leveled literacy intervention fountas and pinnell presented by: melinda long, intervention...
TRANSCRIPT
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
1. Supplemental All LLI children will still see his/her
classroom teacher during Daily 5 for strategy instruction within the classroom.
3. Small Groups Three students maximum Close observation by the LLI
teacher Individual learning leads to faster
progress
“Intervention is NOT about coverage!”
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)