optional test preparation sequence in the intermediate and middle/high school systems. We believe you will find that the Red, Gold, Purple, and Teal systems increase the intensity of the instruction to meet the needs of students who may have been struggling with reading for a longer time and at the same time are challenged by higher-level text demands.
February 23. 2018

FAQ Friday: Should I tell families the level I am working on in LLI?

Q: Should I tell families the level I am working on in Leveled Literacy Intervention?

A: We don’t believe it’s necessary to share levels with families; rather you should focus on the continuous progress children are making. Show them the books their child was reading at the beginning of LLI and what he or she is reading now. Help them look at the books to understand progress. Explain that the level helps you to monitor progress and teach the child. Try to avoid the “level” being something that parents and caregivers focus on too much.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

January 26. 2018

FAQ Friday - 1/26/18

Q: What if my Leveled Literacy Intervention (LLI) group reaches the end of a level and I am not sure they are ready to move to the next level?

A: Look carefully at the recent reading records. Then look at the first lesson for the next higher level. If you think they need more time, “borrow” from the same level in one of the other LLI systems. If you don’t have the other systems, then find more books on the same level and create your own lessons using the same lesson framework. Review the phonics and word work from the level you are just finishing. Be sure you are teaching hard for areas that are holding them back. When children are ready to move up in the text level, recent reading records should show (1) high accuracy rates, (2) evidence of fluent reading (after level C), and (3) good comprehension.

January 12. 2018

FAQ Friday: How Often Should the Benchmark Assessment Be Administered?

Q: How often should the Benchmark Assessment be administered?

A: We suggest that you administer the assessment at the beginning of the year to help you determine where to start your teaching with each child. You may also want to conduct the assessment in the middle of the year, to take stock of progress, though you may already have the information from your ongoing use of reading records in instruction. Finally, near the end of the year you may want to conduct one more assessment to obtain a final record of the child's growth across the year. You may decide to administer the last assessment a couple of months before the end of the year. In this case, the assessment can provide information for instruction during the last months of school, while avoiding the redundancy of testing at the very end of one year and the beginning of the next.
January 5. 2018

FAQ Friday: Is Professional Development Available for FPC?

Q: Is professional development available for Fountas & Pinnell Classroom™ (FPC)?

A: There are several professional development options for FPC.

Included with your FPC Purchase:

Optional Fee-Based:

  • On-Site: One-day, on-site seminars for each instructional context and an FPC Overview seminar
  • Off-Site: Multi-day FPC Institute designed and delivered by Fountas and Pinell for extensive learning. May 21-24, 2018, Dallas, TX.
  • Online: Interact digitally with Fountas & Pinnell-trained consultants. Multiple interactive webinars for each instructional context and an FPC Overview webinar
  • Custom: 10-day custom PD plan for schools/districts that have purchased the whole FPC System.

For additional information and pricing, please visit: http://www.fountasandpinnell.com/professionaldevelopment/ or call 800-225-5800 x1100.
December 22. 2017

FAQ Friday: Can a Child Look at the Book During the Comprehension Conversation?

Q: Can a child look at the book during the comprehension conversation?

A: Yes. One purpose of the Benchmark Assessment System is to give you information to guide your instruction. If a child has to look back as a reminder it doesn’t necessarily mean the child doesn’t understand or remember. Perhaps the child doesn’t feel confident in his or her memory or talking about the text without that confirming look. Reinforcement and prompts to talk about texts without always looking back may build the child's confidence. The teacher needs to know the student and note such observations of behaviors that provide evidence of thinking and analyze the child’s thinking at that point in time.

December 8. 2017

FAQ Friday: How are phonics and word study integrated into Fountas & Pinnell Classroom™?

A: Phonics, spelling, and word study are woven into the various instructional contexts within Fountas & Pinnell Classroom™ (FPC) including:

Phonics, Spelling and Word Study System: The lessons in this system are systematic, and sequenced with built-in flexibility for teachers to choose which minilessons to use and when, according to the needs of the students. Each “Teach” activity within the minilessons is designed for use with the whole class, and the “Apply” activity could be used with a small group, pair, or an individual student. All of the revised lessons are derived and connected to principles from The Fountas & Pinnell Comprehensive Phonics, Spelling and Word Study Guide, which reflects the specific behaviors related to the nine areas of learning for letters, sounds, and words that children develop over time:

  1. Early Literacy Concepts
  2. Phonological Awareness
  3. Letter Knowledge
  4. Letter-Sound Relationships
  5. Spelling Patterns
  6. High-Frequency Words
  7. Word Meaning/Vocabulary
  8. Word Structure
  9. Word-Solving Actions

FPC Shared Reading Collection: The lessons in the FPC Shared Reading Collection include suggested Phonological Awareness/Phonics/Word Study goals taken from The Literacy Continuum that the text used in the lesson will support the teacher in helping students achieve.

FPC Guided Reading Collection: The goals embedded within the FPC Guided Reading Collection lessons apply the principles from The Fountas & Pinnell Comprehensive Phonics, Spelling and Word Study Guide. In addition, an important component of each FPC Guided Reading Collection lesson are brief, but focused attention to words and how they work in the form of an embedded phonics activity that is based on the Planning for Letter and Word Work After Guided Reading feature from the Guided Reading continuum in The Literacy Continuum.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>