Leveled Literacy Intervention Fountas and Pinnell Presented by: Melinda Long, Intervention Specialist Oaklawn & Tera Ellison, District Reading Specialist Official LLI District Trainers!

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. http://www.youtube.com/watch?v=cBEABOLw6ww

15 Keys to Running a Successful Intervention Program 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.

1. Supplemental All LLI children will still see his/her classroom teacher during Daily 5 for strategy instruction within the classroom. 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.

2. Daily 30 minute sessions Reinforce new learning Students engage in reading, writing, word study Must be daily to provide the most benefit for the students. This time must be protected.

3. Small Groups Three students maximum Close observation by the LLI teacher Individual learning leads to faster progress “Intervention is NOT about coverage!” Allows for one on one and teaching specific to student needs.

4. Short Term System designed to bring students up to grade level in 18-24 weeks LLI is designed to run between 18-24 weeks but instances where students need more time and support may arise. The LLI teacher, Coordinator, Ed. 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.

5. Structured Lessons Very structured framework (children learn the routines) LLI teacher make 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. 46 Green Pg. 46 Blue Pg. 40

6. Fast Paced Intensive and rigorous One lesson/day 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.

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.

8. Writing Writing is integral for success Strong reading and writing connection Students compose, construct, and develop essential strategies Materials: correction tape, skinny Crayola markers, grey paper 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

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.

10. High-Quality Text Multiple copies of leveled 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 “Students aren’t levels, books are levels.” Appendix of teacher’s guide: detailed analysis of phonics, word analysis, decoding and vocabulary challenges for each book. LLI text should not be used in regular classroom.

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

12. On-Going Assessment 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. M,S,V (error analysis) will help guide future teaching and inform instruction. When Readers Struggle and the Professional Development DVD’s should be reviewed frequently.

13. Professional Learning The LLI teachers in the school/district must engage in professional learning together. 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

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

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.

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 ELL Extensive discussion (LLI team) needs to occur as to who will be receiving LLI intervention. Orange Pg. 4 Green Pg. 4 Blue Pg. 4

Other Considerations For Selecting Students for Intervention Use Benchmark Assessment System results to select and group children Begin with students who need the most help The levels should be about the same within the group Students should be re-grouped when necessary Most children can be brought to grade level in 18-24 weeks

LLI Systems There are four (almost 5) LLI systems available coded by color: The Orange system (Levels A- C) The Green system (Levels A-J) The Blue system (Levels C-J) The Red system (Levels L-Q) The Gold system (Levels O-T)

Essential Elements of Lessons There are three kinds of lessons: Getting Started Lessons (Orange and Green Kit) Odd Numbered Lessons Even Numbered Lessons 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

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 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 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 and 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. 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

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 Orange pg. 32,47 Green Pg. 32,47 Blue Pg. 26,41

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 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

Professional Development DVD Teaching Selection of Students Getting Organized Getting Started Lessons LLI Framework Instructional Routines (Sampling of Routines) Record Keeping Play DVD. Selection of students-1:17 Getting Organized-51 Getting Started Lessons-1:17 LLI Framework-7:02 Instructional Routines (Sampling of Routines)-3:40 Record Keeping-1:32

Build Classroom Connections by Coordinating with the Classroom Teacher Invite the classroom teacher to observe an LLI lesson Share records on an on-going basis Ask for the classroom teacher’s input Ensure that the classroom teacher is using 1-to-1 or small-group instruction Use the Classroom Connections Refer to documents in the teacher guide and the handouts provided on the word press (Columbia)

Assessment and Record Keeping Ongoing assessment is built into the system : Assess one student every second day Every child will get assessed once a week (approximately) 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

Online Resources LLI Orange: FPLLI72472 LLI Green: FPLLI72683 LLI Blue: FPLLI72929 LLI Red: FPLLI72366 http://www.resources.fountasandpinnell.com

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? Professional Development DVD 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.

Reading Records Reading records monitor progress and teaching. The information is used differently than BAS. 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 These reading records are the same system processes for coding, scoring and analyzing reading behaviours of Fountas & Pinnell Benchmark Assessment System. 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 for one student. Make laminated copies of the Coding and Scoring Errors for LLI teachers (schools make these).

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