1. Good Spirit School Division
Fountas and Pinnell
Leveled Literacy Intervention Orientation
GSSD LLI Wordpress Page

2. GSSD LLI Site
GSSD
LLI Guidelines
GSSD
LLI Expectations

3. 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.
Small group
Intensive
Daily
Fast paced and highly structured
Supplemental intervention designed to bring lowest achieving literacy learners (based on data) to expected levels in 18 – 22 weeks
Up to level N, chronological age/grade 5
Its about teaching
Accelerates progress – it’s the key to intervention
How high can you raise the lower level of students?
Student selection is very important

4. 15 Keys to Running a Successful
Intervention Program
When Readers Struggle – Chapter 21 page 496
Fountas and Pinnell believe that early intervention can change the path of a child’s journey to literacy (2007) Research indicates that students who are reading below grade level at the end of grade one are more likely to continue reading below grade level for the rest of their formal education. Many researchers believe that reading difficulties can not only be preventable, but effective, systematic intervention can be reversed.
These components can be found on Pg.1 and 2 of the program guide.
These 15 keys are developed by Richard Allington
LLI is research based on the work of Allington, Fountas and Pinnell, and Clay

5. 1. Supplemental
To the daily literacy block occurring within the classroom which should consist of all the balanced literacy components including guided reading.
LLI teachers and classroom teachers should communicate.
LLI students will not miss any component of their core ELA & Math instruction.
LLI is a supplemental intervention not the core program. Thus, LLI is designed to run or occur alongside the regular ELA Program.
Avoid disruption to intervention time at all costs.
Balanced literacy instruction should be happening in the classrooms
GSSD literacy goal - Guided reading to be in place by end of 2014 in ALL grade 1 classrooms

6. 2. Daily
30 minute sessions
Reinforce new learning and support accelerated program
Students engage in reading, writing, word study
10 minutes assigned beyond the 30 minute session dedicated for student transition
Must be daily to provide the most benefit for the students.
This time must be protected (ie: assemblies, trips, etc)
Recommended time should be 40 minutes to allow for transition – keep this in mind when creating teacher schedules

7. 3. Small Groups Three students maximum
Close observation by the LLI teacher facilitates teaching
Individual learning leads to faster progress
Allows for one on one and teaching specific to student needs.
3 students maximum – 4 makes it difficult to individualize instruction

8. 4. Short Term
System designed to bring students up to grade level in weeks
LLI is designed to run between weeks but instances where students need more time and support may arise.
The LLI teacher, Coordinator and/or Psych, Literacy Coach and teacher should discuss if the student needs to stay in LLI longer, change groups, be released from the program or be considered for other interventions.
Parents should also be communicated with regarding student growth.
If its taking longer, then we need to ask ourselves ”Why?”

9. 5. Structured Lessons
Very structured framework (children learn the routines)
LLI teacher makes decisions specific to observations
As students learn the structure, the lessons become even more efficient. The structure is important to the reading process and will be outlined later in the presentation.
Orange Pg there is one available in the division, to be coordinated through Juanita and Quintin if it is to be used
Green Pg. 46
Blue Pg. 40

10. 6. Fast Paced Intensive and rigorous
Pace keeps students engaged in successful experiences
Use of a timer
Preserve the 30 minutes
The fast pace of the lesson has proven to keep children highly engaged in experiences which they find success.
Hint: Have a timer on-hand.
Avoid bathroom breaks, be prepared with materials, plan visit time for before or after session, etc.

11. 7. Deep Comprehension
Throughout the reading process – before, during, after reading
Beyond literal interpretation
Within text
About text
Beyond text
Focus must be on the processes of reading and deeper understanding.
Comprehension focus is provided in the list of key understanding from each book.
Focus is on the system of strategic actions and strategic processes (within, about, beyond).
Focus on comprehension of whole text
Not about decoding
It teaches them how to use meaning through the whole text

12. 8. Writing Writing is integral for success.
Strong reading and writing connection.
Students compose, construct, and develop essential strategies for in the classroom.
Research shows the strong connection between reading and writing. Refer to When Readers Struggle. Through out the lessons, students learn to use sound analysis, important spelling skills, and early writing conventions.
Orange Pg. 74
Green Pg. 75
Blue Pg. 68
LLI combines reading and writing – sound analysis is critical to reading and writing
Writing in LLI is about composing meaning

13. 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
This is critical for low-achieving students-before they become discouraged and perpetuate slow processing.
The re-reading attends to phrasing and allows students the opportunity to participate in reading as a smooth and orchestrated process
Prosody is important – intonation, expression, pacing.

