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 groupIntensiveDailyFast paced and highly structuredSupplemental intervention designed to bring lowest achieving literacy learners (based on data) to expected levels in 18 – 22 weeksUp to level N, chronological age/grade 5Its about teachingAccelerates progress – it’s the key to interventionHow high can you raise the lower level of students?Student selection is very important
4 15 Keys to Running a Successful Intervention ProgramWhen Readers Struggle – Chapter 21 page 496Fountas 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 AllingtonLLI is research based on the work of Allington, Fountas and Pinnell, and Clay
5 1. SupplementalTo 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 classroomsGSSD literacy goal - Guided reading to be in place by end of 2014 in ALL grade 1 classrooms
6 2. Daily30 minute sessionsReinforce new learning and support accelerated programStudents engage in reading, writing, word study10 minutes assigned beyond the 30 minute session dedicated for student transitionMust 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 teachingIndividual learning leads to faster progressAllows for one on one and teaching specific to student needs.3 students maximum – 4 makes it difficult to individualize instruction
8 4. Short TermSystem designed to bring students up to grade level in weeksLLI 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 LessonsVery structured framework (children learn the routines)LLI teacher makes decisions specific to observationsAs 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 usedGreen Pg. 46Blue Pg. 40
10 6. Fast Paced Intensive and rigorous Pace keeps students engaged in successful experiencesUse of a timerPreserve the 30 minutesThe 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 ComprehensionThroughout the reading process – before, during, after readingBeyond literal interpretationWithin textAbout textBeyond textFocus 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 textNot about decodingIt 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. 74Green Pg. 75Blue Pg. 68LLI combines reading and writing – sound analysis is critical to reading and writingWriting in LLI is about composing meaning
13 9. Fluency Fluency is critical Each lesson includes attention to fluent, phrased reading as well as fluent writingIf a student is not fluent, progress is hamperedThis 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 processProsody 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 selectionsTexts have been systematically crafted to build phonics and word analysis skills and arranged along a careful gradient of text characteristicsAppendix 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 LLILLI text are not be used in regular classroom – is listed in the LLI Expectations.
15 11. Word WorkFocus on phonological awareness, phonemic awareness, letter-sound patterns (phonics), word structure, spelling patterns, high frequency wordsWord 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. 62Green Pg. 62Blue Pg. 55
16 12. On-Going Assessment More than pre-test, post-test Ongoing Running records (at least weekly)Comprehension-checksWord recognitionForms 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 goalsM,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 childWhen Readers Struggle and the Professional Development DVD’s should be reviewed frequently.
17 13. Professional Learning The LLI school team must engage in professional learningUnderstanding of the reading process is an important determinant of student successLLI team can refer to the Program Guide, Professional DVD, When Readers Struggle, LLI website to support their collaborative learningWhen 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. 91Green Pg. 93Blue Pg. 87
18 14. Classroom Connections Critical to student successRecord-keeping documents should be shared and reviewedSuccessful strategies in intervention/classroom are shared for consistencyEach 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. 22Green Pg. 22Blue Pg. 22Classroom Connections include goals of each lesson and are located on the GSSD LLI siteClassroom Connections are more than just s of the lessons goalsFace to face discussion and collaboration regarding student progress
19 15. Home Connection Materials reflecting student interest, culture Share success with students, familiesShared expectationsTake 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 studentsHome connection is also for additional practice of reading and writingThis 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 and2 – we do it wellWhat works:3 students1 teacher18-24 weeks of intensive explicit instruction30 min a day / 5 days a week10 lessons at each level if neededExtensive discussion (LLI team) needs to occur as to who will be receiving LLI intervention.Orange Pg. 4Green Pg. 4Blue Pg. 4
21 Other Considerations For Selecting Students for Intervention Use Benchmark Assessment System (F&P) results to select and group childrenBegin with students who need the most helpThe levels should be the same within the groupStudents should be re-grouped where necessaryMost children can be brought to grade level in weeksLLI Team is used when grouping and selecting studentsAlthough 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 kitsGSSD has created a gradient to follow in regards to student levels for the BAS. This is located on the Literacy Blog (GSSD Literacy)
26 Getting OrganizedFind 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. 23Green Pg. 23Blue Pg. 23LLI 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. 25Green Pg. 25Blue Pg. 25Lessons alternate between even and odd lessonsThe structure of each even/odd lessons is slightly different
28 Getting Started Lessons Include: Rereading – 5 minutesPhonics – 5 minutesRereading a new book with several levels of support – 8 minutesWriting about reading – 7 minutesLetter word work – 5 minutesNote: 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 behavioursThere are no running records in Getting Started lessonsRereading – 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 onNew 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:interactivedictatedindependent. 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 meaningLetter word work – hands on work to learn how words work – magnetic letters, name puzzles, letter, words, or picture cardsOrange Pg. 26,47Green Pg. 26,47The more you tinker with it, the more you compromise the outcome.
