Good Spirit School Division

1. Good Spirit School Division Fountas and Pinnell Leveled Literacy Intervention Orientation GSSD LLI Wordpress Page

2. GSSD LLI Site GSSD LLI Guidelines GSSD LLI Expectations

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.

4. 15 Keys to Running a Successful Intervention Program

5. 1. Supplemental To the daily literacy block occurring within the classroom which should consist of all the balanced literacy components including guided reading.

6. 2. Daily • 30 minute sessions • Reinforce new learning and support accelerated program • Students engage in reading, writing, word study • 10 minutes assigned beyond the 30 minute session dedicated for student transition

7. 3. Small Groups • Three students maximum • Close observation by the LLI teacher facilitates teaching • Individual learning leads to faster progress

8. 4. Short Term • System designed to bring students up to grade level in 18-24 weeks

9. 5. Structured Lessons • Very structured framework (children learn the routines) • LLI teacher makes decisions specific to observations

10. 6. Fast Paced • Intensive and rigorous • Pace keeps students engaged in successful experiences • Use of a timer • Preserve the 30 minutes

11. 7. Deep Comprehension • Throughout the reading process – before, during, after reading • Beyond literal interpretation • Within text • About text • Beyond 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.

13. 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

14. 10. High-Quality Text • Multiple copies of levelled 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

15. 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)

16. 12. On-Going Assessment • More than pre-test, post-test • Ongoing • Running records (at least weekly) • Comprehension-checks • Word recognition

17. 13. Professional Learning • The LLI school team must engage in professional learning • Understanding of the reading process is an important determinant of student success • LLI team can refer to the Program Guide, Professional DVD, When Readers Struggle, LLI website to support their collaborative learning

18. 14. Classroom Connections • Critical to student success • Record-keeping documents should be shared and reviewed • Successful strategies in intervention/classroom are shared for consistency

19. 15. Home Connection • Materials reflecting student interest, culture • Share success with students, families • Shared expectations

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.

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

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)

26. Getting Organized • Find 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.

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)

28. 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 Note: The last Getting Started lap book is level D in the Green System. There are lap books throughout the orange kit.

29. Odd Numbered Lessons Include: • Rereading Books – 5 minutes • Phonics/Word Work – 5 minutes • New Book – 15 minutes • Letter/Word Work – 5 minutes

30. 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

31. Professional Development DVD Teaching • Selection of students • Getting Organized • Getting Started Lessons • LLI Framework • Instructional Routines (Sampling of Routines) • Record Keeping

32. All Lessons Include the following Materials • Classroom Connections • Home/School Connections • Assessing Reading/Writing Behaviors • Supporting English Language Behaviors • Professional Development Units

33. Classroom Connections Critical - Collaboration and communication between 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 Information • Content and progress need to be communicated (GSSD LLI Guidelines)

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.

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.

36. 3. Assessment and Record Keeping Ongoing assessment is built into the system : • Assess one student every second day • Which means every child will get assessed once a week (approximately) Record Keeping: • Keep record keeping simple, efficient and informative • After each lesson (or at least daily), time is necessary to complete the records. • Record keeping forms are found on the Lesson Resources CD • Additional assessment records are located on LLI Training and Information Wordpress site.

37. Reading Records • Reading 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)

38. Intervention Record • Student filesinclude your: • anecdotal notes • running records • work samples • LLI reading graph • attendance record

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

41. 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?

42. Scoring and Analyzing Oral Reading Behaviours

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 Behaviour • Searching For and Using Information • Solving Words • Self-Monitoring • Self-Correcting • Maintaining Fluency

44. Prompting Guide: • A tool to support the students as they read or write • Gives specific language to teach for strategies in reading and writing • Section 1 and 2: Teaching for Strategic Action in Reading and Writing

45. Joey • Case Study

46. 4. Professional Development • Each kit includes PD and Tutorial DVDs and the book When Readers Struggle • A bibliography is found at the end of the Program Guide for additional resources.

47. Questions?

48. Final Thoughts • Follow the fidelity of the program, communicate and collaborate as a LLI Team • The more you do it right as it is laid out and intended, the more growth you will see.