search navigation
July 5. 2018

How to Access Fountas & Pinnell Online Resources

Whether you're a new user of Fountas and Pinnell materials or a current user, you most likely need to access the Fountas & Pinnell Online Resources. We recently updated our website, so things have changed a bit. In case you're having trouble gaining access or finding the Online Resources, here's a little how-to.

What are the Fountas & Pinnell Online Resources?

The Fountas & Pinnell Online Resources is a repository of printable resources, record keeping forms, videos, and more that are referenced in various Fountas & Pinnell Literacy™ products. Most of these resources were available through a CD-ROM at one point, but in order to meet the technological needs of our customers, it made sense to have them be accessible online. 

Where do I find the link to the Online Resources?


You can quickly find the link to the Online Resources here or you can go to www.fountasandpinnell.com and click on the Online Resources button on the top of the homepage (see image above). This will lead you to the log-in page. 


You will need to log in to gain access. If you don't have a login, you will need to register, which is free and easy.

How do I gain access to the Online Resources?

If you are a first-time user, you will need an access code once you are registered. You can find your access codes in different places depending on the product and edition. Some examples are: the inside front cover of your Leveled Literacy Intervention (LLI) System Guides, Benchmark Assessment System (BAS) Assessment Guides, Sistema de evaluacion de la lectura (SEL) Guia para maestros, Fountas & Pinnell Classroom™ Guided Reading Collection Guide, or in the Introduction of Guided Reading, Second Edition. Once you have the access code, click on Add New Product (pictured below), and your resources will appear! 


If you have one of the earlier editions of LLI or BAS that comes with the Technology Package, check the inside front cover of the pack for an access code. If you do not see one, you can get an access code by contacting Heinemann Tech Support here or by calling 800-225-5800. You must have already purchased a product to acquire an access code to its Online Resources.

~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 at https://www.facebook.com/groups/FountasPinnell/ 
June 20. 2018

Why ODMS (Online Data Management System)?

For those who have purchased Benchmark Assessment System, Sistema de evaluación de la lectura, Leveled Literacy Intervention System, or Fountas & Pinnell Classroom™ Guided Reading Collection, you may know that with your purchase you automatically gain access to a one-year, free trial subscription to the Online Data Management System (ODMS). If you have taken advantage of this offer, then you know how valuable this tool is. If not, you are missing out. Here’s why.

What is ODMS?

ODMS was developed for teachers and administrators to collect, share, and analyze assessment data and monitor student progress. It is a password-protected, web-based system meant to keep administrators and teachers informed. Teacher users of the system can enter student reading assessment data and view reports on individual student reading levels or comprehension levels, as well as see reports showing whole-class data. ODMS is a secure and efficient way for teachers, as well as school and district administrators, to manage assessment data.

Why ODMS?

ODMS has many benefits. Below are some of the reasons to take advantage of the free trial and keep the subscription going year after year.

Universal Screening. You can collect, analyze, and report data on individual and class literacy levels. You can then use that data to inform data team meetings, parent-teacher conferences student progress from year to year, and responsive teaching.

Progress Monitoring. By entering data gained from assessment into the ODMS, you can conveniently see the growth of students' instructional and independent reading levels over time.

Evaluate effectiveness of instruction. With integrated reporting tools, you can use the information from ODMS to see how effective your instruction is, or where it might need a little help. 

Share data. You can customize reports and share data according to district requirements.

Adequate Yearly Progress (AYP) Accountability. You can use ODMS to determine whether all students, as well as individual subgroups of students, are making progress toward meeting state academic content standards.

How Do I Use ODMS?   

If you have purchased any of the systems mentioned above, you will have a guide that contains instructions on how to log in to the ODMS. But for a deeper dive into how to use ODMS, watch any of these free WEBINARS where you’ll learn from trained consultants on everything from logging in to the system to entering data and creating reports. 

After your free trial ends, it is a $30 per-user, per-year subscription, which you can purchase HERE. And if you have any questions, you can contact our Tech Support team who are available via phone, email, or live chat at www.heinemann.com

~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 at https://www.facebook.com/groups/FountasPinnell/ 
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. Not only are you expanding your learning, but you will also enjoy a night on the town in some of the best places to visit in the country with either colleagues who have joined you or new friends you've made during the day!

Fountas & Pinnell Classroom™, Grades PreK–3, “Create a Coherent Vision for Literacy Learning: Getting Started with Fountas & Pinnell Classroom™,” presented by Irene C. Fountas and Gay Su Pinnell

May 21 – 24, Dallas, TX *Early-bird rate ends soon, so register now!