29 Odd Numbered Lessons Include: Rereading Books – 5 minutes Phonics/Word Work – 5 minutesNew Book – 15 minutesLetter/Word Work – 5 minutesRefer 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 lettersNew 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 daysLetter/Word Work – active exploration of letters and words, making wordslearning HOW words work, not just what the word isteaching them HOW words work and work them outOrange pg. 32,47Green Pg. 32,47Blue Pg. 26,41
30 Even Numbered Lessons Rereading Books and Assessment – 5 minutes Phonics/Word Work - 5 minutesWriting about Reading – 15 minutesNew Book – 5 minutesOptional Letter Word Work – no time specifiedRefer 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 forObserving 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 strategiesNew 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 lessonOrange Pg. 38,49Green Pg. 38,49Blue Pg. 33,42Don’t mess with the structure
31 Professional Development DVD TeachingSelection of studentsGetting OrganizedGetting Started LessonsLLI FrameworkInstructional Routines (Sampling of Routines)Record KeepingPlay DVD.Green - Teaching – 1:17Selection of students-1:17Getting Organized-51Getting Started Lessons-1:17LLI Framework-7:02Instructional Routines (Sampling of Routines)-3:40 – Locate in guideRecord Keeping-1:32 – some on LLI wordpress site
32 All Lessons Include the following Materials Classroom ConnectionsHome/School ConnectionsAssessing Reading/Writing BehaviorsSupporting English Language BehaviorsProfessional Development Units
33 Classroom Connections Critical - Collaboration and communicationbetween 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 InformationContent and progress need to be communicated (GSSD LLI Guidelines)Good for ALL students in the classroom:Instructional routinesAlpha Linking ChartConsonant 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 dayWhich means every child will get assessed once a week (approximately)Record Keeping:Keep record keeping simple, efficient and informativeAfter each lesson (or at least daily), time is necessary to complete the records.Record keeping forms are found on the Lesson Resources CDAdditional 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 FormsThe 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 KeepingDaily
37 Reading RecordsReading 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 BASThere is a reading record with each bookEach book has a standard introduction and makes the text accessible, be firm with how you introduce the book and firm in the scoringThese 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 BehavioursMake 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 recordswork samplesLLI reading graphattendance recordEach student will need a file.Each file contains documentation of performance including:anecdotal notesrunning recordsGuide for Noting and Observing Reading Behaviourswork samplesLLI reading graphteaching targets or learning goalsRecommended – to keep the students attendance record in the student fileEventually 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 InformationMeaningDid the meaning of the text influence the error?Did it MAKE SENSE?StructureDoes the error fit an acceptable English language structureDid it SOUND right?Visual InformationDid 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 MSVDepends 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 patternsDevelop a hypothesis: What might have made the reader say what they did?When making the error, you code only up to the responseMeaning: the meaning of the story and the message in it – early levels uses picturesDoes 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, punctuationDoes 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 BehavioursANALYSIS6:40 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 BehaviourSearching For and Using InformationSolving WordsSelf-MonitoringSelf-CorrectingMaintaining FluencyThis 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 writeGives specific language to teach for strategies in reading and writingSection 1 and 2: Teaching for Strategic Action in Reading and WritingProvide walk through of Prompting Guide2. 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 TEACHIf it is noticed in the Guide for Noting and Observing that the behaviour is PARTIALLY evident, then we PROMPTIf it is noticed in the Guide for Noting and Observing that the behaviour is CONSISTENTLY evident, then we REINFORCE
45 JoeyCase StudyListen to Joey read The Soccer Game from LLI Tutorial DVD – at 6:40As we listen, participants will follow along with the already coded nad scored Recording FormHave participants use a BLANK Guide for Observing and Noting Reading Behaviours and use in conjunction with the Prompting GuideCompare 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 StruggleA bibliography is found at the end of the Program Guide for additional resources.
48 The more you do it right as it is laid out and intended, Final ThoughtsFollow the fidelity of the program, communicate and collaborate as a LLI TeamThe more you do it right as it is laid out and intended,the more growth you will see.