Blog

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 18. 2017

RECAP of 4/17/2017 Twitter Chat on Putting Shared Reading into Action with Fountas & Pinnell Classroom™


On Monday, May 4, Heinemann hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and Gay Su Pinnell about the role of Shared Reading in their newest system, Fountas & Pinnell Classroom™ (FPC). People from all over the country followed along in order to learn more about putting Shared Reading into action with this exciting, first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. Followers engaged in a discussion about many different angles of Shared Reading, including its importance to young readers and how it is used within a classroom literacy system. Heinemann also interviewed Fountas and Pinnell about some of features in the Shared Reading component of Fountas & Pinnell Classroom™. Followers learned about what makes the books special and what they can expect to see in the lessons that accompany each authentic book. Some favorite tweets included:

"Shared Reading reinforces and embodies an essential message of the classroom: WE CAN DO THIS TOGETHER. #FPLiteracy"
"Shared Reading can play an important role in expanding the systems of strategic actions using a variety of texts. #FPLiteracy"
"The texts you read aloud to the class create a body of shared texts that students have in common. #FPLiteracy"

To read the whole chat, click the link below. And mark your calendars to log in on Thursday, May 4, 2017 at 8 p.m. (EST) as we continue the exciting chat series on Guided Reading in Fountas & Pinnell Classroom™!

And don't forget to sign up for the LIVE (free) webinar with Fountas and Pinnell, "Put Shared Reading into Action with Fountas & Pinnell Classroom™" on 4/26/2017 at 4:00 p.m. EST here.


April 6. 2017

Put Shared Reading into Action with Fountas & Pinnell Classroom™


This is part of a series of blogs on the new cohesive literacy system from Fountas and Pinnell called Fountas & Pinnell Classroom(TM) that will start releasing in August of 2017. To learn more, read the first in the series, "What is Fountas & Pinnell Classroom(TM)?

Fountas and Pinnell see Shared Reading as a time for children to gather together and listen to an exciting story or fascinating text in a warm, accepting, enjoyable environment. And the great thing is that they can actually participate in reading a more complex text than they are yet ready to process.They’re not aware that, as they listen and share the reading of an enlarged book, they are building phonemic awareness, letter knowledge, word-recognition, and much more. The children are building an early reading process while having fun as they immerse themselves in the meaning and language of books.  In this highly supported participation in the act of reading, children find out how it feels to be a reader.

“These children are engaged in what they see as reading, and that is powerful” ~ Irene C. Fountas and Gay Su Pinnell 

Fountas and Pinnell believe that Shared Reading plays a vital role in expanding the systems of strategic actions using a variety of engaging texts. They believe that thoughtful, precise teaching needs to accompany high-quality texts to maximize student learning. They answered that need with Fountas & Pinnell Classroom™.

How Does Fountas & Pinnell Classroom™ Support Shared Reading?

In their new comprehensive literacy system, Fountas & Pinnell Classroom™ (FPC), Fountas and Pinnell have provided beautifully crafted texts along with high-quality, cutting-edge lessons that boost and extend students’ reading, writing, and language skills. Here are some of the resources in FPC that will help you put shared reading into action in your classroom. 

The Books

The books used in the Shared Reading component of FPC are unlike any you will find. It is an exquisite collection of original texts (enlarged and accompanying small versions) that nurture students' ability to construct meaning in a supported context so they can enjoy reading and learn critical concepts of how texts work. There are 200 titles spanning grades PreK-3. There is a recommended sequence based on book series, genre, and/or connecting topics; however, the books can be introduced in any order that meets the needs of the children in your classroom so they can enjoy reading and learn critical concepts of how print and stories "work."

The Lessons

The Shared Reading lessons in FPC provide an extensive menu of ideas and language to spark learning and discussion. Each lesson includes goals taken from The Literacy Continuum. You can choose from or modify these goals to match the learning needs of each child. A message (sometimes more than one) is provided for each book to support you in conveying the main or "big" idea of the text; and there is also an "About the Book" section to help you draw students' attention to the book's genre, structure, and characteristics.   Support for English language learners is woven throughout. The following are some highlights you will find in each Shared Reading lesson that should take about 10 minutes each day: Introduction and discussion suggestions; prompts for reading to and with the students; suggestions for making connections to other texts; and specific behaviors and understandings to observe as you assess children’s learning.   

