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

GSSD LLI Site GSSD LLI Guidelines GSSD LLI Expectations

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. Small group Intensive Daily Fast paced and highly structured Supplemental intervention designed to bring lowest achieving literacy learners (based on data) to expected levels in 18 – 22 weeks Up to level N, chronological age/grade 5 Its about teaching Accelerates progress – it’s the key to intervention How high can you raise the lower level of students? Student selection is very important

15 Keys to Running a Successful Intervention Program When Readers Struggle – Chapter 21 page 496 Fountas and Pinnell believe that early intervention can change the path of a child’s journey to literacy (2007) Research indicates that students who are reading below grade level at the end of grade one are more likely to continue reading below grade level for the rest of their formal education. Many researchers believe that reading difficulties can not only be preventable, but effective, systematic intervention can be reversed. These components can be found on Pg.1 and 2 of the program guide. These 15 keys are developed by Richard Allington LLI is research based on the work of Allington, Fountas and Pinnell, and Clay

1. Supplemental To the daily literacy block occurring within the classroom which should consist of all the balanced literacy components including guided reading. LLI teachers and classroom teachers should communicate. LLI students will not miss any component of their core ELA & Math instruction. LLI is a supplemental intervention not the core program. Thus, LLI is designed to run or occur alongside the regular ELA Program. Avoid disruption to intervention time at all costs. Balanced literacy instruction should be happening in the classrooms GSSD literacy goal - Guided reading to be in place by end of 2014 in ALL grade 1 classrooms

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 Must be daily to provide the most benefit for the students. This time must be protected (ie: assemblies, trips, etc) Recommended time should be 40 minutes to allow for transition – keep this in mind when creating teacher schedules

3. Small Groups Three students maximum Close observation by the LLI teacher facilitates teaching Individual learning leads to faster progress Allows for one on one and teaching specific to student needs. 3 students maximum – 4 makes it difficult to individualize instruction

4. Short Term System designed to bring students up to grade level in 18-24 weeks LLI is designed to run between 18-24 weeks but instances where students need more time and support may arise. The LLI teacher, Coordinator and/or Psych, Literacy Coach and teacher should discuss if the student needs to stay in LLI longer, change groups, be released from the program or be considered for other interventions. Parents should also be communicated with regarding student growth. If its taking longer, then we need to ask ourselves ”Why?”

5. Structured Lessons Very structured framework (children learn the routines) LLI teacher makes decisions specific to observations As students learn the structure, the lessons become even more efficient. The structure is important to the reading process and will be outlined later in the presentation. Orange Pg. 46 - there is one available in the division, to be coordinated through Juanita and Quintin if it is to be used Green Pg. 46 Blue Pg. 40

6. Fast Paced Intensive and rigorous Pace keeps students engaged in successful experiences Use of a timer Preserve the 30 minutes The fast pace of the lesson has proven to keep children highly engaged in experiences which they find success. Hint: Have a timer on-hand. Avoid bathroom breaks, be prepared with materials, plan visit time for before or after session, etc.

7. Deep Comprehension Throughout the reading process – before, during, after reading Beyond literal interpretation Within text About text Beyond text Focus must be on the processes of reading and deeper understanding. Comprehension focus is provided in the list of key understanding from each book. Focus is on the system of strategic actions and strategic processes (within, about, beyond). Focus on comprehension of whole text Not about decoding It teaches them how to use meaning through the whole text

8. Writing Writing is integral for success. Strong reading and writing connection. Students compose, construct, and develop essential strategies for in the classroom. Research shows the strong connection between reading and writing. Refer to When Readers Struggle. Through out the lessons, students learn to use sound analysis, important spelling skills, and early writing conventions. Orange Pg. 74 Green Pg. 75 Blue Pg. 68 LLI combines reading and writing – sound analysis is critical to reading and writing Writing in LLI is about composing meaning

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 This is critical for low-achieving students-before they become discouraged and perpetuate slow processing. The re-reading attends to phrasing and allows students the opportunity to participate in reading as a smooth and orchestrated process Prosody is important – intonation, expression, pacing.

