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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 11. 2018

Daily Lit Bit - 1/11/18

Books, and lots of them, are at the heart of Fountas & Pinnell Classroom: exciting books to stir children’s imagination, beautifully crafted books to enhance children’s language and knowledge of story, challenging books to lift every reader, and diverse books to expand readers’ life experiences and knowledge of their world.

January 9. 2018

How to Help Struggling Readers in Their Most Critical Year


According to recent research on the importance of early literacy skills, students not reading proficiently by the end of third grade are four times more likely than proficient readers to drop out of high school, (Hernandez 2011).  By now, you are starting to identify those students in your third-grade classrooms who are struggling. It’s not too late or too soon to help them and here’s how:

“School districts seeking to close the achievement gap must consider good classroom assessment, multiple layers of intervention, and the ongoing development of highly qualified teachers.” ~Fountas and Pinnell More...

January 9. 2018

Teacher Tip: Organizing for Book Clubs

Book clubs can take place anywhere in your classroom where there is room for small groups of children to sit, either in a circle of chairs or in a circle on the floor, and discuss books together. Designate a shelf in your resource area where you can store the books and discussion cards together for easy access.

From Fountas & Pinnell Classroom System Guide by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2018 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

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.
January 2. 2018

Twelve Tips for Powerful Teaching in Guided Reading Lessons

The following are some guiding principles that may help you get more power in your teaching:
  1. Notice the student's precise reading behaviors.
  2. Eliminate ineffective behaviors and help the reader do what proficient readers do. 
  3. Select a text on which the reader can learn how to read better- not too difficult and not too easy. 
  4. Teach the reader not the text.
  5. Teach the student to read written language not words.
  6. Teach for the student to initiate effective problem-solving actions. Use clear precise language that passes the control to the reader. 
  7. Only ask the student to do what you know he can do. 
  8. Don't clutter the teaching with too much talk. 
  9. Focus on self-monitoring and self-regulating behaviors so the reader becomes independent. 
  10. Build on examples of successful processing. 
  11. Teach for fast responding so the reader can process smoothly and efficiently.
From Guided Reading: Responsive Teaching Across the Grades by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.