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Leveled Literacy Intervention

Intervention for young readers who need extra assistance in accomplishing literacy goals.
by Ashley Tobey on 24 October 2012

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Transcript of Leveled Literacy Intervention

By: Ashley Tobey Fountas & Pinnell Leveled Literacy Intervention LLI Introduction Bibliography -Leveled Literacy Intervention was designed for
young students (Kindergarten to 3rd grade) who are
in need of assistance in their literacy skills.

-Students who are involved in LLI are lower-achieving students who are not involved in another
intervention program.

-This program is designed to bring a struggling child
up to grade level quickly (about 14 to 18 weeks).

-LLI has components or levels for grades K-2. Orange System
Kindergarten (Levels A–C)

70 Books
(4 copies of each)
10 Getting Started Lap Books
10 small versions of Getting Started Lap Books
(4 copies of each)
Take-Home Books*
(6 copies each)
Program Guide*
Lesson Guide,
Volumes 1 & 2*
Prompting Guide, Part 1*
When Readers Struggle: Teaching that Works*
My Writing Book*
(36 books)
Take-Home Bags*
(18 bags, 6 of each color)
Lesson Folders (70 folders)
Student Folders*
(18 folders)
Technology Package: Lesson Resource CD-ROM*, Data Management System CD-ROM*, Professional Development DVDs*, Tutorial DVD*
F&P Calculator/Stopwatch* LLI Components Blue System
Grade 2 (Levels C-–N)

-120 Books
(4 copies of each)
-Take-Home Books
(6 copies each)
-Program Guide*
-Lesson Guide,
Volumes 1 & 2*
-Prompting Guide, Part 1*
-When Readers Struggle: Teaching that Works*
-My Writing Book*
(126 books)
-Take-Home Bags*
(18 bags, 6 of each color)
-Lesson folders (120 folders)
-Student Folders*
(18 folders)
-Technology Package: Lesson Resource CD-ROM*, Data Management System CD-ROM*, Professional Development DVDs*, Tutorial DVD*
-F&P Calculator/Stopwatch* Book/level: The Great Wall of China

Word Study (phonics) Target: Read and understand words with similar meanings (synonyms)
erected/ built
large/ big
smart/clever/ intelligent
happy/glad

discuss key terms/concepts—find examples on pages in book

Comprehension: Using a text’s genre to help better understand the content (headings, titles)
Introduce target skill—Connect prior knowledge; establish purpose for reading; reading text with literal, inferential, and prediction questions throughout the text

Writing to Support Understanding: What would be the best part about visiting the Great Wall of China?

Fluency: Use punctuation to inform meaning. Example Activity By: Donna Hawkins http://www.heinemann.com/fountasandpinnell/lli_Overview.aspx

http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1840&linkid=nav-menu-original-4-3

http://www.corestandards.org/assets/Appendix_A.pdf Green System
Grade 1 (Levels A–J)

-110 Books
(4 copies of each)
-10 Getting Started Lap Books
-10 small versions of Getting Started Lap Books
(4 copies of each)
-Take-Home Books*
(6 copies each)
-Program Guide*
-Lesson Guide,
Volumes 1 & 2*
-Prompting Guide, Part 1*
-When Readers Struggle: Teaching that Works*
-My Writing Book*
(108 books)
-Take-Home Bags*
(18 bags, 6 of each color)
-Lesson Folders
(110 folders)
-Student Folders*
(18 folders)
-Technology Package: Lesson Resource CD-ROM*, Data Management System CD-ROM*, Professional Development DVDs*, Tutorial DVD*
-F&P Calculator/Stopwatch -Developed by Irene Fountas and Gay Su Pinnell

-Can be used for tier II and III intervention

-Addresses the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

-Students meet for 30 minutes. First they read a book at their level then have a writing activity,

-Students are then given homework: a take home book and phonics practice Relevant Standards Kindergarten- Actively engage in group reading activities with purpose and understanding.
1st grade- With prompting and support, read prose and poetry [informational texts] of appropriate complexity
for grade 1.
2nd grade- By the end of the year, read and comprehend literature [informational texts] in the grades 2–3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
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