lli red day 1 long
DESCRIPTION
TRANSCRIPT
Fountas and Pinnell
Nicole Lehr
CESA 6 Literacy Center Coordinator
LLI Red System
Grade 3
Session 1
Focus
9:00 Welcome and Introductions
9:15 Key Characteristics of Intervention
Systems of Strategic Actions
10:15 Break
10:30 Materials and Resources
11:30 Lunch
12:15 Odd Lessons
1:15 Break
1:30 Even Lessons
2:30 Closure and Evaluations, Question and Answer session
Intensive
Short term
Supplementary
Daily lessons
Low teacher-student ratio 1:4
Taught by expert teacher
Communication with classroom and home
LLI: Fifteen Characteristics of
Effective Literacy Intervention
Engage students with high
interest, well-written texts
in a variety of genres
Quantity counts
Real reading
Authentic, high-success
reading
Increase reading volume by
engaging students in a large
amount of successful
reading daily
Choice is important and
sometimes difficult in a
structured sequence
intervention
We do want them to read
grade level and we want to
stretch, but we have to
start with something they
can do
Hard to transfer back to
the classroom
Self-initiating
Self-regulatory
Expository
Narrative
Procedural
Persuasive
60% of the texts are
nonfiction
Thinking within, beyond,
and about the text
Strategic action will be
named
“Big Ideas”
“close reading”
Explicit instruction in
recognizing and using
genre characteristics and
text structure
Mental model for genres
Topic
Principle
Examples
Build simple to work on all
the building blocks of word
study, ways to solve words
Reading
Writing
Everyday speaking
Formal
The words you know
Build vocabulary by making connections between words
Momentum
Option with every lesson
Pausing
Phrasing
Word Stress
Intonation
Rate
Integration
Helps to development
academic language
Become a collaborative
learning team
Use writing to support and
extend comprehension
Every other day
Preplanned to coordinate
with instructional level
text
Express and extend the
meaning
Use some new vocabulary
Support the specific needs
of English language
learners
Includes word study
Size of the group allows
learners to be active talkers
to extend language
Provide explicit, direct
instruction by an expert
teacher, with a
recommended teacher-
student ration
Solving Words
Developing a range of flexibility strategies
Monitor and Correct
Child knows when he right and when he’s wrong and knows what to do with it
Search for and Use Information
Notice and use information sources (meaning, language structure, visual information)
Summarize
Remember important information and carry it forward
Think in a different way, tell what’s important
Maintain Fluency
Not just speed
Don’t allow them to read 1 page disfluently (use prompting guide)
Adjust
Flexible ways to solve problems
Thinking Beyond the Text Thinking About the Text
Predict Think about what may happen
next
Making Connections Connect the text to personal
and world knowledge as well as to other texts
Synthesize Adjust present understandings
to accommodate new knowledge
Infer Think about what the writer
means but has not stated
Analyze
Notice aspects of the
writer’s craft and text
structure
Critique
Think critically about the
text
Builds cohesiveness between
intervention and classroom teacher
What proficient readers and writers
are able to do all the time
Systematic design
People thought a solution came in a box, it was created as a
resource and tool
Making teaching moves, thinking behind the design
Get them moving fast, walking, drawing, they need to pick it
up, not to make them nervous, keep them moving, need to
be faster responders
The program moves better when the teacher understands the
books better each year
Can’t “sort of ” do LLI
Look at the data and the effects
When you change the design you may change the
effects
Systematic teaching, assessment, intensity to change the
literacy paths of these children
When opportunities are available with fidelity the results
change
Non-Noticing Teacher
Teaching lessons and program
Noticing Teacher
Teaching the readers and writers
Observing behaviors
Teaching strategies
Orange System: levels A through E*
Green System: levels A through K*
Blue System: levels C through N
Red System: levels L through Q
In Production:
Gold System: levels O through T
Purple System: levels R through W
Teal System: levels U through Z
*A booster package will be available for those who have already purchased the Orange and Green Systems.
Each system overlaps.
Prompting Guide 1
Prompting Guide 2
System Guide
Three-Volume Lesson Guide
Literacy Notebooks
Student Test Preparation Booklets
Word Magnets
Student Folders
Highlighter Strips
Permanent and Wipe-Off Markers, Eraser
F&P Calculator/Stopwatch
Whiteboards
Student Portfolio
Professional Development and Tutorial DVD’s
Whiteboard and dry-erase markers
Teacher demonstrations during phonics and writing
Chart paper
Phonics and writing
2 sets small lowercase magnet letters
Teacher demonstrations during word work
Magnetic letters sorted for use with students
Paper or card stock for printing games and some charts
One-inch-wide correction tape
Cover errors in students’ Literacy Notebooks
Stick-on notes for marking places in books
One new resource
Portfolio
Right side – book
Middle – literacy notebook
Left side – homework, no take-home paper books
Real books
Need color
Teach responsibility
Help with study skills
Lesson Guides
192 lessons
Specific continuum at the end of each level
Books
24 leveled texts for level 12 odd / 12 even
1 full-length novel at each level ( 4 day approach)
1 test preparation at each level (4 day approach)
6 copies of each book
Author’s note inside back cover Designed for teacher to read to the students
Series books
Fiction Series Nonfiction Series
Classic Tales
Alexandria Swift
Mrs. O’s Class
Daniel’s Gadgets
The Slacker Family
Two-Way Books
Graphic Texts
Against All Odds
Art for All
Delicious!
