Fountas and Pinnell

Nicole Lehr

CESA 6 Literacy Center Coordinator

nlehr@cesa6.org

LLI Red System

Grade 3

Session 1

Focus

9:00 Welcome and Introductions

9:15 Key Characteristics of Intervention

Systems of Strategic Actions

10:15 Break

10:30 Materials and Resources

11:30 Lunch

12:15 Odd Lessons

1:15 Break

1:30 Even Lessons

2:30 Closure and Evaluations, Question and Answer session

Intensive

Short term

Supplementary

Daily lessons

Low teacher-student ratio 1:4

Taught by expert teacher

Communication with classroom and home

LLI: Fifteen Characteristics of

Effective Literacy Intervention

Engage students with high

interest, well-written texts

in a variety of genres

Quantity counts

Real reading

Authentic, high-success

reading

Increase reading volume by

engaging students in a large

amount of successful

reading daily

Choice is important and

sometimes difficult in a

structured sequence

intervention

We do want them to read

grade level and we want to

stretch, but we have to

start with something they

can do

Hard to transfer back to

the classroom

Self-initiating

Self-regulatory

Expository

Narrative

Procedural

Persuasive

60% of the texts are

nonfiction

Thinking within, beyond,

and about the text

Strategic action will be

named

“Big Ideas”

“close reading”

Explicit instruction in

recognizing and using

genre characteristics and

text structure

Mental model for genres

Topic

Principle

Examples

Build simple to work on all

the building blocks of word

study, ways to solve words

Reading

Writing

Everyday speaking

Formal

The words you know

Build vocabulary by making connections between words

Momentum

Option with every lesson

Pausing

Phrasing

Word Stress

Intonation

Rate

Integration

Helps to development

academic language

Become a collaborative

learning team

Use writing to support and

extend comprehension

Every other day

Preplanned to coordinate

with instructional level

text

Express and extend the

meaning

Use some new vocabulary

Support the specific needs

of English language

learners

Includes word study

Size of the group allows

learners to be active talkers

to extend language

Provide explicit, direct

instruction by an expert

teacher, with a

recommended teacher-

student ration

Solving Words

Developing a range of flexibility strategies

Monitor and Correct

Child knows when he right and when he’s wrong and knows what to do with it

Search for and Use Information

Notice and use information sources (meaning, language structure, visual information)

Summarize

Remember important information and carry it forward

Think in a different way, tell what’s important

Maintain Fluency

Not just speed

Don’t allow them to read 1 page disfluently (use prompting guide)

Adjust

Flexible ways to solve problems

Thinking Beyond the Text Thinking About the Text

Predict Think about what may happen

next

Making Connections Connect the text to personal

and world knowledge as well as to other texts

Synthesize Adjust present understandings

to accommodate new knowledge

Infer Think about what the writer

means but has not stated

Analyze

Notice aspects of the

writer’s craft and text

structure

Critique

Think critically about the

text

Builds cohesiveness between

intervention and classroom teacher

What proficient readers and writers

are able to do all the time

Systematic design

People thought a solution came in a box, it was created as a

resource and tool

Making teaching moves, thinking behind the design

Get them moving fast, walking, drawing, they need to pick it

up, not to make them nervous, keep them moving, need to

be faster responders

The program moves better when the teacher understands the

books better each year

Can’t “sort of ” do LLI

Look at the data and the effects

When you change the design you may change the

effects

Systematic teaching, assessment, intensity to change the

literacy paths of these children

When opportunities are available with fidelity the results

change

Non-Noticing Teacher

Teaching lessons and program

Noticing Teacher

Teaching the readers and writers

Observing behaviors

Teaching strategies

Orange System: levels A through E*

Green System: levels A through K*

Blue System: levels C through N

Red System: levels L through Q

In Production:

Gold System: levels O through T

Purple System: levels R through W

Teal System: levels U through Z

*A booster package will be available for those who have already purchased the Orange and Green Systems.

Each system overlaps.

Prompting Guide 1

Prompting Guide 2

System Guide

Three-Volume Lesson Guide

Literacy Notebooks

Student Test Preparation Booklets

Word Magnets

Student Folders

Highlighter Strips

Permanent and Wipe-Off Markers, Eraser

F&P Calculator/Stopwatch

Whiteboards

Student Portfolio

Professional Development and Tutorial DVD’s

Whiteboard and dry-erase markers

Teacher demonstrations during phonics and writing

Chart paper

Phonics and writing

2 sets small lowercase magnet letters

Teacher demonstrations during word work

Magnetic letters sorted for use with students

Paper or card stock for printing games and some charts

One-inch-wide correction tape

Cover errors in students’ Literacy Notebooks

Stick-on notes for marking places in books

One new resource

Portfolio

Right side – book

Middle – literacy notebook

Left side – homework, no take-home paper books

Real books

Need color

Teach responsibility

Help with study skills

Lesson Guides

192 lessons

Specific continuum at the end of each level

Books

24 leveled texts for level 12 odd / 12 even

1 full-length novel at each level ( 4 day approach)

1 test preparation at each level (4 day approach)

6 copies of each book

Author’s note inside back cover Designed for teacher to read to the students

Series books

Fiction Series Nonfiction Series

Classic Tales

Alexandria Swift

Mrs. O’s Class

Daniel’s Gadgets

The Slacker Family

Two-Way Books

Graphic Texts

Against All Odds

Art for All

Delicious!

