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May 3. 2018

Six Reasons to Bring Fountas & Pinnell Classroom™ Into Your School

By now, you know what Fountas & Pinnell Classroom™ (FPC) is—a first-of-its-kind cohesive system for high-quality, classroom-based literacy instruction. We know what it’s made of—authentic or carefully selected engaging books, and the highest quality instructional material. But what truly sets FPC apart? As a system, FPC stands apart from "reading programs" in its commitment and fidelity to the following principles.

1. Instructional Coherence

FPC is designed as a coherent system. The Fountas & Pinnell Literacy Continuum serves as the instructional anchor for every lesson, goal, and book in each of the seven instructional contexts that comprise the system. But while there are separate instructional contexts that can be purchased separately, the real power of FPC comes when each part is used as a whole. Each instructional context in FPC is reciprocally connected to the others, improving student outcomes and creating equitable opportunities for all students. More...

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 26. 2018

Getting Kindergarteners to Level D

In 2012, as the result of ongoing data collection, changes were made to the recommended grade-level goals on the F&P Text Level Gradient™. Instead of kindergarteners completing the grade at an instructional level C the gradient shows them exiting at an instructional level D. Since this change, many kindergarten teachers struggle with how to meet this goal. But it’s important to know that it is possible! Below are some suggestions on how to accomplish this goal in practical ways that also instills an absolute joy of reading and writing.

A Literacy-Rich Day

Literacy should be woven through everything you do from the minute your children walk in the door. For example, as soon as children arrive for the day, they fall into a routine of finding and flipping over a name card in a pocket chart to indicate attendance. More...

April 11. 2018

The Importance of Inquiry in Text-Based Learning

Would you teach someone to bake a cake by simply handing over a recipe to read? Or is it better to have them measure the ingredients, pour them into a bowl, watch as the mixture changes into a batter, then end with a delicious dessert? On the surface, it may seem that we learn by taking in information by following directions, but learning is somewhere in between using what we are told and the discoveries we make ourselves. 

Fountas and Pinnell believe that when students gain information through inquiry it makes learning more meaningful and memorable. You can tell students what to notice about books, but learning is much more powerful if they take the stance of an inquirer into literature. They get inside the thinking by constructing the understanding themselves. Here are just a few of the benefits you can gain from taking an inquiry approach to text-based learning. More...

April 5. 2018

Ignite a Love of Words with the Phonics, Spelling, and Word Study System

Learning how words work doesn’t have to be a boring, mundane drill. There are ways to get your students excited and engaged in active thinking about language and how it works. Fountas and Pinnell have developed a lesson structure for phonics, spelling, and word study that uses a balance of direct teaching and discovery, which will encourage students to become active examiners and analyzers of print. 

Below is the structure that Fountas and Pinnell use in their Phonics, Spelling, and Words Study System (PWS), which provide well-planned, organized, direct teaching of language principles, but also contain an element of inquiry. More...

March 29. 2018

Lift Your Professional Learning with Multi-Day Institutes

Materials themselves help teachers grow professionally, but alongside that teachers need good professional learning opportunities. Professional learning makes the work come alive. Each year, educators from around the world join Irene C. Fountas, Gay Su Pinnell, and their consultants, in multi-day professional learning institutes, and leave with new energy and understanding that will inform their teaching all year. 

Below are some of the Fountas & Pinnell Literacy™-focused multi-day institutes that Heinemann offers along with information about what can be gained from these fulfilling professional learning opportunities. More...

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.

February 23. 2018

RECAP: Text. Talk. Teach. Twitter Chat with Fountas and Pinnell

On Thursday, February 22, Fountas and Pinnell hosted a Twitter Chat on the importance of fostering talk in the classroom. Below is a recap of that chat. Talking is thinking. Learn about the different ways in which you can offer your students valuable opportunities to express their thinking through TALK.

February 15. 2018

Opportunities to Foster Thoughtful Talk


Students’ talk reflects their thinking. When students talk about what they are reading, they reveal their understandings and perspectives; communicate and refine their ideas; make meaning from texts; and make connections to their own experiences. Thoughtful talk is a treasure trove of information that will help inform your teaching.

Students need robust opportunities for varied talk structures within many different instructional contexts. Here are some settings in which you can foster those opportunities! More...