Other Resources and Features

Here are some of the other resources and features that make Shared Reading in FPC a valuable addition to your classroom:

The Fountas & Pinnell Classroom™ Shared Reading Collection: A brief guide that provides an overview of the components and implementation of the FPC Shared Reading Collection

Shared Reading Lesson Folders: Each lesson is printed on a full-color folder to make organizing easier.

FPC Shared Reading Online Resources: The resources needed for each lesson including: PDFs of each lesson; Professional Development video library; Shared Reading audiobooks.

To learn more about FPC and be the first to receive a sampler, sign up here, or contact your local sales representative.

Shared Reading is a time for children to work together as a team, helping each other, creating the demonstration of proficiency, and having fun! Shared Reading makes the story or the text accessible to all the children regardless of where they are in their literacy journey. Every child is successful in shared reading.

~The Fountas & Pinnell Literacy™ Team

To learn more about putting Shared Reading into action with Fountas & Pinnell Classroom™ join a Twitter Chat on Monday, April 17 at 8:00 p.m. EST using #FPLiteracy and @FountasPinnell. You can also register for a LIVE webinar with Fountas and Pinnell on April 26 at 4:00 p.m. EST at www.fountasandpinnell.com.

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/  


March 31. 2017

Ask Meli! March, 2017

Meli is really enjoying all of her mail!! Your letters were wonderfully written and she could tell that you all have been working hard on your reading and writing. You must have some great teachers! She has received many questions from all over the country. Here are a few examples.

Below are questions sent in from Riley, Emoneet, Ealiyah, and Caihey from Blue Jay Bird Elementary School in Sun Prairie, Wisconsin!

Q: Dear Meli, I like your books. What is your favorite toy? In Taking Care of Meli, I like the part about the chicken toothpaste. It was funny! I like Meli books. - Riley 

: Haha! Yes, the chicken toothpaste was funny! My favorite toy this week is Chicken. Sometimes I’m more in the mood for my ball. Usually when the weather is nice. That was my favorite last week. When the weather gets dreary, I like to cuddle with Chicken. 

Q: Dear Meli, Meli I love your books. Who is your mom? I love your book and my favorite book is Meli at the Pet Shop. - Emoneet

: The mother who gave birth to me was a West Highland Terrier just like me! Then Ms. Fountas adopted me when I was little puppy and gave me a warm, loving home with lots of treats and snuggles!

Q: Dear Meli, Where were you born? Meli at The Vet is my favorite book. – Ealiyah

: I was born in Massachusetts near the city of Boston. Do you know where that is? It’s on the east coast, far from Wisconsin, but you can find it on a map!

Q: Dear Meli, Thank you for your books. I like Taking Care of Meli and Meli at the Pet Shop. What's your favorite presents? I love Meli books! - Caihy

: You are very welcome for the books, Caihy!! Tell your teacher to look out for new Meli books coming soon! My favorite presents are new stuffed toys, treats, and hugs!

Meli would love to know what your plans for Spring Break are! You can let her know in your letters along with any more questions, so keep them coming! We will have a new post each month. Please be sure to send them to Meli c/o The Fountas & Pinnell Team, 361 Hanover St., Portsmouth, NH 03801. And don't forget to Tweet your questions to @FountasPinnell with #FPAskMeli.

See you soon!

~Meli and The Fountas & Pinnell Literacy Team

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/  
March 23. 2017

Engaging Books: The Heart of Fountas & Pinnell Classroom™


It all begins with high-quality books. Before a lesson was conceptualized, or one word of instruction was written, Fountas & Pinnell Classroom™ (FPC) had already been years into development. Fountas and Pinnell, along with their talented teams of writers and skilled editors, were pouring their energy into the creation of the most powerful, authentic texts, as well as choosing the most fascinating trade books on the market to be the heart of this new system. After all, how can we teach students to love reading if we don’t give them beautiful, engaging books to read?

“We see classrooms simply ALIVE with rich, authentic, high-quality texts.” –Irene C. Fountas and Gay Su Pinnell

In order to have a successful literacy system, teachers need a collection of rich, powerful texts.  Below is a breakdown of the books that are included in FPC. 