How Bodies Work

Intriguing Animals

Making a Difference

Remarkable Inventions

Solving Problems

Sports for All

Wonders of Nature

Graphic Text

General Resources Lesson Resources

Consonant cluster and digraph chart

Intervention record

Lesson records for standard, novel study, and test preparation lessons

Guide for observing and noting reading behaviors

Coding and scoring errors at a glance

Reflection guide

Communication sheets for group and individuals

Reading graph

Students achievement log

Phonics/word study game directions and game boards

Words cards

Translations of parent letters ( French, Spanish, Hmong, Haitian-Creole)

Recording forms for taking

reading records

Readers’ theater activities

Phrased reading activities

Practice sorts

Word cards

Graphic organizers

Word lists

Phonics/word study games

Parent letters (English)

At the beginning of each level

When Readers Struggle, L-Z: Teaching That

Works (in press)

Fountas and Pinnell Choice Library (in press)

Fountas and Pinnell LLI Reading Record App for

iPads (in press)

Syncs data to the Online Data Management

System (ODMS)

Greater Effectiveness in

Teaching LLI Lessons

Thank you for your thinking and sharing this

morning! Enjoy your lunch!

LUNCH TIME

On the first day of

Intervention Focus:

“How am I going to get the child out of this

program.”

How the Book Works

New in Red System

Vocabulary

Includes tier 1, 2, & 3 words

Approximate

Times for 45

Minute

Lesson

5 min 5 min 10 min 25 min

Odd-

Numbered

Lesson

Discussion of

Yesterday’s New

Book

Revisiting

Yesterday’s New

Book:

•Comprehension

•Vocabulary

•Fluency

Phonics / Word

Study

Reading a New

Book

(Instructional

Level)

Approximate

Times for 45

Minute

Lesson

5 min 5 min 15 min 10 min 10 min

Even-

Numbered

Lesson

Revisiting

Yesterday’s New

Book:

•Comprehension

•Vocabulary

•Fluency

Rereading and

Assessment

Writing About

Reading

Phonics / Word

Study

Reading a New

Book

Part 1 – Discussion of Yesterday’s New Book (5 min)

Share their thinking

Guide discussion using strategic action chart

Message statement provides insight into the “big” ideas of the

text

Part 2 – Revisiting Yesterday’s New Book (5 min)

Suggestions for 3 choices: (CHOOSE ONLY 1!!!)

Comprehension

Vocabulary

Fluency

Depending upon the needs of your students

Part 3 – Phonics/Word Study (10 min.)

The major concept for the teaching

Principle – a concise statement of the phonics

principle students need to understand and learn

to use

Example Chart – will create for students, or

the work they do related to the principle

Part 4 – Reading a New Book (instructional level) (25 min.) Genre Focus – a statement indicating the key genre characteristics of the

new book Introducing the Text Suggested language for introducing the new instructional level text

Reading the Text Suggestions for sampling oral reading and selecting prompts (prompting guides 1 &

2)

Discussing and Revisiting the Text Suggestions for inviting students to share their thinking about the text they read

Key Understandings Statements of key understandings from the text. Use these to help you guide the

discussion and to observe for evidence of comprehension.

Message A statement conveying the main or “big” ideas of the text

Teaching Points Suggested teaching points

Use prompting guides

Approximate

Times for 45

Minute

Lesson

5 min 5 min 10 min 25 min

Odd-

Numbered

Lesson

Discussion of

Yesterday’s New

Book

Revisiting

Yesterday’s New

Book:

•Comprehension

•Vocabulary

•Fluency

Phonics / Word

Study

Reading a New

Book

(Instructional

Level)

Approximate

Times for 45

Minute

Lesson

5 min 5 min 15 min 10 min 10 min

Even-

Numbered

Lesson

Revisiting

Yesterday’s New

Book:

•Comprehension

•Vocabulary

•Fluency

Rereading and

Assessment

Writing About

Reading

Phonics / Word

Study

Reading a New

Book

Part 1 – Revisiting Yesterday’s New Book (5 min)

Cover of yesterday’s new book and suggestions for three choices

Comprehension

Vocabulary

Fluency

Depending upon the needs of your students

Part 2 – Rereading and Assessment (5 min.)

Guiding students to reread part of yesterday’s new book for a

specific purpose and for assessing one reader’s accuracy.

Part 3 – Writing about Reading (15 min.)

Using one of three forms of writing

Shared

Independent

Dictated

Also the type of writing that was used to write about

yesterday’s new book

Student sample - given

Part 4 – Phonics / Word Study (10 min.)

The major concept for teaching

Principle

Concise statement of the phonics principle students need to understand

and learn to use

Example

An example of a chart you create with students or the work they do

related to the principle

Part 5 – Reading a New Book (10 min.) (Independent Level)

Genre Focus

Statement indicating the key genre characteristics of the new book

Introducing the Text

Suggestions to orient readers to new ideas, language, and text features for

the independent level book

Reading the Text

Suggestions for sampling oral reading and selecting prompts

Prompting Guide 1 & 2

Classroom and Homework

Assessing Reading and Writing

Behaviors

Supporting English Language Learners

Professional Development Links

Reflection and Evaluation Time

Focus:

Novel Study / Test Preparation

Supporting Effective Reading

Using Ongoing Assessment to Inform Your Teaching

Fluency, Vocabulary, and Word Work Strategies

FINAL THOUGHTS…