14. 10. High-Quality Text Multiple copies of levelled 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
Appendix of teacher’s guide: detailed analysis of phonics, word analysis, decoding and vocabulary challenges for each book.
Both fiction and nonfiction text types are included in LLI
LLI text are not be used in regular classroom – is listed in the LLI Expectations.

15. 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)
Critical for struggling readers but must be combined with comprehension.
See Instructional Routines for LLI: Refer to DVD Teaching: Instructional Routines.
Orange Pg. 62
Green Pg. 62
Blue Pg. 55

16. 12. On-Going Assessment More than pre-test, post-test Ongoing
Running records (at least weekly)
Comprehension-checks
Word recognition
Forms are provided on taking running records on each child (once per week).
Assessment is more than seeing what level they are at.
It is to see what errors the students are making and what patterns are showing in their reading.
Reading records are to inform teaching – classroom connections, set student specific goals
M,S,V (error analysis) will help guide future teaching and inform instruction and the Guide for Noting and Observing Reading Behaviours is filled out for EACH reading record – this occurs every even day on 1 child
When Readers Struggle and the Professional Development DVD’s should be reviewed frequently.

17. 13. Professional Learning
The LLI school team must engage in professional learning
Understanding of the reading process is an important determinant of student success
LLI team can refer to the Program Guide, Professional DVD, When Readers Struggle, LLI website to support their collaborative learning
When Readers Struggle and Professional DVD for learning. Professional understandings are provided for each lesson.
LLI school team refer to Roles and Responsibilities document.
Orange Pg. 91
Green Pg. 93
Blue Pg. 87

18. 14. Classroom Connections
Critical to student success
Record-keeping documents should be shared and reviewed
Successful strategies in intervention/classroom are shared for consistency
Each lesson provides links to classroom connections.
Helps to enhance student’s self esteem and is critical to the program.
Classroom teachers that are conducting their own LLI program should consult with their team regularly.
Orange Pg. 22
Green Pg. 22
Blue Pg. 22
Classroom Connections include goals of each lesson and are located on the GSSD LLI site
Classroom Connections are more than just s of the lessons goals
Face to face discussion and collaboration regarding student progress

19. 15. Home Connection Materials reflecting student interest, culture
Share success with students, families
Shared expectations
Take home books and parent letters are sent home daily.
This is strongly encouraged to share success – the sharing of success build self esteem of the students
Home connection is also for additional practice of reading and writing
This helps parents support the students and build their confidence as they observe what their children can do

20. 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;
children who have English as an additional language;
children that have been identified as children with intensive needs.
Research shows that we can teach most children to read and write WHEN:
1 – we do it early and
2 – we do it well
What works:
3 students
1 teacher
18-24 weeks of intensive explicit instruction
30 min a day / 5 days a week
10 lessons at each level if needed
Extensive discussion (LLI team) needs to occur as to who will be receiving LLI intervention.
Orange Pg. 4
Green Pg. 4
Blue Pg. 4

21. Other Considerations For Selecting Students for Intervention
Use Benchmark Assessment System (F&P) results to select and group children
Begin with students who need the most help
The levels should be the same within the group
Students should be re-grouped where necessary
Most children can be brought to grade level in weeks
LLI Team is used when grouping and selecting students
Although we use F&P, we also need to assess and review from a variety of assessments, anecdotal records, observations

22. LLI Systems There are three LLI systems available coded by color:
The Orange system
(Levels A through C)
The Green system (Levels A through J)
The Blue system (Levels C through N)
Each school has/will have a green and blue system.

