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Ways to Use The Fountas & Pinnell Literacy Continuum, Expanded Edition Instructional Tools | PDF | 57 KB  Members Only 08/31/2016

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Ways to Use The Fountas & Pinnell Literacy Continuum, Expanded Edition

This graphic shows different ways educators can use The Fountas & Pinnell Literacy Continuum, Expanded Edition. The Literacy Continuum is educators’ essential tool for thinking together about literacy development. Examining and using The Literacy Continuum together, you and your colleagues can discuss common goals and expectations for student achievement and all students can benefit from coherent, efficient, and responsive instruction. 

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Ways to Use The Fountas & Pinnell Literacy Continuum, Expanded Edition

This graphic shows different ways educators can use The Fountas & Pinnell Literacy Continuum, Expanded Edition. The Literacy Continuum is educators’ essential tool for thinking together about literacy development. Examining and using The Literacy Continuum together, you and your colleagues can discuss common goals and expectations for student achievement and all students can benefit from coherent, efficient, and responsive instruction. 

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Instructional Level Expectations for Reading Instructional Tools | PDF | 84 KB  Members Only 08/24/2016

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Instructional Level Expectations for Reading

The Instructional Level Expectations for Reading chart is a thinking tool: a way to think about text levels on the F&P Text Level Gradient™.  Across the year, teachers look carefully at where a student is and work to provide the necessary level of support. As a teacher, you need to have a vision for your students’ progress, and we know that this vision can be accomplished more successfully if teachers work with each other. An example of approximate expectations for a year of progress by grade level is shown in this chart.  Expectations can help you and your colleagues meet readers’ needs and support them so that they make optimum progress. This chart is intended to provide general guidelines for grade level goals which should be adjusted based on school/district requirements and professional teacher judgment.

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Instructional Level Expectations for Reading

The Instructional Level Expectations for Reading chart is a thinking tool: a way to think about text levels on the F&P Text Level Gradient™.  Across the year, teachers look carefully at where a student is and work to provide the necessary level of support. As a teacher, you need to have a vision for your students’ progress, and we know that this vision can be accomplished more successfully if teachers work with each other. An example of approximate expectations for a year of progress by grade level is shown in this chart.  Expectations can help you and your colleagues meet readers’ needs and support them so that they make optimum progress. This chart is intended to provide general guidelines for grade level goals which should be adjusted based on school/district requirements and professional teacher judgment.

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Factors Related to Text Difficulty - Chart Instructional Tools | PDF | 106 KB  Members Only 08/22/2016

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Factors Related to Text Difficulty - Chart

This document defines the ten text characteristics from The Fountas & Pinnell Literacy Continuum, which are the main factors related to text difficulty. Studying the text characteristics of books at a given level will provide a good inventory of the challenges readers will meet across that level. These ten text factors are important to consider when selecting texts for any kind of reading instruction. 

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Factors Related to Text Difficulty - Chart

This document defines the ten text characteristics from The Fountas & Pinnell Literacy Continuum, which are the main factors related to text difficulty. Studying the text characteristics of books at a given level will provide a good inventory of the challenges readers will meet across that level. These ten text factors are important to consider when selecting texts for any kind of reading instruction. 

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10-Month Progress Monitoring by Instructional Text Reading Level chart Instructional Tools | PDF | 446 KB  Members Only 08/16/2016

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10-Month Progress Monitoring by Instructional Text Reading Level chart

The Progress Monitoring by Instructional Text Reading Level chart is intended to provide reasonable expectations for 10 months of the school year. School districts should adjust the expectations to align with their school/district requirements and professional teacher judgment.

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10-Month Progress Monitoring by Instructional Text Reading Level chart

The Progress Monitoring by Instructional Text Reading Level chart is intended to provide reasonable expectations for 10 months of the school year. School districts should adjust the expectations to align with their school/district requirements and professional teacher judgment.

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Fountas & Pinnell Recommended Oral Reading Rates Chart Instructional Tools | PDF | 26 KB  Members Only 08/16/2016

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Fountas & Pinnell Recommended Oral Reading Rates Chart

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Fountas & Pinnell Recommended Oral Reading Rates Chart

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Instructional Grade-Level Equivalence Chart Instructional Tools | PDF | 61 KB  Free 08/16/2016

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Instructional Grade-Level Equivalence Chart

This equivalence chart, published in the Benchmark Assessment System Guides and Leveled Literacy Intervention System Guides, includes grade level, Fountas & Pinnell level, basal level, Reading Recovery level, Rigby PM level and DRA2 level. Many publishers provide correlation charts to connect their assessment systems with the Fountas & Pinnell levels identified by using the Benchmark Assessment System.

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Instructional Grade-Level Equivalence Chart

This equivalence chart, published in the Benchmark Assessment System Guides and Leveled Literacy Intervention System Guides, includes grade level, Fountas & Pinnell level, basal level, Reading Recovery level, Rigby PM level and DRA2 level. Many publishers provide correlation charts to connect their assessment systems with the Fountas & Pinnell levels identified by using the Benchmark Assessment System.

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Instructional Level Expectations for Reading from Benchmark Assessment System, Second Edition Instructional Tools | PDF | 82 KB  Members Only 08/16/2016

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Instructional Level Expectations for Reading from Benchmark Assessment System, Second Edition

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Instructional Level Expectations for Reading from Benchmark Assessment System, Second Edition

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LLI Keys to Effective Intervention Instructional Tools | PDF | 54 KB  Free 08/16/2016

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LLI Keys to Effective Intervention

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LLI Keys to Effective Intervention

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Optional Literacy Assessment Criteria in Benchmark Assessment System 1, Second Edition Instructional Tools | PDF | 153 KB  Members Only 08/16/2016

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Optional Literacy Assessment Criteria in Benchmark Assessment System 1, Second Edition

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Optional Literacy Assessment Criteria in Benchmark Assessment System 1, Second Edition

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Systems of Strategic Actions Instructional Tools | PDF | 145 KB  Free 08/16/2016

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Systems of Strategic Actions

This indispensable instructional tool reveals the many simultaneous, coordinated thinking activities that go on in a reader’s head. There are three ways of thinking about a text while reading.

Thinking within the text involves efficiently and effectively understanding what’s on the page, the author’s literal message. Thinking beyond the text requires making inferences and putting text ideas together in different ways to construct the text’s meaning. In thinking about the text, readers analyze and critique the author’s craft. Reading is thinking and a student’s talk about what they’ve read is evidence of that thinking – take a look.

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Systems of Strategic Actions

This indispensable instructional tool reveals the many simultaneous, coordinated thinking activities that go on in a reader’s head. There are three ways of thinking about a text while reading.

Thinking within the text involves efficiently and effectively understanding what’s on the page, the author’s literal message. Thinking beyond the text requires making inferences and putting text ideas together in different ways to construct the text’s meaning. In thinking about the text, readers analyze and critique the author’s craft. Reading is thinking and a student’s talk about what they’ve read is evidence of that thinking – take a look.

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