Interactive Read-Aloud Books

The collection of books in the Interactive Read-Aloud context of FPC is made up of the very best, age- and grade-appropriate trade books. 120 titles per grade were chosen with very specific criteria in mind: to promote the joy of reading, expand vocabulary, and nurture the ability to think, talk, and write about texts that will fully engage students’ interests. These books are meant to stir the students’ imaginations and enhance their knowledge of the story without having to think too much about decoding words or addressing punctuation.

Shared Reading Books

Teachers need a rich variety of large-print books to engage readers in shared reading. The books in the Shared Reading context of FPC are really quite special. They are all original texts (enlarged and accompanying smaller versions) that are sure to capture the attention of the students with vibrant illustrations and interesting stories.  Some even have special features, such as flaps, cutouts, and foldouts. With 200 titles spanning over grades PreK-3, these books are meant to nurture students’ ability to construct meaning in a supported context so they can enjoy reading and learn critical concepts of how texts work. You won’t find books like this anywhere else. 

Guided Reading Books

If you love the wonderful books in the Fountas & Pinnell Leveled Literacy Systems (LLI), then you will love the leveled books in the Guided Reading context of FPC. These powerful, authentic, original texts were created with the same attention and care that went into creating the LLI books. Each book was made under the careful supervision of Fountas and Pinnell themselves. The exquisiteness that makes up this collection doesn’t stop at the high-quality illustrations and images, these books are full of charming stories and fascinating texts. There are 50 titles in each level from A to Z on the F&P Text Level Gradient™. These texts are meant to build each student’s ability to process increasingly challenging books with fluency and comprehension.

Independent Reading Books

The purpose and the goal of a literacy system is to create lifelong readers who have the power of choice and enjoy the pleasure of reading. The collection of books in the Independent Reading context of FPC is made up of carefully curated children’s books that provide students with the opportunity to develop tastes as readers, and to read a large number of self-selected books independently. There are 150 titles per grade in K-2, and 200 titles per grade in 3-6 in this context of FPC. 

Book Clubs and Literature Discussion Books

The books in the Book Club/Literature Discussion context of FPC provides students with the opportunity to bring students together for in-depth discussions of captivating trade books that they have read in order to extend their thinking and learn about themselves as readers. These are books that engage the thinking of your students and that they find relevant to their own lives. There are 32 titles per grade in K-3, and 48 titles per grade at grades 4-6. They will also be made accessible as audiobooks to those students who can’t read them independently. 

“Our job as teachers is to assure our students fall in love with books and develop a passion for authors, illustrators, genres, and topics. So the first business of our teaching is to assure our students want to read,” (Fountas and Pinnell 2017).

Keep an eye out for release dates and more information on Fountas & Pinnell Classroom™ here to learn how you can have a successful literacy system with this collection of rich, powerful texts.  

~The Fountas & Pinnell Literacy Team

References:
Guided Reading: Responsive Teaching Across the Grades Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann. 

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/  

March 17. 2017

Fountas & Pinnell Twitter Chat RECAP on Putting Interactive Read-Aloud into Action with Fountas & Pinnell Classroom


On Thursday, March 16, Heinemann hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and Gay Su Pinnell about the role of Interactive Read-Aloud (IRA) in their newest system, Fountas & Pinnell Classroom™ (FPC). People from all over the country followed along in order to learn more about putting Interactive Read-Aloud into action with this exciting, first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. Followers learned about everything from the importance of Interactive Read-Aloud within a classroom literacy system to how teachers can engage readers in meaningful discussion through IRA. They also learned about the resources that make up the IRA component in FPC, such as the content that makes up the lessons and the process in which the books were chosen. Some favorite tweets included:

"Reading aloud to students is not a luxury but a necessity."
"All students can think and talk about the text, even if they can't read it it for themselves."
"Reading aloud is an essential foundation of a good language and literature system."

To read the whole chat, click the link below. And mark your calendars to log in on Thursday, April 13, 2017 at 8 p.m. (EST) as we continue the exciting chat series on Fountas & Pinnell Classroom™!