23. P BAS wiki. LLI Program Guide Pg. 7
Share this chart in order to see where there is overlap between kits
GSSD has created a gradient to follow in regards to student levels for the BAS. This is located on the Literacy Blog (GSSD Literacy)

25. New chart – effective fall 2012

26. Getting Organized
Find a space where the children are able to face the LLI teacher and see the materials.
In advance, print out materials from the Lesson Resource CD.
Initially using the system will require the LLI teacher to plan ahead of time so the materials are ready. Review the week’s lessons.
Lessons are designed for minimal planning once you get used to the structure.
Good idea would be to visit a school that has a room and has organized their materials.
Orange Pg. 23
Green Pg. 23
Blue Pg. 23
LLI teachers prior to begin teaching LLI are strongly encouraged to observe LLI being taught.

27. Essential Elements of Lessons
There are three kinds of lessons:
Getting Started Lessons (Orange and Green Kit)
Odd Numbered Lessons (Orange, Green, and Blue Kits)
Even Numbered Lessons (Orange, Green, and Blue Kits)
Each of these lessons include: classroom connections, home/school connections, assessing reading and writing behaviors, supporting English language learners, professional development links.
Orange pg. 25
Green Pg. 25
Blue Pg. 25
Lessons alternate between even and odd lessons
The structure of each even/odd lessons is slightly different

28. 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
Note: The last Getting Started lap book is level D in the Green System. There are lap books throughout the orange kit.
Purpose: to teach emergent literacy behaviours
There are no running records in Getting Started lessons
Rereading – begin with a lap book that introduces words, format, pre-reading skills. The students also have identical small books to the lap book.
Phonics – engage in a variety of experiences working with sounds and letters – invloves a principle and hands on
New book – build background knowledge, introduce characters, engage children in conversation, have them point and read the small books in unison with you to ensure voice print match. Teach students to start tracking with their eyes rather than fingers.
Writing about Reading – talk and write about book from the day before and there are 3 kinds of writing:
interactive
dictated
independent. Hand out - p. 51 from green program guide is posted on the LLI wordpress page and it gives descriptions of these types of writing.
Writing is about composing meaning
Letter word work – hands on work to learn how words work – magnetic letters, name puzzles, letter, words, or picture cards
Orange Pg. 26,47
Green Pg. 26,47
The more you tinker with it, the more you compromise the outcome.

29. Odd Numbered Lessons Include: Rereading Books – 5 minutes
Phonics/Word Work – 5 minutes
New Book – 15 minutes
Letter/Word Work – 5 minutes
Refer to Odd/Even Day Chart posted on the LLI wordpress page:
Rereading – reread new book from previous lesson softly as you observe their processing. This develops fluency.
Phonics/Word Work – develops phonemic awareness, word families, hearing and connecting sounds to letters
New Book – background knowledge – includes picture walk, finding new vocabulary to pre-teach, helping children notice particular features of text (bold), words, layout, will be basis of lesson for two days
Letter/Word Work – active exploration of letters and words, making words
learning HOW words work, not just what the word is
teaching them HOW words work and work them out
Orange pg. 32,47
Green Pg. 32,47
Blue Pg. 26,41

30. 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
Refer to Odd/Even Day Chart on LLI wordpress page:
Rereading & Assessment – reread softly (whisper reading) the new books that were read the day before. Teacher uses this time to do reading record on instructional book from the day before. Every even lesson you do the reading record on a different child. Look at your MSV and use the Guide for
Observing and Noting Reading Behaviors (on CD Rom) to note behaviors. From your notes on this, then refer to the Teach Prompt Reinforce Guide for strategies to address these areas of deficit.
Phonics/Word Work – active exploration of letters and words and making words.
Writing about Reading – to extend the child’s understanding of the text and develop early writing strategies
New Book – usually two levels easier than their book from the previous day, introduce by quickly pointing out some of the important ideas in the book (independent level)
Optional Letter Word Work – can have classroom teacher do this if not enough time in lesson
Orange Pg. 38,49
Green Pg. 38,49
Blue Pg. 33,42
Don’t mess with the structure

31. Professional Development DVD
Teaching
Selection of students
Getting Organized
Getting Started Lessons
LLI Framework
Instructional Routines (Sampling of Routines)
Record Keeping
Play DVD.
Green - Teaching – 1:17
Selection of students-1:17
Getting Organized-51
Getting Started Lessons-1:17
LLI Framework-7:02
Instructional Routines (Sampling of Routines)-3:40 – Locate in guide
Record Keeping-1:32 – some on LLI wordpress site

