2 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.
3 Supplemental – not a substitute for literacy instruction in the classroom Daily – assures reinforcement of new learning and to support accelerated progressSmall group – strong recommendation for three children ensures close observation and intensive teaching interactions that promote individual learning and allow children to make faster progressShort-Term – average time of fourteen to eighteen weeksFramework for lessons – well-defined framework where teachers make decisions specific to observations of the children’s needs; lessons include reading texts, writing, and phonics
4 Fast paced – lessons move quickly with suggested time frames for each segment; children are highly engaged in experiences with which they find successComprehending 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 bookEarly 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 conventionsAttention to fluent, phrased reading – important before they become discouraged and perpetuate slow processingHigh-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.
5 Systematic phonics – lessons focus on key aspects of phonics learning: phonological awareness, letter knowledge, letter- sound relationships, letter formation, word structure, spelling patterns and high frequency wordsAssessments, 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 workStrong classroom connection – students take books to read, word activities to review, and writing to reread; record- keeping documents to share with classroom teacherHome connection – Take-Home books that are provided to children in every lesson; take home phonics materials and writing
6 Orange System (Kindergarten): Levels A through C – 70 Books Green System (First Grade):Levels A through J – 110 BooksBlue System (Second Grade):Levels C through N – 120 Booksno 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
7 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 high- frequency words.Designed to expand vocabulary and develop oral language.
8 Alphabet Linking Chart & Consonant Cluster Linking Chart Oral GamesSound & Letter BoxesVerbal Path for Letter FormationLetter & Word Games – Lotto, Follow the Path, ConcentrationWays to Sort & Match LettersLetter MinibooksWord Bags – High Frequency Word CardsMy ABC BookMy Poetry BookWord LaddersMy Vowel BookWriting – dictated, independent, interactiveMy Writing BookName Chart & PuzzleShared ReadingFold Sheet
9 Even-Numbered Lessons Structure Rereading BooksPhonics/Word WorkNew BookLetter/Word WorkEven-Numbered Lessons StructureRereading Books & Assessment of One StudentWriting About ReadingNew Book at Independent LevelOptional Letter/Word Work
10 Implementing FM3 reading teachers (one from each el. building) and K-4 ELA resource teacher attended 3 day workshop presented by Fountas & Pinnell in NovemberBegan 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
11 Part of kindergarten extended day program (2 groups = 6 students) 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 first grade & 1group second gradeOR1 group first grade & 2 groups second grade
12 Implementing FMLLI groups are flexible and short-term, therefore more than three students can and should be serviced at one grade level in a given yearRTI Tier 3 Intervention – 5 day interventionReading teachers still support students through push-in and pull-out models, but this occurs less than 5 days-a-week