search navigation
May 11. 2018

FAQ Friday: How Long Does it Take to Administer the Benchmark Assessment to a Student?

Q: How long does it take to administer the Benchmark Assessment to a student?

A: At the earliest levels, a full assessment conference may take 20–30 minutes. At the upper levels, where the texts are longer and the conversations more substantive, it may take 30-40 minutes, but as you gain experience, the time will be shorter. Remember that the longer books have a stopping point for oral reading. Also, fluency makes a difference. In this guide, we make several suggestions for how to make efficient use of your time. Remember that each student has had a chance for one-on-one time reading and talking with the teacher.

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

April 26. 2018

FAQ Friday: Do the Shared Reading Books in FPC Have Levels?

Q: Do the Shared Reading books in Fountas & Pinnell Classroom™ have levels?

A: No. The Shared Reading books are not leveled. Leveled books are ONLY meant to be used in guided reading instruction and to guide students during independent reading.

In the early years, shared reading provides easy entry into behaving like a reader. It helps students understand how to find and use information from print—directional movement, one-to-one correspondence, words and letters, and the whole act of reading and understanding a story or nonfiction text. As readers become more proficient, shared reading continues to offer opportunities for more advanced reading work than students can do independently. Supported by the group, they can take on more complex texts; and, with your teaching, they can learn a great deal which they can then apply in guided and independent reading.

The guided reading books in FPC were created and leveled according to the text characteristics in the Guided Reading section of The Literacy Continuum. The guided reading section is organized by the F&P Text Level Gradient™, A–Z+. The Shared Reading books were created according to the text characteristics in the Shared Reading section of The Literacy Continuum, which is organized by grade level, not by levels according to the gradient. The characteristics upon which the Shared Reading books were created are different from that of the guided reading characteristics so they cannot be leveled according to the gradient.

The accompanying smaller books should only be used for independent reading, not guided. The children are meant to be encouraged to reread them after the Shared Reading lesson in order to practice. They cannot be used in guided reading because they are not created according to guided reading characteristics, and therefore would not correspond with any level on the F&P Text Level Gradient™.

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

April 6. 2018

FAQ Friday: Can Chapter Books Be Used for Guided Reading?

Q: Can chapter books be used for guided reading?

A: You can occasionally use a chapter book in guided reading, but we recommend selecting books that can be read within about a week. Teaching for comprehending is one reason that we recommend the selection of short texts for guided reading. The things students learn reading short texts can be applied to longer texts in independent reading. One of the advantages of using short texts is that students can experience a great variety of texts in a short time – as many as three to five a week! So, if you do occasionally use a chapter book to build stamina, plan to move quickly, having students read several chapters each day to finish in one or two weeks.

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

March 29. 2018

FAQ Friday: What is the Difference Between Guided Reading and LLI?

Q: What is the difference between guided reading and Leveled Literacy Intervention (LLI)?

A: Guided reading is one component of a comprehensive language and literacy framework for classroom instruction; it is not the only context that contributes to a student’s reading growth. Across many contexts, students receive instruction in reading comprehension, phonics/word study, and writing. The texts should be accessible to each student in the group with the support of skilled teaching, which means that the text should offer some challenges. Guided reading specifically helps students develop proficient systems for strategic actions for reading.

LLI is a literacy intervention system for students who find reading and writing difficult. The objective is to bring struggling readers and writers to grade-level competency. LLI is a systematically designed, sequenced, short, supplementary lesson that builds on high-quality classroom instruction. The instruction is highly concentrated in reading, writing, and phonics. Even with many high-quality literacy opportunities, some students struggle with literacy learning. LLI gets them back on track so they can benefit fully from classroom instruction. Its goal is to give students the boost they need to read at the same level as their peers.

March 23. 2018

Writing Opportunities Within Fountas & Pinnell Classroom™

Students learn to write by writing. While the names Fountas and Pinnell have become synonymous with reading instruction, they believe that both reading and writing are what make up a comprehensive literacy design. Opportunities for students to write within and outside of the context of reading are woven throughout their new system, Fountas & Pinnell Classroom™ (FPC). Read on to learn how.

Fountas & Pinnell Classroom is made up of seven instructional contexts: interactive read-aloud, shared reading, guided reading, book clubs, independent reading, phonics, spelling, and word study, and reading minilessons. Below is a breakdown of how writing is incorporated into each of those contexts. More...

March 16. 2018

FAQ Friday: How Can I Ensure That I Am Conducting the Benchmark Assessment in a Standardized Manner?

Q: How can I ensure that I am conducting the Benchmark Assessment in a standardized manner?

A: The precise steps of the assessment conference are described in the Assessment Guides and are systematically presented on the Recording Form for each book. Remember to keep your own language spare and to avoid teaching or leading the student to answers. The introduction to each Benchmark Assessment book is standardized and printed on the cover as well as on the Recording Form. The steps for administration, scoring, and analysis are all standardized and explained in detail in the Assessment Guides. In addition, the tools supporting the assessment, such as the F&P Calculator/ Stopwatch, the Coding and Scoring at-a-Glance chart, and the comprehension conversation rubrics, provide an easy way to maintain consistency across assessments and help you internalize the steps in the process. Furthermore, the Professional Development Videos provide clear examples and plenty of practice opportunities for developing precision and consistency throughout assessment conferences.

March 9. 2018

FAQ Friday: Do the Fountas & Pinnell Classroom™ Shared Reading Books Have Levels?

Q: Do the Fountas & Pinnell Classroom™ Shared Reading books have levels?

A: The books in the Fountas & Pinnell Classroom™ Shared Reading Collection do not have levels. Levels are only used in guided reading instruction.

In the early years, shared reading provides easy entry into behaving like a reader. It helps students understand how to find and use information from print—directional movement, one-to-one correspondence, words and letters, and the whole act of reading and understanding a story or nonfiction text. As readers become more proficient, shared reading continues to offer opportunities for more advanced reading work than students can do independently. Supported by the group, they can take on more complex texts; and, with your teaching, they can learn a great deal which they can then apply in guided and independent reading.

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.