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December 12. 2016

Are students meant to keep the LLI take-home books?


There has been much buzz on social media and the discussion board lately on whether or not the black-and-white take-home books in the Leveled Literacy Intervention systems for grades K-2 are meant for the students to keep. The short answer to that is: yes! It's understandable that some educators may feel uncomfortable letting the students keep the books because finding the money to replace them isn't easy. But it's important to understand why it's a crucial part of a struggling reader's path to meeting expectations and--more importantly--loving to read! More...


December 8. 2016

Ask Meli!

For those who don't know her, Meli is Irene Fountas's dog who has been featured in a series of leveled books from the Leveled Literacy Intervention System. Over the years, she has become a beloved icon for students and teachers working with LLI. Many classrooms have even sent in fan mail! This is the first in a series of blogs where Meli is taking time out from her busy schedule of chasing squirrels, barking at birds, and napping to answer some of your questions. But first, here's a recent Q & A to help you get to know her a little better. More...

December 6. 2016

Enable students to learn how to learn about genre: A Teacher Tip from Fountas and Pinnell on an inquiry approach to genre study

In exploring genre study, we advocate teaching and learning in which students are engaged in exploration. By engaging deeply and consistently with a variety of high-quality texts, students build an internal foundation of information on which they can base further learning. They learn how to develop genre understandings and can apply their thinking to any genre.

 

Genre study is a foundational inquiry that involves several steps and gives students the tools they need to navigate a variety of texts with deep understanding.

 

Try these six broad steps in genre study:

 

1. Collect a set of high-quality mentor texts that are clear examples of the genre.

2. Immerse students in several clear examples of the genre in various instructional contexts.

3. Study the common characteristics that are always and often evident of the genre.

4. Define the genre using the list of characteristics to create a short working definition.

5. Teach specific mini lessons on the genre characteristics.

6. Read and Revise the lists and definition as needed and expand students’ genre understanding.

 

When students understand genre, they can engage more deeply with texts. To learn more about genre study through inquiry-based learning, please reference Genre Study: Teaching with Fiction and Nonfiction Books

December 1. 2016

Thank you for putting the "U" in CommUnity! Celebrating 20k Members!


In August of this year we launched the online Fountas & Pinnell Literacy Community, and in three short months we have gained over 23,000 members and counting! Our members have come together from all over the world to share a common vision:to give children a chance to live a literate life that expands their empathy, curiosity, and competencies to become good global citizens.

We wouldn't be one of the fastest growing communities in the field of literacy education without you and we thank you for taking this journey with us to achieve substantial school-wide growth through a community of educators.

On behalf of Irene and Gay and the entire Fountas & Pinnell Literacy™ Community THANK YOU for your commitment to every child, every day. 

If you'd like to become a member of the Fountas & Pinnell Literacy Community you can sign up for free at www.fountasandpinnell.com. The Community also extends to social media with an additional 60k members via Facebook and Twitter combined! If haven't already, you can like the Irene C. Fountas & Gay Su Pinnell Facebook page to receive important updates or event notifications. Or you can join the Fountas & Pinnell Literacy Learning Group where you can collaborate in real time with your peers. And if you're more of a Twitter person, you can follow @FountasPinnell.