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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 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/
February 27. 2018

Teacher Tip: How to Use The Literacy Continuum with Leveled Literacy Intervention

At the end of each level in the Leveled Literacy Intervention (LLI) Lesson Guides, you will find pages from The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching to help monitor progress and guide your teaching. It lists specific behaviors and understandings that are required for children to read successfully at that level. These behaviors and understandings are accumulative across the levels. They include important competencies children need to think within, beyond, and about texts. In other words, children take on new demands as the texts grow more challenging.

The LLI lessons are designed to support the goals listed in The Literacy Continuum. Your goal should be to help children meet the demands of successive levels of text and, in the process, expand their systems of strategic actions. The following suggestions may contribute to effective teaching in your lessons:

  • In advance of the lesson, read the new book with The Literacy Continuum goals in mind. 
  • Think about what your children can do, and then find behaviors and understandings that they control, partially control, or do not yet control. 
  • Read the introduction to the text and teaching points for the lesson, keeping in mind the processing needs of the readers. Make any adjustments you think are necessary to meet their needs. 
  • Look at the Phonics/Word Work and at the additional suggestions provided on The Literacy Continuum pages, and make any adjustments you feel are necessary for your group. 
  • As you near the end of a level, look at what the readers now control and what they need to know to successfully process texts at this level. 
  • As the readers grow more proficient and reading becomes easy at the level, look ahead to the The Literacy Continuum pages for the next higher level. You may find new understandings or more complex versions of the same understandings.
From Leveled Literacy Intervention Orange System Guide, Second Edition by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
January 19. 2018

FAQ Friday: How Long is Leveled Literacy Intervention?

Q: How Long is Leveled Literacy Intervention?

A: Leveled Literacy Intervention (LLI) is a short-term program designed to bring children up to grade-level performance:

Instructional Features of the LLI Systems

LLI Primary systems: 12–18 weeks of explicit, direct instruction 30-minutes a day, 5 days a week. Recommended teacher-to-student ratio of 1:3. Systematic intensive work in phonemic awareness, letters, and phonics. 

LLI Intermediate systems: 18–24 weeks of explicit, direct instruction 45-minutes a day, 5 days a week. Recommended teacher-to-student ratio of 1:4. 36 Novel Study lesson for sustained reading of longer texts. 24 Optional Test Prep lessons. 

LLI Middle/High School systems: 18–24+ weeks of explicit, direct instruction 45-minutes a day, 5 days a week. Recommended teacher-to-student ratio of 1:4. 36 Novel Study lesson for sustained reading of longer texts. 24 Optional Test Prep lessons.

January 9. 2018

How to Help Struggling Readers in Their Most Critical Year


According to recent research on the importance of early literacy skills, students not reading proficiently by the end of third grade are four times more likely than proficient readers to drop out of high school, (Hernandez 2011).  By now, you are starting to identify those students in your third-grade classrooms who are struggling. It’s not too late or too soon to help them and here’s how:

“School districts seeking to close the achievement gap must consider good classroom assessment, multiple layers of intervention, and the ongoing development of highly qualified teachers.” ~Fountas and Pinnell More...

April 20. 2017

Registration Now Open for LLI Summer Institutes

We are pleased to present some amazing professional development opportunities for you this summer. First up is “Intervening for Literacy Success”, coming to Denver, CO and Overland Park, KS. Our Fountas and Pinnell-trained consultants will focus on showing you how to understand the reading and writing challenges of children who struggle with literacy learning, and how to provide effective teaching within the LLI-graded lessons.

Find out more here:

Denver, CO

June 26-27, 2017
Grades K-2: Intervening for Literacy Success with LLI K-2 - Leveled Literacy Intervention (LLI) for Grades K, 1, and 2 (Levels A-N/Orange, Green, and Blue)

June 28-29, 2017
Grades 3-5:
Intervening for Literacy Success with Intermediate Students - Leveled Literacy Intervention (LLI) for Grades 3, 4, and 5 (Levels L-W/Red, Gold, and Purple)

Overland Park, KS

July 24-25, 2017
Grades K-2: Intervening for Literacy Success with LLI K-2 - Leveled Literacy Intervention (LLI) for Grades K, 1, and 2 (Levels A-N/Orange, Green, and Blue)

July 26-27, 2017
Grades 3-5:
Intervening for Literacy Success with Intermediate Students - Leveled Literacy Intervention (LLI) for Grades 3, 4, and 5 (Levels L-W/Red, Gold, and Purple)