In this interactive four-day institute, Irene C. Fountas and Gay Su Pinnell will present their vision to lift students' literacy learning through authentic experiences in reading, thinking, talking, and writing using Fountas & Pinnell Classroom, a first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction.

Throughout this intensive institute, Fountas and Pinnell will show how each whole-group, small-group, and individual instructional context within Fountas & Pinnell Classroom™ work together to develop coherence in the literacy learning of every student across the grades.

Built into each day will be an opportunity for administrators to have a breakout session with the authors to focus on administrator and leadership needs in implementing an ambitious vision for improving student outcomes. For more information, including pricing and a full agenda, click HERE.

Leveled Literacy Intervention (LLI), Grades K–2, “Teaching Readers Who Struggle and Teaching Within LLI Lessons,” developed by Fountas and Pinnell, presented by Fountas and Pinnell-trained consultants

April 23–24, Burlingame, CA

June 25–26, Schaumburg, IL

November 5–6, Philadelphia, PA 

In this two-day institute, presented by Fountas and Pinnell-trained consultants, participants will focus on understanding the reading and writing challenges of students who struggle with literacy learning and how to provide effective teaching to help those students using the LLI, K–2 lessons. Participants will be provided with a deep understanding of these systems and how they can best be implemented in the classroom. You’ll review excerpts of sample lessons and instructional routines used within the lessons, learn how to monitor students using technology, and gain insight into systematically observing reading and writing behaviors that inform teaching decisions. For more information, including pricing and a full agenda, click HERE.

Leveled Literacy Intervention (LLI), Grades 3–12, “Intervening for Literacy Success with Intermediate, Middle, and Secondary Students,” developed by Fountas and Pinnell, presented by Fountas and Pinnell-trained consultants

April 25–26, Burlingame, CA

June 27–28, Schaumburg, IL

November 7–8, Philadelphia, PA 

In this interactive two-day institute, presented by Fountas and Pinnell-trained consultants, participants will be provided with a deep understanding of the LLI, 3–12 system and how these lessons specifically meet the needs of struggling readers in those grades, and how to provide effective teaching within those lessons. Participants will learn how to code and analyze reading behaviors; gain scheduling and student grouping guidance; as well as how to use teacher language to support students’ sustained attention and comprehension of texts. For more information, including pricing and a full agenda, click HERE.

Fountas and Pinnell favor embracing the open door and becoming part of a learning community of colleagues—all of whom share common goals, take risks, and find the rewards of continuous professional growth. This takes time and problem solving but if achieved, it will have big payoff for students.

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 at https://www.facebook.com/groups/FountasPinnell/


March 29. 2018

FAQ Friday: What is the Difference Between Guided Reading and LLI?

Q: What is the difference between guided reading and Leveled Literacy Intervention (LLI)?

A: Guided reading is one component of a comprehensive language and literacy framework for classroom instruction; it is not the only context that contributes to a student’s reading growth. Across many contexts, students receive instruction in reading comprehension, phonics/word study, and writing. The texts should be accessible to each student in the group with the support of skilled teaching, which means that the text should offer some challenges. Guided reading specifically helps students develop proficient systems for strategic actions for reading.

LLI is a literacy intervention system for students who find reading and writing difficult. The objective is to bring struggling readers and writers to grade-level competency. LLI is a systematically designed, sequenced, short, supplementary lesson that builds on high-quality classroom instruction. The instruction is highly concentrated in reading, writing, and phonics. Even with many high-quality literacy opportunities, some students struggle with literacy learning. LLI gets them back on track so they can benefit fully from classroom instruction. Its goal is to give students the boost they need to read at the same level as their peers.

March 23. 2018

FAQ Friday: Which LLI System Should I Use?

Q: Which Leveled Literacy Intervention System (LLI) should I use?

A: There are seven systems that make up LLI and span grades K through 12.

Primary Systems:

  • Orange System: levels A through E
  • Green System: levels A through K
  • Blue System: levels C through N

Intermediate Systems:

  • Red System: levels L through Q
  • Gold System: levels O through T

Middle/High School Systems:

  • Purple System: levels R through W
  • Teal System: level U through Z

There are specific Lesson Guides for each LLI System, and the systems are coordinated with the grade levels at which they will most likely be used; however, educators may make other decisions as they work to match the program to the needs of particular readers. The systems overlap in levels, but books and lessons for each system are unique, with no overlap of titles or lessons.