March 8. 2017

Teach the Child, Not the Program with RESPONSIVE TEACHING


Fountas and Pinnell believe that responsive teaching is teaching based on the learner and the teacher’s knowledge of the learner rather than simply knowing and using a program. Teacher expertise comes from the close observation of the learners, noticing an area that needs instruction, and being able to teach in the moment. Fountas & Pinnell Classroom™ (FPC) relies upon teacher expertise to be successful just as much as good teaching needs the support of high-quality materials. Fountas and Pinnell have created this system of materials and resources that allows teachers to operationalize the vision and goals of responsive teaching. Here are some of the ways responsive teaching is supported and honored in Fountas & Pinnell Classroom™.

High-Quality Texts

In order to help students fall in love with reading, give them books they want to read. Students need access to a wide range of topics, themes, genres, and forms as they participate in all instructional contexts, which are all opportunities for observation and responsive teaching. FPC is made up of the very best, age-appropriate trade books, and the most powerful, authentic, original texts. The trade books used in Interactive Read-aloud, Independent Reading, and Book Clubs promote the joy of reading while expanding vocabulary and nurturing the ability to think, talk, and write about texts.  The beautifully crafted original texts in Guided Reading help to build each student’s ability to process increasingly challenging books with fluency and comprehension, while an exquisite collection of original texts (enlarged and small versions) make up Shared Reading, which is a highly supportive context in which you can nurture students' ability to construct meaning.

Observation and Assessment to Inform Teaching Decisions

Fountas and Pinnell describe responsive teaching as "those moment-to-moment decisions that you make as you observe and analyze your students' behaviors. It is the observation and analysis of the students' reading behaviors that informs your next teaching moves," (Fountas and Pinnell 2017). It's up to you to know the readers through observation. Those observations will inform you as to what books to select and what teaching decisions to make. Consider each lesson in FPC a blueprint of instructional options from which teachers select to best support each learner in the classroom.  These materials support your ability to gather student data, analyze it, and use it to set up a successful context within which you can teach successfully. 

Common Teacher Language

“Language weaves a community together, and it is developed through communication and problem solving,” (Fountas and Pinnell 2017). Responsive teaching requires your continual attention and reflection on your students' observable behaviors and the effects of your teaching decisions on their learning. One important element is the facilitative language you use to respond to the learner. Fountas and Pinnell believe strongly that teacher language is all-important in responsive teaching. Teacher statements, prompts, and questions should be as clear and precise as possible. The tools and materials in FPC are developed in a way that will help you hone your language until it becomes internalized and you don't need to refer to the tools anymore. 

"The responsive teacher observes readers and writers very carefully, weaving a valuable set of understandings about each. Then, in a continuously evolving process, he tailors his precise responses to the readers’ strengths and needs," (Fountas and Pinnell 2017).

Keep an eye out for release dates and more information on Fountas & Pinnell Classroom™ here to learn how you can start supporting RESPONSIVE TEACHING in your classroom.

~The Fountas & Pinnell Literacy Team

References:
Guided Reading: Responsive Teaching Across the Grades Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann. 

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/  

February 24. 2017

Build COHERENCE in Your Classroom with a Multi-text Approach to Literacy Instruction

Fountas and Pinnell  believe that learning deepens when students think, talk, read, and write about authentic texts across many different instructional contexts. They believe that each instructional context should work as a coherent system that improves student outcomes, and creates literacy opportunities for the whole school. In their new system, Fountas & Pinnell Classroom, each context works together in a cohesive manner to support the literacy learning of every student. “All play an essential role; they contribute in different ways to each student’s development as readers, writers, and language users,” (Fountas and Pinnell 2017).

The instructional contexts are: interactive read-aloud, shared reading, guided reading, independent reading, and book clubs/literature discussion. You start with high teacher support in shared reading and interactive read-aloud, and gradually release the control over to the students through guided reading and independent reading, while book clubs and literature discussion are woven throughout. The level of support will vary, however, depending on the demands of the text and the level of control by readers, which can fluctuate at any point in time.

