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August 15. 2017

It's Our One-year Anniversary!!

Last August, Fountas & Pinnell Literacy™ relaunched, a daily retreat for teachers, literacy leaders, and district administrators to reflect, recharge, and redefine their literacy instruction. Since then, nearly 40k members from 129 countries have joined. Like Fountas and Pinnell themselves, these members are joined together by the belief that achieving substantial school-wide growth is a real possibility if we take the journey together. Thanks to you, has become so much more than a website. It is a COMMUNITY.

"I LOVE the Fountas & Pinnell Community!!! There are so many great webinar offerings, suggested new professional literature, Fountas & Pinnell Classroom (OMG! I can hardly wait! I feel like a kid at Christmas!), Daily Lit Bits... Just a treasure trove of great stuff." ~Amy Brusvold, Reading Specialist, Thorp, WI 

We wanted to take a moment to pause and celebrate all we've achieved together this year!

Blogs: Each week, we feature a new blog aimed to spark conversation about important topics in education and inform customers on product updates or new resources.  This year, we posted blogs on a large range of topics from the importance of using a level only as a teacher's tool, not a child's label, to the popular Ask Meli blog where Meil, the dog from books featured in LLI and the forthcoming Fountas & Pinnell Classroom™ Guided Reading Collection, answers questions from her fans!

Daily Lit Bits: We have posted 256 Daily Lit Bits, which are short, morsels of insight from Fountas and Pinnell intended to sharpen your practice, and invoke professional conversations. Share these bits of wisdom with your colleagues and get the dialogue started!

Discussion Board Posts: Since the launch of, there have been 700 new discussion posts added to the Discussion Board! This means our members are actively utilizing this valuable tool where educators can go to get their Fountas & Pinnell Literacy™ questions answered by trained consultants in a timely manner.

Webinar: Over the last year, we recorded 12 live webinars hosted by Fountas and Pinnell. These webinars offer members the opportunity to expand their knowledge on critical topics in education. And if you miss the webinars, you can access the recording in the Resource Library on

Resource Library: The Resource Library on contains 267 NEW documents and videos meant to extend teacher expertise. And those are just the new ones we've added over the past 12 months! 

Thank you for joining us on this journey! Stay tuned for more content, more webinars, and new features coming to the Community this year that will expand members' chance to reflect, recharge, and refine literacy instruction even further! And if you're not a member, click HERE to sign up and become a part of the fastest growing community in the field of literacy education.

The Fountas & Pinnell Literacy™ Team

For more collaborative conversation, join the Fountas & Pinnell Literacy™ Facebook Learning Group at 

August 15. 2017

Practice Continuous Monitoring Using Data Walls

A data wall, or a data board, is a visual tool used to keep up with the progress of all students in a class and, ultimately, in a school. It keeps student progress on display at all times. We emphasize that data walls are a teacher’s tool. It is not good practice to label students or label groups using text levels.

For teachers, however, it is important to know the instructional levels students can currently process (and that includes the behaviors and understandings outlined by the level of text) and to have a vision for what teaching is needed. The data wall becomes a living document that reveals the diversity among your students. It helps to blur grade-level lines and to remind you and your colleagues that you need to teach students where they are but give them impetus to go further.

For getting started with a data wall, these suggestions may be useful:

  • Convene teachers in a grade-level group (or some combined grade levels if needed.)
  • Have a large graph on the wall with text levels across the top and blank space to place sticky notes. Create a bracket or shading to indicate your district’s grade-level expectations.
  • Each teacher brings results of the first administration of text-based assessment, e.g., BAS, to the meeting.
  • They record the student’s first name and reading level on a sticky note with a uniform color for each grade level.
  • Add colored dots if needed for any additional information.
  • Place sticky notes under the appropriate column (text level) on the gradient.
  • Create a key so that everyone recognizes the classroom or grade level and special designations.
  • Have a discussion of what you notice as you look at the data wall and set some goals.
  • Return to the data wall at regular intervals (often quarterly) for a continuing discussion. As time goes on a student’s progress up the ladder of text, teachers can move the sticky notes and place them at a higher level.

As previously stated, the data wall should reside in the teacher's workroom. It is not a tool for students or families to see. It helps to create a culture of collaboration in which teachers can support each other in solving problems and have shared ownership of student outcomes. This culture forms the fabric to support a high-quality instructional program for literacy.

August 11. 2017

Enhanced Fountas & Pinnell Literacy™ Recording Forms: Why we changed them and how it might affect you

Fountas and Pinnell are always working with teachers in schools, observing new practices and refining their current thinking. After witnessing many assessments being administered using the Benchmark Assessment System (BAS) they realized that gaining strong behavioral evidence of understanding (using talk as evidence) was new or unfamiliar to many teachers. In fact, many teachers were not receiving enough opportunity for continuous professional learning in standardized administration and evidence-based scoring.

For that reason, Fountas and Pinnell created more-detailed assessment guidelines and a new comprehension conversation rubric for the Recording Forms in Leveled Literacy Intervention Systems, 1st and 2nd Editions (LLI), BAS, 3rd Edition (only), and Fountas & Pinnell Classroom™ Guided Reading Collection. As of August 7, 2017, customers will automaticallyreceive access to new Recording Forms via the Fountas & Pinnell Online Resources, including updates in the Online Data Management System and Reading Record Apps.

What is different?

  • New Comprehension Conversation Scoring Rubrics: The new rubrics provide greater reliability to this portion of the assessment, sharpen observation of literacy learning, and scaffold understanding of how to use evidence to assess students’ literacy learning.
  • Clarified Comprehension Conversation Scoring (Guide to Total Score): The process on how to conduct the comprehension conversation portion of the reading record has been more clearly defined through the creation of the new rubrics and an update of the scoring criteria. They have also eliminated the extra point, which will bring greater consistency of scoring among teachers.
  • Revised Comprehension Conversation key understandings and prompts to help elicit key understandings from students during the conversation that align to The Fountas & Pinnell Literacy™ Continuum, Expanded Edition.
  • Updates to Online Data Management System, and the Reading Record Apps to align with the above enhancements.

 Who is affected?

This change should have no impact on teachers using the Recording Forms for LLI, 2nd Edition, BAS, 3rd Edition, and FPC Guided Reading Collections. However, since the scoring and the conversation for the Recording Forms in BAS, 1st and 2nd Editions are remaining the same, there has been concern about using the results of those assessments in conjunction with the new, enhanced forms and whether or not they will match. For those customers, you can rest assured that consistency will stay intact, and here’s why: BAS is an interval assessment used to determine an optimal learning level, while other Recording Forms (in LLI and FPC Guided Reading Collection) are continuous assessment tools to monitor progress. In addition, knowledge gained through the new Recording Forms will naturally transfer to use with the BAS, 1st and 2nd Edition Recording Forms and thus result in greater reality over time.

With refinement comes reflection

With the clear guidelines and rubrics, Fountas and Pinnell are confident that educators will achieve consistency. The new guidelines and rubric will enable teachers to sharpen their observation of students’ reading behaviors and strengthen the connection from assessment to instruction. Take this time to reflect on observations and the assessment analysis, and engage in a discussion with colleagues to plan rich and comprehensive literacy experiences that meet learners where they are and bring them forward with intention and precision. 

To get a deeper explanation on this important enhancement, view the whitepaper on The Role of Recording Forms Across the Fountas & Pinnell Literacy™ Brand: A Message from Literacy Leaders, Irene C. Fountas and Gay Su Pinnell.

~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 

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