Resource Library

Explore the Fountas & Pinnell Classroom™ Instructional Context Samplers to begin designing the landscape of literacy education in your school.

Each instructional context plays an essential role that contributes in different ways to every student's development as a reader, writer, and language user. Improve student outcomes by creating equitable literacy opportunities for all students with Fountas & Pinnell Classroom™. 

Explore the Fountas & Pinnell Classroom™ Instructional Context Samplers to begin designing the landscape of literacy education in your school.

Each instructional context plays an essential role that contributes in different ways to every student's development as a reader, writer, and language user. Improve student outcomes by creating equitable literacy opportunities for all students with Fountas & Pinnell Classroom™. 

Use this printable order form of all available Fountas & Pinnell Classroom™ PreK-6 resources for your purchasing convenience.

Fountas & Pinnell Classroom™ (FPC) is a cohesive, multi-text approach to literacy instruction for all students in grades PreK–6. The System is designed to support whole-group, small-group and independent learning opportunities including: interactive read-aloud, reading minilessons, shared reading, phonics/spelling/word study lessons, guided reading, book clubs, and independent reading collections.  Fountas & Pinnell Classroom™ is rich with authentic texts, lessons or conferring cards, minilessons and professional tools & learning for a systematic, transformative approach to literacy instruction. 

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.

PLEASE NOTE: All prices and publication dates subject to change. Call or visit Heinemann.com for current pricing.

Use this printable order form of all available Fountas & Pinnell Classroom™ PreK-6 resources for your purchasing convenience.

Fountas & Pinnell Classroom™ (FPC) is a cohesive, multi-text approach to literacy instruction for all students in grades PreK–6. The System is designed to support whole-group, small-group and independent learning opportunities including: interactive read-aloud, reading minilessons, shared reading, phonics/spelling/word study lessons, guided reading, book clubs, and independent reading collections.  Fountas & Pinnell Classroom™ is rich with authentic texts, lessons or conferring cards, minilessons and professional tools & learning for a systematic, transformative approach to literacy instruction. 

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.

PLEASE NOTE: All prices and publication dates subject to change. Call or visit Heinemann.com for current pricing.

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.

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.

The effectiveness of literacy education within the classroom is dependent on the expertise of the teacher. The effectiveness of literacy education throughout the school is increased when a teacher becomes a leader, sharing her expertise with colleagues to strengthen the entire literacy system. In this column, we address the roles of three audiences in supporting the growth of teacher leaders: (a) principals or other leaders who want to build the capacity for shared leadership in their schools, (b) literacy coaches who value the expertise of teachers and want to develop them as leaders, and (c) teachers who want to grow professionally and contribute to their team by engaging in acts of leadership.

The effectiveness of literacy education within the classroom is dependent on the expertise of the teacher. The effectiveness of literacy education throughout the school is increased when a teacher becomes a leader, sharing her expertise with colleagues to strengthen the entire literacy system. In this column, we address the roles of three audiences in supporting the growth of teacher leaders: (a) principals or other leaders who want to build the capacity for shared leadership in their schools, (b) literacy coaches who value the expertise of teachers and want to develop them as leaders, and (c) teachers who want to grow professionally and contribute to their team by engaging in acts of leadership.

Reprinted with permission from THE READING TEACHER VOLUME 74, NUMBER 5, APRIL 2021.

The way we speak to each other is often so deeply ingrained as to be unconscious. We often use language automatically, without any thought: “How are you?” “Great job!” “No problem.” “I’m all set.” “Go for it!” Yet, the language we use matters. It has everything to do with what we believe; what we learn; how we perceive ourselves, events, and other people; how we affect other people; and how we work and live together.

Think about the many ways that people use a common language to shape their societies—not only large societies but also smaller communities, such as athletic teams and clubs, and workplace communities. Language is created by society, incorporating social values, and in turn, language influences the values of that society. Language, and the way we use it to represent ideas, people, places, events, and experiences, shapes our thinking and our values and influences the identities of others.

Reprinted with permission from THE READING TEACHER VOLUME 74, NUMBER 5, APRIL 2021.

The way we speak to each other is often so deeply ingrained as to be unconscious. We often use language automatically, without any thought: “How are you?” “Great job!” “No problem.” “I’m all set.” “Go for it!” Yet, the language we use matters. It has everything to do with what we believe; what we learn; how we perceive ourselves, events, and other people; how we affect other people; and how we work and live together.

Think about the many ways that people use a common language to shape their societies—not only large societies but also smaller communities, such as athletic teams and clubs, and workplace communities. Language is created by society, incorporating social values, and in turn, language influences the values of that society. Language, and the way we use it to represent ideas, people, places, events, and experiences, shapes our thinking and our values and influences the identities of others.

The Fountas & Pinnell Classroom™ Colección de Lectura compartida, Grade 2, features an engaging array of books in a variety of genres, some adapted from the Shared Reading Collection, as well as new books beautifully illustrated and authentically written by Spanish-speaking authors and illustrators. Browse an annotated list of the 30 titles.

The Fountas & Pinnell Classroom™ Colección de Lectura compartida, Grade 2, features an engaging array of books in a variety of genres, some adapted from the Shared Reading Collection, as well as new books beautifully illustrated and authentically written by Spanish-speaking authors and illustrators. Browse an annotated list of the 30 titles.