Presentation on theme: "Multi-cultural leveled readers in English & Spanish! Literacy Intervention System (LIS) El Sistema de la Intervención de Lectura (SIL) Visit us online."— Presentation transcript:
Multi-cultural leveled readers in English & Spanish! Literacy Intervention System (LIS) El Sistema de la Intervención de Lectura (SIL) Visit us online at www.pacificlearning.com
Donna C. Roeder MEd in Curriculum & Instruction Former DLL Teacher 16 years teaching 7 years as a reading interventionist Anjeanetta P. Matthews MEd in Bilingual Education Former RR / DLL Teacher 18 years teaching 7 years as a reading interventionist Authors
Multicultural books Child friendly themes Books depicting realistic experiences of children Books that encourage authentic dialogue / writing Books that foster the love and enjoyment of reading What children need!
68 nonfiction, multi-cultural leveled readers All titles are in both English & Spanish Features real-life photographs and topics Engaging “homegrown” feel, like a family album Great for general or special education, ESL, RtI, Dual Language/Bilingual, & early intervention Companion 6-week intervention program available in English and in Spanish
“My kids LOVE to read these books because they can relate to the characters and to the situations. It’s almost like the book is about them!” -Renita Salinas, Reading/Dyslexia Specialist, Herrera Elementary, Houston ISD What people are saying: “The books are wonderful because they reflect the diversity of our students!” -Tisa Whitley, ESL Teacher
Text Details: Guided Reading Levels range from A - I Intervention Levels range from 1 - 16 Word count & High frequency words listed inside the back cover
Literacy Intervention System (LIS) & El Sistema de la Intervención de Lectura (SIL) 6-Week Intervention focusing on key literacy skills: Print awareness Letter Knowledge Vocabulary building Reading/writing strategies Reading/writing fluency Oral language Listening Comprehension
LIS/SIL Components 180 Hopscotch books levels A-C (6 each of 30 titles) 180 take-home books (black and white) Teacher Guide (192 page book and CD-ROM) Alphabet picture cards & High frequency word cards Two sturdy storage boxes 10 Student writing notebooks 36 Book Buddy bags
Teacher Guide Lesson Plans with systematic instruction for small group Reproducible activities Parent letter High frequency word list Title list with levels Assessment support –Concepts About Print checklist –Record of Oral Reading
Lesson Format Daily lessons are 30 – 35 minutes. Each lesson format is structured as follows: Alphabet picture cards2-3 minutes High frequency word cards2-3 minutes Familiar Reading5 minutes Guided Reading10-13 minutes Word Work1-2 minutes Comprehension and Writing8-10 minutes Extension Activities
Alphabet Picture Cards Letter / sound association Useful for rapid recall to facilitate automaticity of letter recognition Time frame: 2-3 minutes Marie M. Clay, Reading Recovery, pp. 26-27. Marie M. Clay, Literacy Lessons Part II, pp. 34-35.
High Frequency Word Cards Facilitate rapid recall and automaticity of words that are frequently found in the text To expand repertoire of word knowledge Facilitate rapid recall for the writing process Time frame: 2-3 minutes Marie M. Clay, Literacy Lessons Part II, pp. 39-41
Familiar Reading Facilitate fluency in reading Apply the reading processes (using meaning, structure, and visual cues) Left-right progression One to one correspondence Word analysis Develop self-confidence Reading at the child’s independent level Teacher administers “Record of Oral Reading” “A child who is on the way of independence needs as many books as possible at his level. Allow the child to learn to read by reading many books.” -Marie M. Clay, Reading Recovery, p. 38 Time frame: 5 minutes
Reading at the child’s instructional level Teacher’s instruction is at the Zone of Proximal Development (ZPD), Vygotsky, 1978 New book is presented, structure of the text is practiced and unknown vocabulary is presented, then child makes the attempt to read the book Teacher observes and scaffolds the child’s learning Time frame: 10-13 minutes Carol A. Lyons, Teaching Struggling Readers, p. 48 Marie M. Clay, Reading Recovery, p. 17 Guided Reading
Show print in a different way Students spell high frequency words Make connections between known words and new words Time frame: 1-2 minutes Word Work
Provides opportunity for co-constructing sentences Authentic dialogue lends itself to authentic writing Writing fluency is developed through this daily activity Helps child understand sequencing of letters in words Develops automaticity –Writing known words rapidly on the practice pages of “My Writing Notebook” / ”Mi cuaderno de escritura” Time frame: 8-10 minutes Marie M.Clay, Reading Recovery, p 53-55. Comprehension and Writing
Extension Activities Reproducible activity pages are included with each lesson. These can be used in class or given as homework. Additional suggestions for developing students’ reading and writing skills are provided for each lesson.
68 multicultural leveled readers in English & Spanish –Guided Reading Levels range from A-I –Intervention Levels range from 1-16 Great for general or special education, ESL, RtI, Dual Language/Bilingual, & early intervention Literacy Intervention System (LIS) & El Sistema de la Intervención de Lectura (SIL) –Accelerates progress in 6 weeks with 30 titles levels A-C –Contains explicit and systematic instruction for all 30 titles –Includes running records, follow up practice and take-home –Aids in reading comprehension, builds vocabulary and develops oral language –Facilitates the child’s growth from a non-reader/writer to an emergent reader/writer Review:
1. How were these books leveled ? They were leveled using Fountas and Pinnell, Matching Books to Readers, p 83-85. Also, some of our books have already been field tested and leveled by the Reading Recovery Council of North America. 2. Why are there only 30 books in the kit ? The purpose of LIS is to accelerate the children within a 6 week time frame. The teacher should follow the child so as not to hinder the child’s progress. 3. Other Questions? Questions?
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