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 Appendix of teacher’s guide: detailed analysis of phonics, word analysis, decoding and vocabulary challenges for each book. Both fiction and nonfiction text types are included in LLI LLI text are not be used in regular classroom – is listed in the LLI Expectations.

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) Critical for struggling readers but must be combined with comprehension. See Instructional Routines for LLI: Refer to DVD Teaching: Instructional Routines. Orange Pg. 62 Green Pg. 62 Blue Pg. 55

12. On-Going Assessment More than pre-test, post-test Ongoing Running records (at least weekly) Comprehension-checks Word recognition Forms are provided on taking running records on each child (once per week). Assessment is more than seeing what level they are at. It is to see what errors the students are making and what patterns are showing in their reading. Reading records are to inform teaching – classroom connections, set student specific goals M,S,V (error analysis) will help guide future teaching and inform instruction and the Guide for Noting and Observing Reading Behaviours is filled out for EACH reading record – this occurs every even day on 1 child When Readers Struggle and the Professional Development DVD’s should be reviewed frequently.

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 When Readers Struggle and Professional DVD for learning. Professional understandings are provided for each lesson. LLI school team refer to Roles and Responsibilities document. Orange Pg. 91 Green Pg. 93 Blue Pg. 87

14. Classroom Connections Critical to student success Record-keeping documents should be shared and reviewed Successful strategies in intervention/classroom are shared for consistency Each lesson provides links to classroom connections. Helps to enhance student’s self esteem and is critical to the program. Classroom teachers that are conducting their own LLI program should consult with their team regularly. Orange Pg. 22 Green Pg. 22 Blue Pg. 22 Classroom Connections include goals of each lesson and are located on the GSSD LLI site Classroom Connections are more than just emails of the lessons goals Face to face discussion and collaboration regarding student progress

15. Home Connection Materials reflecting student interest, culture Share success with students, families Shared expectations Take home books and parent letters are sent home daily. This is strongly encouraged to share success – the sharing of success build self esteem of the students Home connection is also for additional practice of reading and writing This helps parents support the students and build their confidence as they observe what their children can do

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. Research shows that we can teach most children to read and write WHEN: 1 – we do it early and 2 – we do it well What works: 3 students 1 teacher 18-24 weeks of intensive explicit instruction 30 min a day / 5 days a week 10 lessons at each level if needed Extensive discussion (LLI team) needs to occur as to who will be receiving LLI intervention. Orange Pg. 4 Green Pg. 4 Blue Pg. 4

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 LLI Team is used when grouping and selecting students Although we use F&P, we also need to assess and review from a variety of assessments, anecdotal records, observations

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) Each school has/will have a green and blue system.

P BAS wiki. LLI Program Guide Pg. 7 Share this chart in order to see where there is overlap between kits GSSD has created a gradient to follow in regards to student levels for the BAS. This is located on the Literacy Blog (GSSD Literacy)

New chart – effective fall 2012

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. Good idea would be to visit a school that has a room and has organized their materials. Orange Pg. 23 Green Pg. 23 Blue Pg. 23 LLI teachers prior to begin teaching LLI are strongly encouraged to observe LLI being taught.

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) Each of these lessons include: classroom connections, home/school connections, assessing reading and writing behaviors, supporting English language learners, professional development links. Orange pg. 25 Green Pg. 25 Blue Pg. 25 Lessons alternate between even and odd lessons The structure of each even/odd lessons is slightly different

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. Purpose: to teach emergent literacy behaviours There are no running records in Getting Started lessons Rereading – begin with a lap book that introduces words, format, pre-reading skills. The students also have identical small books to the lap book. Phonics – engage in a variety of experiences working with sounds and letters – invloves a principle and hands on New book – build background knowledge, introduce characters, engage children in conversation, have them point and read the small books in unison with you to ensure voice print match. Teach students to start tracking with their eyes rather than fingers. Writing about Reading – talk and write about book from the day before and there are 3 kinds of writing: interactive dictated independent. Hand out - p. 51 from green program guide is posted on the LLI wordpress page and it gives descriptions of these types of writing. Writing is about composing meaning Letter word work – hands on work to learn how words work – magnetic letters, name puzzles, letter, words, or picture cards Orange Pg. 26,47 Green Pg. 26,47 The more you tinker with it, the more you compromise the outcome.