The LLI books have been written specifically for the intervention system. Written by children's authors and illustrated by high-quality artists, they are designed to provide engaging, age-appropriate material while at the same time offering increasingly sophisticated learning opportunities so that students can build a reading process over time.

March 15. 2018

Struggling Readers Need Intervention. They Need LLI.

It is midway through the year, and by now you might be observing that some of your students are falling behind their peers in reading. Even with many high-quality literacy opportunities, some students struggle with literacy learning and need intervention to get them back on track. The goal of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI) is to give students the boost they need to read at the same level as their peers and fully benefit from classroom instruction.

What is LLI?

LLI is a rigorous, small-group, supplementary literacy intervention system for students who are not achieving grade-level expectations in reading and writing, and are not receiving another form of literacy intervention. The LLI systems are designed to bring students from the earliest level A (kindergarten level) to level Z, which represents the competencies needed at a middle and high school level.

How does LLI work?

LLI is based on the F&P Text Level Gradient™. Each level of text makes increasing demands on the reader, but the demands and resulting changes are gradual. By actively participating in intensive lessons on each level using original, authentic, high-quality books, readers have the opportunity to expand their reading and writing abilities. With the support of instruction, they stretch themselves to read more complex texts with accuracy, fluency, and comprehension. The goals of each lesson are taken from The Literacy Continuum—a must-have tool when using LLI because not only are the goals derived from there, but you can refer to it to determine where to take your students next. With these goals in mind, students effectively engage in the reading and writing process every day.

Does LLI work?

Recently the What Works Clearinghouse (WWC) has reviewed the research on LLI, finding positive impacts on general reading achievement for students in grades K–2. These findings are based on two independent, empirical studies conducted by The University of Memphis's Center for Research in Educational Policy (CREP).

How long does LLI take?

Lessons must be frequent—five days a week is preferred—so that readers can gain and sustain momentum and acceleration is possible. For the greatest impact in short-term intervention, we recommend a teacher-to-student ratio of 1:3, 30 minutes per day for children in grades K–2 and a teacher-to-student ratio of 1:4, 45 minutes per day for students in grades 3–12. For the systems used in grades K–2, we estimate that success will be evident in 14 to 18 weeks, and 18 to 24+ weeks for the systems in grades 3–12.

Who administers LLI?

Providing excellent intervention lessons depends on the expertise of teachers. The teachers of struggling readers and writers should be exceptionally skilled in systematic observation, in the assessment of reading behaviors, and in teaching for the range of strategic actions that proficient readers use. All teachers of struggling readers (classroom and intervention teachers) need opportunities to continually increase their understanding of the reading and writing processes and the behavioral evidence that reveals competencies. The expert intervention teacher is able to make effective decisions that meet the diverse needs of students.

Remember that progress is not enough; struggling readers need to make faster progress than their peers, and that is the whole purpose of intervention. They may be disengaged or bored. They may work diligently at mechanical tasks that they do not connect in a lively way to real reading and writing. To be effective, the intervention lessons must incorporate everything we know about what students need to learn, especially those who are experiencing difficultly.

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 at https://www.facebook.com/groups/FountasPinnell/
March 2. 2018

FAQ Friday: What Are the Main Differences Between the Intermediate and Primary LLI Systems?

Q: What are the main differences between the intermediate and primary Leveled Literacy Intervention Systems?

A: There are several differences as the Red System is the first in the series of Leveled Literacy Intervention systems designed specifically for intermediate, middle-level, and secondary-level students. See the research foundation paper at www.fountasandpinnell.com/resourcelibrary/. The Red, Gold, Purple and Teal systems are built on a foundation of research related to preadolescent and adolescent literacy that is reflected in the design of the lessons. Each color in the system is designed to provide high-interest books for the grade level. The books in the Red and Gold System are designed to appeal to students in grades 3 and 4. The books in the Purple and Teal System are designed to appeal to middle and high school students. Compared to the Orange, Green, and Blue systems, you will find a higher ratio of nonfiction texts (60%), and many are longer with additional nonfiction text features. The Red, Gold, Purple, and Teal System lessons are designed for daily 45-minute instruction and include a variety of instructional procedures that differ from the other systems. In addition, there is a novel study sequence at the end of every level with a four-lesson optional test preparation sequence in the intermediate and middle/high school systems. We believe you will find that the Red, Gold, Purple, and Teal systems increase the intensity of the instruction to meet the needs of students who may have been struggling with reading for a longer time and at the same time are challenged by higher-level text demands.