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Multi-cultural leveled readers in English & Spanish! Literacy Intervention System (LIS)

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. Authors. Anjeanetta P. Matthews MEd in Bilingual Education Former RR / DLL Teacher 18 years teaching

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Multi-cultural leveled readers in English & Spanish! Literacy Intervention System (LIS)

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  1. 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

  2. Authors Anjeanetta P. Matthews • MEd in Bilingual Education • Former RR / DLL Teacher • 18 years teaching • 7 years as a reading interventionist Donna C. Roeder • MEd in Curriculum & Instruction • Former DLL Teacher • 16 years teaching • 7 years as a reading interventionist

  3. What children need! 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

  4. 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

  5. What people are saying: “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 “The books are wonderful because they reflect the diversity of our students!” -Tisa Whitley, ESL Teacher

  6. 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

  7. 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

  8. LIS/SIL Components • 10 Student writing notebooks • 36 Book Buddy bags 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

  9. 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

  10. Lesson Format • Daily lessons are 30 – 35 minutes. • Each lesson format is structured as follows: • Alphabet picture cards 2-3 minutes • High frequency word cards 2-3 minutes • Familiar Reading 5 minutes • Guided Reading 10-13 minutes • Word Work 1-2 minutes • Comprehension and Writing 8-10 minutes • Extension Activities

  11. 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.

  12. 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

  13. Familiar Reading Time frame: 5 minutes “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 • 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”

  14. Guided Reading Carol A. Lyons, Teaching Struggling Readers, p. 48 Marie M. Clay, Reading Recovery, p. 17 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

  15. Word Work Show print in a different way Students spell high frequency words Make connections between known words and new words Time frame: 1-2 minutes

  16. Comprehension and Writing • 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.

  17. 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.

  18. Sample PagesFrom LIS Teacher Support Guide

  19. Review: • 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

  20. Questions? • How were these books leveled ? • They were leveled using Fountas and Pinnell, MatchingBooks 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?

  21. Thank you! Visit us online to view samples of products! www.pacificlearning.com

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