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All children deserve access to an authentic, rich, and diverse text base – including a robust classroom library where levels have no place. The books in a classroom library are not there for the purpose of “practicing reading,” but rather to create lifelong readers who have the power of choice, the ability to make decisions about books, the freedom to have opinions, the opportunity to think critically, and the pleasure of reading for a sustained time each day. Levels have a critical place in the hands of teachers who understand their complexity and use them to make good decisions in instruction. Advocating for the appropriate use of levels in our school and within our classrooms is both a challenge and an opportunity.
Literacy leaders Irene C. Fountas and Gay Su Pinnell untangle common misconceptions around text levels and explore practical tips for nurturing student agency and communicating progress.
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Hear from Fountas and Pinnell-trained Consultant, Chrisie Moritz, as she provides a first look at the enhanced comprehension conversation portion of the Fountas & Pinnell Benchmark Assessment Systems, 3rd Edition. This refined comprehension conversation accounts for more rigorous administration, analysis, and scoring.
Chrisie provides a brief overview of the changes to the comprehension conversation and introduces you to the new scoring key and rubrics for scoring.
Fountas and Pinnell hosted "Instructional Coherence: Maximizing the Power of The Fountas & Pinnell Literacy Continuum" webinar on October 25th. This webinar explains the power and purpose of The Fountas & Pinnell Literacy Continuum within a coherent literacy system–THE roadmap for literacy acquisition in children over time.
Take a look inside Fountas & Pinnell Classroom™ with this short video. Watch real teachers as they teach the following literacy instructional contexts:
Envision the ideal design for literacy and language instruction in your school. What does it look like? What student resources and professional learning opportunities propel learning? What are your beliefs and vision for the literacy lives of students in your school?
Turning a vision into action requires the process of design—a plan for a system that works in a coherent way. The pursuit of coherence starts with a common vision, a culture of collaboration and a commitment to authentic literacy learning.
Hear from literacy leaders Irene Fountas and Gay Su Pinnell as together we will explore how to lift students’ learning beyond the walls of the classroom with texts and a blueprint for teaching that create authentic experiences in reading, thinking, talking, writing, and reflecting to realize what it truly means to live a literate life.
In the first webinar of the 2017/2018 school year Irene Fountas and Gay Su Pinnell explore the power and purpose of assessment within a coherent literacy system.