Fountas and Pinnell recommend five instructional contexts for reading that will give students five kinds of reading opportunities using different levels of support. Interactive Read-Aloud (high teacher support)

In interactive read-aloud, you start by selecting a high-quality, short picture book (or occasionally a longer chapter book) so the students are listening to the story or nonfiction book as you read it to them, not decoding words and attending to punctuation. While the students listen, they are engaging systems of strategic actions for comprehending texts.  Interactive read-aloud is usually a  whole-class “interactive” activity intended to spark discussion. So, as you read, you can stop at specific points in the text and encourage your students to turn and talk to a partner or respond to the whole group. “Interactive read-aloud is a way to engage daily in comprehending and articulating their thinking about age-appropriate material (the level is generally beyond the instructional reading level of most of the students),” (Fountas and Pinnell 2017).

Shared Reading (high to medium teacher support)

In shared reading, you start by selecting an enlarged text because, unlike read-aloud, you want the print and other text features to be visually available to your students. You can choose a wide variety of genres and formats and offer high teacher support as you did in interactive read-aloud. First, you read the text aloud to the students while engaging them in a discussion about it. Then, invite them to read along with you. After the book has been read in unison several times, the students can read it on their own or with a partner. “As readers become more proficient, shared reading continues to offer opportunities for more advanced reading work that students can do independently,” (Fountas and Pinnell 2017).

Guided Reading (medium to low teacher support)

In guided reading, you do not read aloud to the students. This allows them to have more control of the reading process, as opposed to interactive read-aloud and shared reading where they had high teacher support. You choose a high-quality text that is new to them, and in a small-group setting you provide a carefully planned introduction, and they read it individually. After they read, you can guide them in a discussion about the meaning of the text using teaching points based on your observations. Finally, if appropriate, you can engage in work with words and letters.

Independent Reading (low teacher support)

Independent reading is all about choice. Your primary role in independent reading is to provide students with a rich, well-organized collection of books from which to choose. The texts should be in a variety of genres and levels of difficulty so all students will be able to find something they want to read. “Independent reading is placed within a strong instructional frame, through minilessons to help students apply understandings to their own reading and learn how to choose books they can enjoy, reading conferences to support thinking, and group share for further learning and assessment,” (Fountas and Pinnell 2017).  

Book Clubs/Literature Discussion (high to low teacher support)

In book clubs (literature discussion), students choose their own text, but have a limited selection from which to choose. Students then join a book club group to talk together about the text they chose. Their choices may not match their competencies, so teachers will have to either read the texts to them, or provide them with an audio recording. “The teacher gathers the students for a discussion, at first providing a higher level of support, but gradually with lessening support as students take over the discussion,” (Fountas and Pinnell).

Keep an eye out for release dates and more information on Fountas & Pinnell Classroom here to learn when you can start to build COHERENCE in your classroom.

~The Fountas & Pinnell Literacy Team

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 

For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/ 

References:

Guided Reading: Responsive Teaching Across the Grades.© 2017 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.

February 17. 2017

Twitter Chat Recap on the NEW Fountas & Pinnell Classroom™

On Thursday, February 16, Heinemann hosted a Twitter Chat in which they interviewed authors Irene C. Fountas and Gay Su Pinnell about their newest system, Fountas & Pinnell Classroom™ (FPC). People from all over the country followed along in order to learn more about this exciting, first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. Educators were highly engaged making #FPLiteracy the #1 trending hashtag for the entire hour-long chat, and well into the night. Followers learned about everything from the instructional contexts that make up FPC to what is at the heart of the system. They learned about the many components and high-quality texts that are included while gaining insight into the philosophy that went into its creation.

To read the whole chat, click the link below. And mark your calendars to log in on Thursday, March 16, 2017 at 8 p.m. (EST) as we continue the exciting chat series on Fountas & Pinnell Classroom™!



February 10. 2017

What is Fountas & Pinnell Classroom?


There has been a lot of buzz over the last few months about the mysterious Fountas & Pinnell Classroom™. What is it? When will it be out? How can I get my hands on it?! Well it's official. The future of literacy education is finally here!

What is Fountas & Pinnell Classroom?

