Tag Archives: Gay Su Pinnell

Heinemann is at ILA 2017! Here’s What You Need to Know

Heinemann Building

From July 14–16, 2017, Heinemann will be at the International Literacy Association 2017 conference in Orlando, Florida. Here now is everything you need to know about our presence at #ILA17. 

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Fountas and Pinnell Text Levels: Tool or Trouble Chat Recap


On Thursday night (10/29/15), Heinemann authors Irene C. Fountas and Gay Su Pinnell hosted their monthly Twitter chat on the topic of: The F&P Text Level Gradient™ – Tool or Trouble?

Below is a highlight of some of the topics discussed throughout the evening. The topic was so popular that they plan to focus on this topic again in the next chat. If you have a question you’d like the authors to address tweet them using their handle @FountasPinnell, using the hashtag #FPLiteracy, or you can email them at FountasandPinnell@heinemann.com.


Fountas and Pinnell: A Conversation on Early Literacy, Early Success

Authors Fountas & Pinnell hosted their monthly Twitter chat on Thursday, January 22, 2015. The topic: “A Conversation on Early Literacy, Early Success.” Below is a review of the full chat. Click here for more information on Fountas & Pinnell.

Discussions with small school districts . . .

Grant Funding Success

Carissa O’Gara has worked at the Moultonborough, New Hampshire school district since 1986 as a learning disabilities and reading specialist; she is currently the Title I project manager. She is passionate about reading and writing and, when not teaching, she loves to be outdoors hiking, biking, kayaking, and skiing.

I asked Carissa how her district transformed their reading program.

“We were using a basal reader, and we wanted to move away from that canned program and move kids into reading more authentic kinds of literature. So we formed a study group around Fountas & Pinnell’s Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy. Every Wednesday, the teachers got together and discussed what we needed to do to unfold a whole new way of thinking about teaching. This yearlong starting point has led to a completely different approach toward meeting the diverse needs of all of our students.”

Carissa also told me how excited she is about Fountas & Pinnell’s Leveled Literacy Intervention System:

“I cannot say enough positive about the impact of this program: it’s a little like magic. It’s very comprehensive, embedding reading, writing, word study, and vocabulary instruction, and addresses all the areas in which you want students to become proficient—comprehension, communicating ideas, fluency, vocabulary, all the components of high-quality reading instruction. The kids (and their parents) love the materials. The leveled books are so well written. You can tell there’s been a lot of care put into the details. It’s a really good fit for our students. It’s been a very exciting step.

Leveled Literacy Intervention is an especially good fit for a small school because professional development is built in. It’s not often I can travel to offsite workshops. With the resources on the Heinemann website and the CDs that accompany the teacher manual and resource guide, I have what I need to do the kind of teaching that’s going to help my students move forward.”

Is your district considering moving away from a basal program? Authors Irene Fountas and Gay Su Pinnell have already helped hundreds of thousands of K–3 teachers engage, inform, and inspire early readers and writers. Now, with Guiding Readers and Writers (Grades 3–6), Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students.

View Fountas & Pinnell’s Language and Literacy framework here.

Fountas & Pinnell’s Leveled Literacy Intervention (LLI) is small-group supplementary literacy intervention designed for students who find reading and writing difficult. Through systematically designed lessons and original, engaging leveled books, LLI supports learning in both reading and writing and helps students expand their knowledge of language and words and how they work. The goal of LLI is to bring students to grade-level achievement in reading.

Click here to Download a digital sampler.

About the author: Pamela is a Resource Support Representative at Heinemann. She has ten years of publishing industry experience. Pamela is pleased to work with our customers in the Upper Midwest and the Pacific Northwest. 

Fountas & Pinnell Assessment: Should We Assess Reading Development in the Upper Grades?

Reading development throughout middle and high school is an elusive and often unmonitored skill. During this period, literacy demands increase exponentially, with a huge rise in content-area reading, text difficulty, and comprehension tactics necessary for academic success. According to the 2011 NAEP, nearly 70% of all students entering ninth grade were reading below grade level. For millions of students, reading proficiency is unattainable unless difficulties have been pinpointed. Irene Fountas and Gay Su Pinnell, prominent K–12 literacy leaders, believe that evaluating reading development should be both a necessary strategy for compliance with the Common Core State Standards and a key component to a systematic approach to literacy instruction.

Today, there is very little formal reading assessment in middle school. Often students’ development is hindered without diagnostic assessment and targeted instruction. In response, Fountas and Pinnell have created the Fountas & Pinnell Benchmark Assessment System 2, Grades 3–8, which is the most accurate way fully to assess reading skills and has been researched and field-tested to meet the unique needs of older students. Educators often don’t know where the reading breakdown occurs, and collecting diagnostic evidence to measure skill mastery is more complex. Teachers must gauge such literacy competencies as how students:

  • infer meaning
  • synthesize information and respond to the author’s craft
  • understand complex plots
  • use background information to interpret text
  • respond to text in writing.

By observing, recording, and analyzing these reading processes, educators can identify weaknesses, tailor instruction, and fully support students as they move to more complex content-area reading. Assessment is a critical factor for reaching low-achieving readers whose literacy development has gone unchecked and been undersupported. Only with accurate data can teachers accelerate the process at any stage of reading behavior.

Fountas and Pinnell share more insights on reading assessment in their Q&A interview at www.fountasandpinnell.com.

Be sure to follow Fountas & Pinnell on Twitter here: @FountasPinnell

You can also "Like" Fountas & Pinnell here: Fountas &Pinnell on Facebook