Leveled Literacy InterventionFountas and Pinnell

Presented by:Melinda Long, Intervention Specialist Oaklawn &

Tera Ellison, District Reading Specialist

Official LLI District Trainers!

What is LLI? LLI is a small-group (no larger than

3 students), supplementary intervention program designed for young children who struggle with reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

http://www.youtube.com/watch?v=cBEABOLw6ww

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1. Supplemental All LLI children will still see his/her

classroom teacher during Daily 5 for strategy instruction within the classroom.

2. Daily 30 minute sessions Reinforce new learning Students engage in reading,

writing, word study

3. Small Groups Three students maximum Close observation by the LLI

teacher Individual learning leads to faster

progress

“Intervention is NOT about coverage!”

4. Short Term System designed to bring students

up to grade level in 18-24 weeks

5. Structured Lessons Very structured framework

(children learn the routines) LLI teacher make decisions specific

to observations

6. Fast Paced Intensive and rigorous One lesson/day Pace keeps students engaged in

successful experiences Use of a timer Preserve the 30 minutes

7. Deep Comprehension Throughout the reading process –

before, during, after reading Beyond literal interpretation Within text About text Beyond text

8. Writing Writing is integral for success Strong reading and writing

connection Students compose, construct, and

develop essential strategies

Materials: correction tape, skinny Crayola markers, grey paper

9. Fluency Fluency is critical Each lesson includes attention to

fluent, phrased reading as well as fluent writing

If a student is not fluent, progress is hampered

10. High-Quality Text Multiple copies of leveled texts Designed to engage young readers

with high quality fiction and non-fiction selections

Texts have been systematically crafted to build phonics and word analysis skills and arranged along a careful gradient of text characteristics

“Students aren’t levels, books are levels.”

11. Word Work Focus on phonological awareness,

phonemic awareness, letter-sound patterns (phonics), word structure, spelling patterns, high frequency words

Word work is critical but not to the exclusion of comprehension (balanced literacy)

12. On-Going Assessment Ongoing Running records (at least weekly) Comprehension-checks Word recognition

13. Professional Learning The LLI teachers in the

school/district must engage in professional learning together.

14. Classroom Connections Critical to student success Record-keeping documents should

be shared and reviewed Successful strategies in

intervention/classroom are shared for consistency

15. Home Connection Materials reflecting student

interest, culture Share success with students,

families Shared expectations

Who is LLI for?

LLI is designed to be used with small groups (3) of children who need intensive supports to achieve grade level competencies. For example: The lowest achieving children in the

classroom who are not receiving other supplementary interventions

ELL

Other Considerations For Selecting Students for Intervention

Use Benchmark Assessment System results to select and group children

Begin with students who need the most help

The levels should be about the same within the group

Students should be re-grouped when necessary

Most children can be brought to grade level in 18-24 weeks

LLI Systems

There are four (almost 5) LLI systems available coded by color: The Orange system (Levels A- C) The Green system (Levels A-J) The Blue system (Levels C-J) The Red system (Levels L-Q)

The Gold system (Levels O-T)

Essential Elements of Lessons

There are three kinds of lessons: Getting Started Lessons (Orange

and Green Kit) Odd Numbered Lessons Even Numbered Lessons

Getting Started Lessons Include:

Rereading – 5 minutes Phonics – 5 minutes Rereading a new book with

several levels of support – 8 minutes

Writing about reading – 7 minutes Letter word work – 5 minutes

Odd Numbered Lessons

Include: Rereading Books – 5 minutes Phonics/Word Work – 5 minutes New Book – 15 minutes Letter/Word Work – 5 minutes

Even Numbered Lessons

Rereading Books and Assessment – 5 minutes

Phonics/Word Work - 5 minutes Writing about Reading – 15

minutes New Book – 5 minutes Optional Letter Word Work – no

time specified

Professional Development DVD

Teaching Selection of Students Getting Organized Getting Started Lessons LLI Framework Instructional Routines (Sampling of

Routines) Record Keeping

Build Classroom Connections by Coordinating with the Classroom Teacher Invite the classroom teacher to

observe an LLI lesson Share records on an on-going basis Ask for the classroom teacher’s

input Ensure that the classroom teacher

is using 1-to-1 or small-group instruction

Use the Classroom Connections

Assessment and Record Keeping

Ongoing assessment is built into the system :

Assess one student every second day Every child will get assessed once a week

(approximately)

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Online Resources

LLI Orange: FPLLI72472 LLI Green: FPLLI72683 LLI Blue: FPLLI72929 LLI Red: FPLLI72366

http://www.resources.fountasandpinnell.com

Running Records Specifics:Analyzing Errors and Self Corrections Meaning-Structure-Visual Information

Meaning • Did the meaning of the text influence the error?• Did it MAKE SENSE?

Structure • Does the error fit an acceptable English language

structure • Did it SOUND right?

Visual Information • Did the visual information from the print influence

any part of the error?• Did it LOOK right?

Reading Records Reading records monitor progress

and teaching. The information is used differently than BAS.

Professional Development and Tutorials are available for review and additional practice of how to keep reading records.

Coding and Scoring Errors at a Glance are used for reading records (Chart to help you)

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Questions?