The short version is that Fountas & Pinnell Classroom™ is a classroom-based literacy system for grades PreK to 6 designed to change the landscape of reading instruction. But it is so much more. The materials and thoughtfulness that makes up this system, and the energy that has gone into creating it, is anything but short. Fountas & Pinnell Classroom™ is designed to lift students' learning beyond the walls of the classroom with high-quality texts and an instructional blueprint for teaching that will create authentic experiences in reading, thinking, talking, writing, and reflecting. Fountas & Pinnell Classroom™ will help teachers provide students with the opportunity to see themselves reflected in the books they read and write about; grow as thoughtful users of literacy; and engage in real reading, writing, and thinking. With this system, teachers will work on the cutting edge of students' learning; support independence and students' agency; and understand the critical role of responsive teaching in leading literacy learning forward. This system is meant to help teachers show students the way in which they can live a literate life.

Instructional Contexts and Materials

A student's learning deepens when they think, talk, and write about high-quality, rich, authentic texts across many different instructional contexts. Those instructional contexts are thoroughly represented in Fountas & Pinnell Classroom™. Below is a breakdown of each context, and the materials that come with them:


WHOLE-GROUP TEACHING

 • Interactive Read-Aloud: the very best age-appropriate, grade-appropriate trade books to promote the joy of reading, expand vocabulary, and nurture the ability to think, talk, and write about texts that fully engage students' interest. (120 titles per grade PreK to 6; lesson folder per title.)

 • Reading Minilessons: Using an inquiry approach, the reading minilessons provide explicit teaching of the behaviors presented in the Interactive Read-Aloud lessons. (150 minilessons per grade.)

 • Shared Reading: an exquisite collection of original texts (enlarged and accompanying small versions) that nurture students' ability to construct meaning in a supported context so they can enjoy reading and learn critical concepts of how texts work. (200 titles spanning grades PreK-3; lesson folder per title.)

 • Phonics/Spelling/Word Study Lessons: Minilessons driven by principles from the Comprehensive Phonics, Spelling and Word Study Guide and The Fountas & Pinnell Literacy Continuum. (100 minilessons per grade.)

SMALL-GROUP TEACHING

 • Guided Reading: the most powerful and engaging authentic texts to build each student's ability to process increasingly challenging books with fluency and comprehension. Build a rich guided reading collection over time with 5 titles per level A-Z on the F&P Text Level Gradient™; lesson folder per title.

 • Book Clubs/Literature Discussion: an authentic opportunity to bring students together for in-depth discussion of a captivating trade book they have read in order to extend thinking and learn about themselves as readers. (32 titles per grade K-3; 48 titles per grade 4-6; facilitator card per title.)

INDEPENDENT LEARNING

 • Independent Reading: A carefully curated collection of authentic children’s literature that provides the opportunity for students to develop tastes as readers and to read a large number of self-selected books independently. With accompanying contexts cards, you can make specific teaching points in brief conferences that lead the individual reader forward. (150 titles per grade K-2; 200 titles per grade 3-6; conferring card per title.)

Pricing and Release Dates

Fountas & Pinnell Classroom™ will be released in stages over the next few years with the first wave coming out in the fall of this year! Pricing and what will be out and when is still being ironed out, but you’re sure to be the first to know by doing the following:

·         Contact your local sales representative. Once all the information becomes available they will be able to walk you through your options. If you don’t know who your sales rep is click here to find out.

·         Sign up on the Fountas & Pinnell Classroom™ landing page here to receive the most recent updates on release dates and pricing info.

·         Become a member of the Fountas & Pinnell Literacy™ Community page at www.fountasandpinnell.com to receive exclusive information as it becomes available, including free, LIVE webinars with Fountas and Pinnell! Sign up now for the next webinar about Fountas & Pinnell Classroom™ on 2/15 at 4:00 p.m. here.

·         Follow @FountasPinnell on Twitter and join our monthly LIVE Twitter Chats with Fountas and Pinnell with #FPLiteracy. Our next chat will be on 2/16 at 8:00 p.m.

"Whether you are teaching prekindergarteners to recognize individual letters in their names or you are teaching sixth graders to recognize bias in the language of a persuasive text, your work is transformative. It’s demanding, challenging, and at times altogether frustrating. But your work as a teacher of literacy is also worthwhile and important because it transforms the lives of children," (Fountas and Pinnell 2018).

~The Fountas & Pinnell Literacy™ Team

 

Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell at www.fountasandpinnell.com 


For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board at www.fountasandpinnell.com/forum 

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at https://www.facebook.com/groups/FountasPinnell/