32. All Lessons Include the following Materials
Classroom Connections
Home/School Connections
Assessing Reading/Writing Behaviors
Supporting English Language Behaviors
Professional Development Units

33. Classroom Connections
Critical - Collaboration and communication
between the classroom teacher and LLI teacher.
Includes specific suggestions for children to practice and extend their learning in the classroom.
This includes rereading the take-home book.
Link to LLI Classroom Connections located in LLI Training and Information
Content and progress need to be communicated (GSSD LLI Guidelines)
Good for ALL students in the classroom:
Instructional routines
Alpha Linking Chart
Consonant cluster Linking Chart

34. Build Classroom Connections by Coordinating with the Classroom Teacher
Invite the classroom teacher to observe an LLI lesson(s).
Share records on an on-going basis.
Ask for their input and for what they are seeing in the classroom.
The classroom teacher is using guided reading daily, especially for LLI students.
Use the Classroom Connections.
Refer to documents in the teacher guide and the handouts provided on the word press (Columbia)
This communication will also help the teacher in the guided reading groups created

35. 2. Home/School Connection
Includes specific suggestions for children to practice and extend their learning at home.
All take home resources are on the Lesson Resources CD-ROM.
Takes approx. 10 minutes of home time.
If they don’t have home support, build time into day to do homework with a teacher, peer, EA, mentor etc.
Print off those take-home resources ahead of time for ease in management.
May need to provide support and coach parents as to HOW to find time – while cooking supper, in the car, etc…

36. 3. Assessment and Record Keeping
Ongoing assessment is built into the system :
Assess one student every second day
Which means every child will get assessed once a week (approximately)
Record Keeping:
Keep record keeping simple, efficient and informative
After each lesson (or at least daily), time is necessary to complete the records.
Record keeping forms are found on the Lesson Resources CD
Additional assessment records are located on LLI Training and Information Wordpress site.
Assessment is the act of getting information about the learners you will teach.
Instruction needs to be at the appropriate level with the appropriate emphasis.
Keep record keeping simple, efficient and informative.
After each lesson/daily, time is necessary to complete the records. There is information to ensure is recorded before you forget.
Lesson Resources CD contains the Lesson Record Forms
The GSSD Word press site has several suggestions for collection and record keeping created by the Columbia School LLI Team. Use the forms that work for you, either the ones in the LLI CD or ones created that include the same information but more appropriate for your group.
Section 4 Program Guide: Assessment and Record Keeping
Daily

37. Reading Records
Reading records monitor progress and teaching. They are the same as BAS reading records.
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)
Reading records are very similar to the BAS
There is a reading record with each book
Each book has a standard introduction and makes the text accessible, be firm with how you introduce the book and firm in the scoring
These reading records are the same system processes for coding, scoring and analyzing reading behaviours of Fountas & Pinnell Benchmark Assessment System.
3 levels of comprehension are assessed:
Thinking within, beyond (inferential and synthesis), and about (authors craft in levels J – Z)
The coding and scoring of errors are exactly the same as F&P BAS.
Professional Development and Tutorials provide additional information and can provide additional practice.
Coding and Scoring Errors at a Glance are used for reading records are located on the back covers of the Program Guides.
Reminder – every EVEN lesson you are Coding and Scoring Errors MSV AND completing the Guide for Noting and Observing Reading Behaviours
Make laminated copies of the Coding and Scoring Errors for LLI teachers (schools make these).
Remember – you are the observer, not the teacher – you are looking for “What can they do WITHOUT my support?”
The Prompting Guide is used to create learning goals and teaching targets.

38. Intervention Record Student files include your: anecdotal notes
running records
work samples
LLI reading graph
attendance record
Each student will need a file.
Each file contains documentation of performance including:
anecdotal notes
running records
Guide for Noting and Observing Reading Behaviours
work samples
LLI reading graph
teaching targets or learning goals
Recommended – to keep the students attendance record in the student file
Eventually files from the LLI kit will run out. It is your choice to purchase more, or create new files for each student.