Odd Numbered Lessons Include: Rereading Books – 5 minutes Phonics/Word Work – 5 minutes New Book – 15 minutes Letter/Word Work – 5 minutes Refer to Odd/Even Day Chart posted on the LLI wordpress page: Rereading – reread new book from previous lesson softly as you observe their processing. This develops fluency. Phonics/Word Work – develops phonemic awareness, word families, hearing and connecting sounds to letters New Book – background knowledge – includes picture walk, finding new vocabulary to pre-teach, helping children notice particular features of text (bold), words, layout, will be basis of lesson for two days Letter/Word Work – active exploration of letters and words, making words learning HOW words work, not just what the word is teaching them HOW words work and work them out Orange pg. 32,47 Green Pg. 32,47 Blue Pg. 26,41

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 Refer to Odd/Even Day Chart on LLI wordpress page: Rereading & Assessment – reread softly (whisper reading) the new books that were read the day before. Teacher uses this time to do reading record on instructional book from the day before. Every even lesson you do the reading record on a different child. Look at your MSV and use the Guide for Observing and Noting Reading Behaviors (on CD Rom) to note behaviors. From your notes on this, then refer to the Teach Prompt Reinforce Guide for strategies to address these areas of deficit. Phonics/Word Work – active exploration of letters and words and making words. Writing about Reading – to extend the child’s understanding of the text and develop early writing strategies New Book – usually two levels easier than their book from the previous day, introduce by quickly pointing out some of the important ideas in the book (independent level) Optional Letter Word Work – can have classroom teacher do this if not enough time in lesson Orange Pg. 38,49 Green Pg. 38,49 Blue Pg. 33,42 Don’t mess with the structure

Professional Development DVD Teaching Selection of students Getting Organized Getting Started Lessons LLI Framework Instructional Routines (Sampling of Routines) Record Keeping Play DVD. Green - Teaching – 1:17 Selection of students-1:17 Getting Organized-51 Getting Started Lessons-1:17 LLI Framework-7:02 Instructional Routines (Sampling of Routines)-3:40 – Locate in guide Record Keeping-1:32 – some on LLI wordpress site

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

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) Good for ALL students in the classroom: Instructional routines Alpha Linking Chart Consonant cluster Linking Chart

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. Refer to documents in the teacher guide and the handouts provided on the word press (Columbia) This communication will also help the teacher in the guided reading groups created

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. Takes approx. 10 minutes of home time. If they don’t have home support, build time into day to do homework with a teacher, peer, EA, mentor etc. Print off those take-home resources ahead of time for ease in management. May need to provide support and coach parents as to HOW to find time – while cooking supper, in the car, etc…

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. Assessment is the act of getting information about the learners you will teach. Instruction needs to be at the appropriate level with the appropriate emphasis. Keep record keeping simple, efficient and informative. After each lesson/daily, time is necessary to complete the records. There is information to ensure is recorded before you forget. Lesson Resources CD contains the Lesson Record Forms The GSSD Word press site has several suggestions for collection and record keeping created by the Columbia School LLI Team. Use the forms that work for you, either the ones in the LLI CD or ones created that include the same information but more appropriate for your group. Section 4 Program Guide: Assessment and Record Keeping Daily

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) Reading records are very similar to the BAS There is a reading record with each book Each book has a standard introduction and makes the text accessible, be firm with how you introduce the book and firm in the scoring These reading records are the same system processes for coding, scoring and analyzing reading behaviours of Fountas & Pinnell Benchmark Assessment System. 3 levels of comprehension are assessed: Thinking within, beyond (inferential and synthesis), and about (authors craft in levels J – Z) The coding and scoring of errors are exactly the same as F&P BAS. Professional Development and Tutorials provide additional information and can provide additional practice. Coding and Scoring Errors at a Glance are used for reading records are located on the back covers of the Program Guides. Reminder – every EVEN lesson you are Coding and Scoring Errors MSV AND completing the Guide for Noting and Observing Reading Behaviours Make laminated copies of the Coding and Scoring Errors for LLI teachers (schools make these). Remember – you are the observer, not the teacher – you are looking for “What can they do WITHOUT my support?” The Prompting Guide is used to create learning goals and teaching targets.

