1. Good Spirit
School Division
Fountas and Pinnell
Leveled Literacy Intervention
Orientation

2. 2

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. 4

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 J)

24. 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.

25. 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)

26. 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.

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

28. 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

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

30. All Lessons Include the
following Materials
1. Classroom Connections
2. Home/School Connections
3. Assessing Reading/Writing
Behaviors
4. Supporting English Language
Behaviors
5. Professional Development Units

31. 1. 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)

32. Build Classroom Connections by
Coordinating with the Classroom Teacher
 Invite the classroom teacher to observe
an LLI lesson.
 Share records on an on-going basis.
 Ask for their input and for what they
are seeing in the classroom.
 Ensure that the classroom teacher is
using small-group instruction.
 Use the Classroom Connections.

33. 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.

34. 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.

35. 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?

36. 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

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 files include your:
 anecdotal notes
 running records
 work samples
 LLI reading graph
 attendance record

39. 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.

40. Time for Professional Practice
40

41. 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.

42. Coding Oral Reading

43. Scoring and Analyzing Oral
Reading Behaviours

44. Questions?
44