39. Professional Development and Tutorial DVD’s
While you are assessing one of your students during an EVEN lesson, the other students are whisper reading previous books from the last lesson and other lessons. Refer to Practice Tutorials on the DVD’s to become comfortable with this process.

40. Coding Oral Reading Optional based on group dynamics:
LLI Intervention Team will review basics to Coding Oral Reading and determine what tutorial practices will be reviewed.
Tutorial DVD-Consolidation #3 (as a refresher) 8:18 Carmen

41. 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?
Tutorial DVD ANALYSIS (55 seconds into dvd) discussion on MSV
Depends on who is involved in the in-service and whether they have received m,s,v and BAS training.
Practice until comfortable with the process.
Look for patterns
Develop a hypothesis: What might have made the reader say what they did?
When making the error, you code only up to the response
Meaning: the meaning of the story and the message in it – early levels uses pictures
Does it make sense?
Structure: The syntax of the language in the text.
Is it familiar, natural, literary, a combination? How does the word fit into its grammatical context?
Does it sound right?
Visual Information: How print looks on the page including – looking for visual similarity:
Letters, clusters, words, spaces, punctuation
Does it look right?

42. Scoring and Analyzing Oral Reading Behaviours
LLI Intervention Team will review Analysis of Oral Reading Behaviours and determine what tutorial practices will be reviewed.
Scoring and Analyzing Oral Reading Behaviours
ANALYSIS
6:40 on DVD

43. Analyzing Strategic Actions
Think of readers as problem solvers: What strategies are they using to figure out words and meaning?
The Guide for Observing and Noting Reading Behaviours (located on the Lessons Resources CD) suggests that the student might be using some or all of the following strategies:
Early Reading Behaviour
Searching For and Using Information
Solving Words
Self-Monitoring
Self-Correcting
Maintaining Fluency
This information on Analyzing Strategic Actions can be located in Lesson Resources CD – Guide for Observing and Noting Reading Behaviours.
This form is beneficial in reviewing student reading strategies for progress and for instructional purposes.
This is a useful guide for identifying individual strengths and weaknesses.
This form is shared with the classroom teacher to assist them in directing instruction and setting goals.
It can be completed at least once a week.
It is based on the work the interventionist has observed and noted over the week.
Early Reading Behaviours: Directionality, How does the student pay attention to print features?
Searching For and Using Information: Does the reader pay attention and actively look for clues... to the meaning? Structure? Visual Information?
Solving Words: What strategies does the reader use to figure out words they do not know?
Self-Monitoring: Does the reader notice when something doesn’t fit?
Self-Correcting: Does the reader recognize errors and self correct?
Maintaining Fluency: Does the reader put all aspects of reading together so that it is fluent and expressive?
What are the students doing that we can recognize AND support

44. A tool to support the students as they read or write
Prompting Guide:
A tool to support the students as they read or write
Gives specific language to teach for strategies in reading and writing
Section 1 and 2: Teaching for Strategic Action in Reading and Writing
Provide walk through of Prompting Guide
2. Correlate Guide for Noting and Observing Reading Behaviours to Prompting Guide:
If it is noticed in the Guide for Noting and Observing that the behaviour is NOT evident, then we need to TEACH
If it is noticed in the Guide for Noting and Observing that the behaviour is PARTIALLY evident, then we PROMPT
If it is noticed in the Guide for Noting and Observing that the behaviour is CONSISTENTLY evident, then we REINFORCE

45. Joey
Case Study
Listen to Joey read The Soccer Game from LLI Tutorial DVD – at 6:40
As we listen, participants will follow along with the already coded nad scored Recording Form
Have participants use a BLANK Guide for Observing and Noting Reading Behaviours and use in conjunction with the Prompting Guide
Compare participants Guide for Observing and Noting to DVD copy.

46. 4. Professional Development
Each kit includes PD and Tutorial DVDs and the book When Readers Struggle
A bibliography is found at the end of the Program Guide for additional resources.

47. Questions? Teacher Guides have frequently asked questions pages.
Orange Pg. 95
Green Pg. 97
Blue Pg. 91

48. The more you do it right as it is laid out and intended,
Final Thoughts
Follow the fidelity of the program, communicate and collaborate as a LLI Team
The more you do it right as it is laid out and intended,
the more growth you will see.