February 17. 2017
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
February 17. 2017
Text analysis and close observation of behaviors are the most important resources for your moment-to-moment teaching in guided reading.
February 16. 2017
You select language in response to the reading behaviors you observe.
February 15. 2017
Assessment is not teaching; it is gathering information for teaching.
February 14. 2017
Comprehending the fullest meaning of a text is the goal every time we read anything. We do not teach comprehension by applying one strategy to one book during one lesson: we help students learn how to focus on the meaning and interpretation of texts all the time, in every instructional context, each instance contributing in different ways to the same complex processing system. Below are some suggestions for you and your colleagues to provide your students with opportunities for processing texts:
1. Bring together a cross-grade-level group of colleagues to think about text experiences. You may want to have them work in small grade-level groups and then share as a whole group.
2. Use large chart paper divided into columns. As a group, consider (1) processing orally presented written texts; (2) processing written texts; and (3) acting on the meaning of texts after reading. These three actions occur across instructional contexts.
3. Have each group use their weekly schedules to discuss a week of instruction in their classroom. Make a list of all the processing opportunities students have in each of the three areas in the three columns on the chart paper.
4. Review the charts. Have the whole group participate in a larger discussion of how these opportunities can be expanded. Emphasize that there are specific ways of teaching for comprehending in each of these settings.
Excerpted from Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
February 13. 2017
A learner might make tremendous gains in one area while seeming to almost “stand still” in another. It’s our job to provide these learning opportunities and guide their attention so that learning in one area supports learning in others.
February 10. 2017
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
What is Fountas &
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.
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:
• 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
• 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 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
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
~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
February 10. 2017
When teachers systematically observe the literacy strengths and needs of all students, it can inform instruction and teaching can be powerful and responsive.
February 9. 2017
Observations help teachers notice patterns in students development as readers as they process increasingly challenging texts.
February 8. 2017
Without a system of gaining information about each reader, you will be teaching without the children.