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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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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.
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.