Intervention Record Student files include your: anecdotal notes running records work samples LLI reading graph attendance record Each student will need a file. Each file contains documentation of performance including: anecdotal notes running records Guide for Noting and Observing Reading Behaviours work samples LLI reading graph teaching targets or learning goals Recommended – to keep the students attendance record in the student file Eventually files from the LLI kit will run out. It is your choice to purchase more, or create new files for each student.

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.

Coding Oral Reading Optional based on group dynamics: LLI Intervention Team will review basics to Coding Oral Reading and determine what tutorial practices will be reviewed. Tutorial DVD-Consolidation #3 (as a refresher) 8:18 Carmen

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? Tutorial DVD ANALYSIS (55 seconds into dvd) discussion on MSV Depends on who is involved in the in-service and whether they have received m,s,v and BAS training. Practice until comfortable with the process. Look for patterns Develop a hypothesis: What might have made the reader say what they did? When making the error, you code only up to the response Meaning: the meaning of the story and the message in it – early levels uses pictures Does it make sense? Structure: The syntax of the language in the text. Is it familiar, natural, literary, a combination? How does the word fit into its grammatical context? Does it sound right? Visual Information: How print looks on the page including – looking for visual similarity: Letters, clusters, words, spaces, punctuation Does it look right?

Scoring and Analyzing Oral Reading Behaviours LLI Intervention Team will review Analysis of Oral Reading Behaviours and determine what tutorial practices will be reviewed. Scoring and Analyzing Oral Reading Behaviours ANALYSIS 6:40 on DVD

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 This information on Analyzing Strategic Actions can be located in Lesson Resources CD – Guide for Observing and Noting Reading Behaviours. This form is beneficial in reviewing student reading strategies for progress and for instructional purposes. This is a useful guide for identifying individual strengths and weaknesses. This form is shared with the classroom teacher to assist them in directing instruction and setting goals. It can be completed at least once a week. It is based on the work the interventionist has observed and noted over the week. Early Reading Behaviours: Directionality, How does the student pay attention to print features? Searching For and Using Information: Does the reader pay attention and actively look for clues... to the meaning? Structure? Visual Information? Solving Words: What strategies does the reader use to figure out words they do not know? Self-Monitoring: Does the reader notice when something doesn’t fit? Self-Correcting: Does the reader recognize errors and self correct? Maintaining Fluency: Does the reader put all aspects of reading together so that it is fluent and expressive? What are the students doing that we can recognize AND support

A tool to support the students as they read or write 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 Provide walk through of Prompting Guide 2. Correlate Guide for Noting and Observing Reading Behaviours to Prompting Guide: If it is noticed in the Guide for Noting and Observing that the behaviour is NOT evident, then we need to TEACH If it is noticed in the Guide for Noting and Observing that the behaviour is PARTIALLY evident, then we PROMPT If it is noticed in the Guide for Noting and Observing that the behaviour is CONSISTENTLY evident, then we REINFORCE

Joey Case Study Listen to Joey read The Soccer Game from LLI Tutorial DVD – at 6:40 As we listen, participants will follow along with the already coded nad scored Recording Form Have participants use a BLANK Guide for Observing and Noting Reading Behaviours and use in conjunction with the Prompting Guide Compare participants Guide for Observing and Noting to DVD copy.

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.

Questions? Teacher Guides have frequently asked questions pages. Orange Pg. 95 Green Pg. 97 Blue Pg. 91

The more you do it right as it is laid out and intended, 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.