How Bodies Work
Intriguing Animals
Making a Difference
Remarkable Inventions
Solving Problems
Sports for All
Wonders of Nature
Graphic Text
General Resources Lesson Resources
Consonant cluster and digraph chart
Intervention record
Lesson records for standard, novel study, and test preparation lessons
Guide for observing and noting reading behaviors
Coding and scoring errors at a glance
Reflection guide
Communication sheets for group and individuals
Reading graph
Students achievement log
Phonics/word study game directions and game boards
Words cards
Translations of parent letters ( French, Spanish, Hmong, Haitian-Creole)
Recording forms for taking
reading records
Readers’ theater activities
Phrased reading activities
Practice sorts
Word cards
Graphic organizers
Word lists
Phonics/word study games
Parent letters (English)
At the beginning of each level
When Readers Struggle, L-Z: Teaching That
Works (in press)
Fountas and Pinnell Choice Library (in press)
Fountas and Pinnell LLI Reading Record App for
iPads (in press)
Syncs data to the Online Data Management
System (ODMS)
Greater Effectiveness in
Teaching LLI Lessons
Thank you for your thinking and sharing this
morning! Enjoy your lunch!
LUNCH TIME
On the first day of
Intervention Focus:
“How am I going to get the child out of this
program.”
How the Book Works
New in Red System
Vocabulary
Includes tier 1, 2, & 3 words
Approximate
Times for 45
Minute
Lesson
5 min 5 min 10 min 25 min
Odd-
Numbered
Lesson
Discussion of
Yesterday’s New
Book
Revisiting
Yesterday’s New
Book:
•Comprehension
•Vocabulary
•Fluency
Phonics / Word
Study
Reading a New
Book
(Instructional
Level)
Approximate
Times for 45
Minute
Lesson
5 min 5 min 15 min 10 min 10 min
Even-
Numbered
Lesson
Revisiting
Yesterday’s New
Book:
•Comprehension
•Vocabulary
•Fluency
Rereading and
Assessment
Writing About
Reading
Phonics / Word
Study
Reading a New
Book
Part 1 – Discussion of Yesterday’s New Book (5 min)
Share their thinking
Guide discussion using strategic action chart
Message statement provides insight into the “big” ideas of the
text
Part 2 – Revisiting Yesterday’s New Book (5 min)
Suggestions for 3 choices: (CHOOSE ONLY 1!!!)
Comprehension
Vocabulary
Fluency
Depending upon the needs of your students
Part 3 – Phonics/Word Study (10 min.)
The major concept for the teaching
Principle – a concise statement of the phonics
principle students need to understand and learn
to use
Example Chart – will create for students, or
the work they do related to the principle
Part 4 – Reading a New Book (instructional level) (25 min.) Genre Focus – a statement indicating the key genre characteristics of the
new book Introducing the Text Suggested language for introducing the new instructional level text
Reading the Text Suggestions for sampling oral reading and selecting prompts (prompting guides 1 &
2)
Discussing and Revisiting the Text Suggestions for inviting students to share their thinking about the text they read
Key Understandings Statements of key understandings from the text. Use these to help you guide the
discussion and to observe for evidence of comprehension.
Message A statement conveying the main or “big” ideas of the text
Teaching Points Suggested teaching points
Use prompting guides
Approximate
Times for 45
Minute
Lesson
5 min 5 min 10 min 25 min
Odd-
Numbered
Lesson
Discussion of
Yesterday’s New
Book
Revisiting
Yesterday’s New
Book:
•Comprehension
•Vocabulary
•Fluency
Phonics / Word
Study
Reading a New
Book
(Instructional
Level)
Approximate
Times for 45
Minute
Lesson
5 min 5 min 15 min 10 min 10 min
Even-
Numbered
Lesson
Revisiting
Yesterday’s New
Book:
•Comprehension
•Vocabulary
•Fluency
Rereading and
Assessment
Writing About
Reading
Phonics / Word
Study
Reading a New
Book
Part 1 – Revisiting Yesterday’s New Book (5 min)
Cover of yesterday’s new book and suggestions for three choices
Comprehension
Vocabulary
Fluency
Depending upon the needs of your students
Part 2 – Rereading and Assessment (5 min.)
Guiding students to reread part of yesterday’s new book for a
specific purpose and for assessing one reader’s accuracy.
Part 3 – Writing about Reading (15 min.)
Using one of three forms of writing
Shared
Independent
Dictated
Also the type of writing that was used to write about
yesterday’s new book
Student sample - given
Part 4 – Phonics / Word Study (10 min.)
The major concept for teaching
Principle
Concise statement of the phonics principle students need to understand
and learn to use
Example
An example of a chart you create with students or the work they do
related to the principle
Part 5 – Reading a New Book (10 min.) (Independent Level)
Genre Focus
Statement indicating the key genre characteristics of the new book
Introducing the Text
Suggestions to orient readers to new ideas, language, and text features for
the independent level book
Reading the Text
Suggestions for sampling oral reading and selecting prompts
Prompting Guide 1 & 2
Classroom and Homework
Assessing Reading and Writing
Behaviors
Supporting English Language Learners
Professional Development Links
Reflection and Evaluation Time
Focus:
Novel Study / Test Preparation
Supporting Effective Reading
Using Ongoing Assessment to Inform Your Teaching
Fluency, Vocabulary, and Word Work Strategies
FINAL THOUGHTS…