Engage caregivers in meaningful conversation about their child's progress. Shift the conversation away from text levels and discuss each reader's unique strengths and areas for growth.
November 8, 2022
Learn specific ways you can foster a love of reading through student CHOICE.
October 18, 2022
How do you use The Literacy Continuum? And what are the first steps? Here are six suggestions for how to get started.
October 25, 2019
What is Guided Reading? A complete overview and what to expect from the Guided Reading, Second Edition Professional Book.
June 7, 2019
Q: How do I get a book's Fountas & Pinnell level?
April 19, 2019
When communicating to parents, use clear indicators of a student’s processing abilities such as understanding, word-solving abilities, accuracy or fluency.
March 21, 2019
Let parents know that when selecting books for enjoyment, students should choose books based on interest, not level.
March 20, 2019
Rather than reporting levels to parents, use language like: reading at, reading above, or not yet reading at grade-level expectations.
March 18, 2019
We believe, and have always believed, that reading levels are a valuable tool for teachers, and should not be used as a label for the children we teach, but rather should be used to make good decisions in instruction.
September 25, 2018
Fountas and Pinnell Talk About Why Reading Matters
July 18, 2018
Getting Kindergarteners to Level D
April 26, 2018
FAQ Friday: Do the Shared Reading Books in FPC Have Levels?
FAQ Friday: Is There a Lexile Correlation Chart for Fountas & Pinnell Levels?
February 16, 2018
Small-group instruction is more powerful when nested within a variety of instructional contexts with varying levels of support.
November 10, 2016
What is LLI?
October 5, 2016
A Level is a Teacher's Tool, NOT a Child's Label
September 29, 2016
What Is a Level and How Can I Make it Work for Me?
September 23, 2016
