Leveled Literacy Intervention
We are a Professional Learning Community
WHAT is Leveled Literacy Intervention?
***Research shows that children who read below grade level at the end of grade 1 are likely to continue to read below grade level (Juel, 1988) pg. 1*****
*based on Fountas and Pinnell Reading levels (Text Level Gradient on pg. 3, and 18)
* Daily-30 minutes a day/5 days a week
*designed to be short term-18-24 weeks for bringing a struggling reader to grade level
"if children enter one or more years below grade level...should expect significant progress, might need a full school year" (pg.22)
*designed to provide instruction in reading, writing, and phonics/word study
WHO is doing it and what kids will do it?
We will be a support group for each other and will learn this program together. We will meet frequently to discuss how things are going with the intervention.
HOW were students selected?
LLI states that this is designed for children who are the lowest achievers in literacy in their grade level and do not receive another intervention. (pg.4) The size of the group is 3 students. The size of the group assures close observation and the intensive teaching interactions that promote individual learning and allow children to make faster progress. (pg.1)
WHEN and WHERE are we going to do this?
You will need 30 minutes of uninterrupted time to complete the lessons in your classroom.
Management of LLI Groups
It will be necessary to work with your teammates to develop a plan for how this will look at your grade level. Think about flexible grouping and being able to share students from your class with others.
What are the materials/components that are included in the kit?
Professional Development is included and is detailed in chapter 5 of the program guide as well as in the When Readers Struggle Teaching that Works book There is a great question/answer format at the end of chapter 5 pg. 91.
Appendix pg.99 gives a layout of all the lessons included in your kit.
How do we get started?
We can use iStation data, but it might be good to do a DRA on a child. Talk with your partner teachers to see if they can do a DRA on their child to give you a good foundation. (top of page 17-19)
Once we gather our data, get organized (pg. 23-24), and see strengths and weaknesses of the students, it will be time to begin with Lesson one!
Let's look at the lesson modules, especially odd vs. even numbered lessons (pg. 25-46)