s< div> s< /div> < div> Over their influential careers, Gay Su Pinnell and Irene Fountas have closely examined the literacy learning of thousands of students in the primary grades. In < i> The Continuum of Literacy Learning, Grades K - < /i> 2, and its companion volume for grades 3 - 8, they combine everything they have learned about the development of readers, writers, and language users to create a comprehensive curriculum document for use as an assessment tool and as a guide for teaching. Now, with the flip of a page, you can quickly identify the literacy goals appropriate to each grade level, K - 2, and each text level, A - N, and determine the specific competencies any child has achieved along his or her literacy journey.< /div> < div> s< /div> < div> Grade by Grade Goals< /div> < div> < i> The Continuum of Literacy Learning, Grades K - 2 < /i> names and categorizes the behaviors and understandings students can be expected to demonstrate in kindergarten and first and second grades. Grounded in research and classroom experience, these helpful visual representations of goals for literacy in the primary grades allow you to analyze children's strengths and identify where they need teaching support in different instructional contexts. They describe specific behaviors to notice, teach, and support at each grade level.< /div> < div> s< /div> < div> Pinnell and Fountas present continua related to performance in critical instructional contexts: < /div> < ul type=disc> < li> interactive read-aloud and literature discussion< /li> < li> shared and performance reading< /li> < li> writing aboutreading< /li> < li> writing< /li> < li> oral, visual, and technological communication< /li> < li> phonics, spelling, and word study.< /li> < /ul> < div> s< /div> < div> Level by Level Goals< /div> < div> The guided reading continuum conveys specific literacy goals related to the Fountas and Pinnell text levels A - N for use in guided reading lessons or other small-group instruction. These goal descriptions will inform your lesson planning, your grouping decisions, and your selection of texts for differentiated instruction.< /div> < div> s< /div> < div> In a convenient, easy-to-read format, these interdependent continua show the grade levels at which students typically demonstrate specific abilities related to the use of oral and written language. They can be useful in numerous aspects of classroom instruction, including: < /div> < ul type=disc> < li> planning instruction for individuals, small groups, or a whole class< /li> < li> assessing children's literacy development< /li> < li> evaluating student progress and reporting grades< /li> < li> discussing expectations with parents< /li> < li> identifying specific needs for targeted intervention.< /li> < /ul> < div> s< /div> < div> Get the curricular resource that provides a unified vision of what primary-age children need to be able to do as competent readers, writers, and language users, then discover how this guide can inform and support every aspect of your literacy teaching. Read < i> Continuum of Literacy Learning, Grades K - 2< /i> , keep it handy in your classroom, and use it to makeeffective teaching decisions as you bring children forward in their literacy journeys.< /div> < div> s< /div> < div> s< /div> < div> < i> Continua organized by grade for teachers grades 3 - 8 and expressed across the grades for curriculum specialists grades K - 8 are also available.< /i> < /div> < div> s< /div>

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• interactive read-aloud and literature discussion
• shared and performance reading
• writing about reading
• writing
• oral, visual, and technological communication
• phonics, spelling, and word study.

• planning instruction for individuals, small groups, or a whole class
• assessing children's literacy development
• evaluating student progress and reporting grades
• discussing expectations with parents
• identifying specific needs for targeted intervention.

GAY SU PINNELL issa professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System , a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles