Transcript Fountas & Pinnell Leveled Literacy Intervention  LLI is a supplemental, five day a week 30 minute literacy intervention for K, 1, and 2 students.

Fountas & Pinnell
Leveled Literacy
Intervention
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LLI is a supplemental, five day a week 30
minute literacy intervention for K, 1, and 2
students who struggle with literacy in the
classroom. The intervention is for no more
than 3 students and meant to be short-term
to accelerate student’s progress. The system
includes appropriate leveled text reading,
intensive systematic phonics instruction, a
focus on comprehension and attention to
fluency.
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Supplemental – not a substitute for literacy
instruction in the classroom
Daily – assures reinforcement of new learning and to
support accelerated progress
Small group – strong recommendation for three
children ensures close observation and intensive
teaching interactions that promote individual learning
and allow children to make faster progress
Short-Term – average time of fourteen to eighteen
weeks
Framework for lessons – well-defined framework
where teachers make decisions specific to
observations of the children’s needs; lessons include
reading texts, writing, and phonics
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Fast paced – lessons move quickly with suggested time frames
for each segment; children are highly engaged in experiences
with which they find success
Comprehending of texts – read several books in every lesson;
teacher supports comprehension throughout the reading of the
text and is provided a list of key understandings for each book
Early writing strategies – children learn how to compose,
construct, and develop essential strategies for writing in the
classroom; they learn how to use sound analysis, important
spelling skills, and early writing conventions
Attention to fluent, phrased reading – important before they
become discouraged and perpetuate slow processing
High-quality leveled books – created specifically for LLI. Written
by children’s authors and illustrators; engage readers with fiction
and non-fiction; readers process a new text every day; every
other day they read a book that is easier than the instructional
level to support confidence and fluency.
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Systematic phonics – lessons focus on key aspects of phonics
learning: phonological awareness, letter knowledge, lettersound relationships, letter formation, word structure, spelling
patterns and high frequency words
Assessments, progress-monitoring, & record-keeping
instruments – initial and ongoing that are practical and
continuously inform reaching; help determine appropriate
reading levels for grouping and teaching and provide useful
information for daily teaching; reading records one each child
about once per work
Strong classroom connection – students take books to read,
word activities to review, and writing to reread; recordkeeping documents to share with classroom teacher
Home connection – Take-Home books that are provided to
children in every lesson; take home phonics materials and
writing
Orange System (Kindergarten):
Levels A through C – 70 Books
 Green System (First Grade):
Levels A through J – 110 Books
 Blue System (Second Grade):
Levels C through N – 120 Books
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no overlap of texts; there are ten lessons for each
level, but you may choose to extend the number of
lessons at a level if necessary
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Children read every day at their instructional level
with teacher support as well as at their
independent level with little or no support.
Provide systematic instruction in phonemic
awareness.
Provide daily systematic instruction in phonics.
Provide daily opportunity to read new texts with
teacher support.
Provide daily opportunities to increase fluency
through oral rereading of texts.
Provide explicit instruction on comprehension.
Provides opportunities for writing.
Provide opportunities to learn a core of highfrequency words.
Designed to expand vocabulary and develop oral
language.
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Alphabet Linking Chart
& Consonant Cluster
Linking Chart
Letter & Word Games –
Lotto, Follow the Path,
Concentration
Letter Minibooks
My ABC Book
My Poetry Book
My Vowel Book
My Writing Book
Name Chart & Puzzle
Shared Reading
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Oral Games
Sound & Letter Boxes
Verbal Path for Letter
Formation
Ways to Sort & Match
Letters
Word Bags – High
Frequency Word Cards
Word Ladders
Writing – dictated,
independent,
interactive
Fold Sheet
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Rereading Books
Phonics/Word Work
New Book
Letter/Word Work
Even-Numbered Lessons Structure
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Rereading Books & Assessment of One Student
Writing About Reading
New Book at Independent Level
Optional Letter/Word Work
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3 reading teachers (one from each el.
building) and K-4 ELA resource teacher
attended 3 day workshop presented by
Fountas & Pinnell in November
Began groups in January at all three El.
buildings (2 grade levels per building)
Continuing training with Heinemann
consultant this spring (all K-4 reading
teachers attend)
Students were chosen based on F&P
benchmark assessment, additional optional
assessments, and teacher input
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Total of 2 ½ hours of instructional time devoted
to LLI. The two reading teachers at each el.
building will divide the LLI instructional time
based on scheduling.
Part of kindergarten extended day program
(2 groups = 6 students)
Based on the needs of students in grades 1 & 2,
one of the following models will be used to start
in September:
2 groups (6) @ first grade & 1group (6) @ second grade
OR
1 group (3) @ first grade & 2 groups (6) @ second grade
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LLI groups are flexible and short-term,
therefore more than three students can and
should be serviced at one grade level in a
given year
RTI Tier 3 Intervention – 5 day intervention
Reading teachers still support students
through push-in and pull-out models, but
this occurs less than 5 days-a-week