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In this article, published in The Reading Teacher, Vol. 72, Issue 1, July/August 2018, Fountas and Pinnell examine every child’s right, in every classroom, every day to live a literate life. Students deserve schools that are committed to a hopeful vision for their lives, both inside the classroom walls and beyond them. Improving literacy outcomes for every child is a goal worthy of educators' best efforts. This high goal is made more challenging due to shifting mandates in education that can leave literacy professionals and school leaders disoriented, seeking a guaranteed “fix.” Fountas and Pinnell propose a more coherent, effective way to attain this goal: thinking of the school as a system. The authors discuss four essential elements to designing a schoolwide system for literacy learning: a shared vision and set of core values; common goals, common language, and collective responsibility; a high level of teacher expertise; and a culture of continuous professional learning.
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Read this message from Irene Fountas and Gay Su Pinnell on the role of the Recording Form across the Fountas & Pinnell Literacy™ brand.
n this downloadable white paper by Fountas and Pinnell they examine several factors that, according to research, make a difference in students' literacy learning. Each factor is highly related to the selection and use of texts in classrooms, including books for whole-group instruction, small-group instruction, and individual teaching.
Recently text complexity has gained more attention. The importance of text complexity, along with the suggestion to employ "close reading," has been recognized in the Common Core State Standards (2010) and in numerous, often conflicting, interpretations. Fountas and Pinnell believe that students should have numerous opportunities to engage with complex, grade-appropriate fiction and nonfiction texts in both whole-class and small-group settings and that students need to comprehend these texts in a deep way.