Fountas & PinnellLeveled Literacy Intervention

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.

Supplemental – not a substitute for literacy instruction in the classroom

Daily – assures reinforcement of new learning and to support accelerated progress

Small group – strong recommendation for three children ensures close observation and intensive teaching interactions that promote individual learning and allow children to make faster progress

Short-Term – average time of fourteen to eighteen weeks

Framework for lessons – well-defined framework where teachers make decisions specific to observations of the children’s needs; lessons include reading texts, writing, and phonics

Fast paced – lessons move quickly with suggested time frames for each segment; children are highly engaged in experiences with which they find success

Comprehending 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 book

Early 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 conventions

Attention to fluent, phrased reading – important before they become discouraged and perpetuate slow processing

High-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.

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 words

Assessments, 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 work

Strong classroom connection – students take books to read, word activities to review, and writing to reread; record-keeping documents to share with classroom teacher

Home connection – Take-Home books that are provided to children in every lesson; take home phonics materials and writing

Orange System (Kindergarten): Levels A through C – 70 Books Green System (First Grade): Levels A through J – 110 Books Blue System (Second Grade): Levels C through N – 120 Books

no 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

1. Children read every day at their instructional level with teacher support as well as at their independent level with little or no support.

2. Provide systematic instruction in phonemic awareness.

3. Provide daily systematic instruction in phonics. 4. Provide daily opportunity to read new texts

with teacher support.5. Provide daily opportunities to increase fluency

through oral rereading of texts. 6. Provide explicit instruction on

comprehension.7. Provides opportunities for writing. 8. Provide opportunities to learn a core of high-

frequency words.9. Designed to expand vocabulary and develop

oral language.

Rereading Books Phonics/Word Work New Book Letter/Word Work

Even-Numbered Lessons Even-Numbered Lessons StructureStructure Rereading Books & Assessment of One Student Writing About Reading New Book at Independent Level Optional Letter/Word Work

3 reading teachers (one from each el. building) and K-4 ELA resource teacher attended 3 day workshop presented by Fountas & Pinnell in November

Began 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

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 (6) @ first grade & 1group (6) @ second gradeOR

1 group (3) @ first grade & 2 groups (6) @ second grade

LLI groups are flexible and short-term, therefore more than three students can and should be serviced at one grade level in a given year

RTI Tier 3 Intervention – 5 day intervention Reading teachers still support students

through push-in and pull-out models, but this occurs less than 5 days-a-week