Leveled Literacy Intervention

Transcription

Fountas & Pinnell
An introduction to
the LLI Blue System,
Grade 2, Levels C–N
Small-group, supplementary
intervention to bring
struggling readers and writers
to grade-level competency
Engaging • Efficient • Effective
LLI turns struggling readers into successful readers.
Engaging • Efficient • Effective
LLI turns struggling readers into successful readers.
Fountas & Pinnell
Contents
Plants That Eat Bugs
Level H, Nonfiction
Sample Book
Inside cover flap
All About Bugs
Level F, Nonfiction
Sample Book
Inside cover flap
Leveled Literacy Intervention (LLI)
is a small-group, supplementary intervention designed for students
who find reading and writing difficult. These students are the lowest
achievers in literacy at their grade level and are not receiving another
15 Principles of Effective
Intervention
2
Features of the LLI Blue System
3
literacy intervention. The goal of LLI is to bring students to grade-level
LLI Blue System Components
4
achievement in reading.
LLI Blue System Books
6
Lesson Structure of
LLI Blue System
11
Lesson 59: Standard OddNumbered Lesson, Level H
13
Lesson 60: Standard EvenNumbered Lesson, Level H
19
Recording Form: Plants That Eat
Bugs, Level H, Nonfiction
25
Level H, Behaviors and
Understandings to Notice, Teach
and Support
31
LLI Home Connection
33
Research Reveals Proven Success
34
Heinemann Professional
Development Services
36
Frequently Asked Questions
38
About the Authors
39
Components
40
LLI Blue System, Levels C–N
LLI is particularly important for the lowest achieving children in second
grade. It serves as an important prevention system for literacy difficulties in
subsequent years of schooling.
A second grade classroom should be rich in literacy opportunities including
interactive read-aloud, shared reading, interactive writing, and readers’ and
writers’ workshop. But even with many high-quality literacy opportunities,
“Powerful early
intervention can change
some students struggle with early literacy learning and need a supplementary
intervention to get them back on track so they can benefit fully from classroom
instruction.
the path of a child’s
Leveled Literacy Intervention Blue System is the engaging, efficient, and
journey to literacy.”
effective intervention that can give these students the boost they need to begin
— Irene C. Fountas
grade 3 at the same level as their peers.
and Gay Su Pinnell
1
LLI Blue System:
Effective intervention to support
beginning readers
Research reveals fifteen key characteristics of effective
literacy interventions that are essential for primary grade
students who need to improve abilities.
The LLI Blue System lesson framework exemplifies and
rests on these 15 principles of effective intervention:
1.
LLI supplements, not replaces, regular classroom instruction.
2.
LLI is a short-term intervention that provides thirty-minute
lessons of highly concentrated instruction in reading, writing,
and phonics.
3.
LLI daily lessons reinforce new learning and help children
make accelerated progress.
4.
LLI provides student support through explicit, direct
instruction with a recommended teacher-student ratio of 1:3.
5.
LLI lessons are fast paced.
6.
LLI stresses fluent, phrased reading of high-interest, original
texts, as well as fluency in writing.
7.
LLI focuses on deep comprehension of texts.
8.
LLI engages students with high-quality texts in a variety of
fiction and nonfiction genres that are leveled by Fountas and
Pinnell using their F&P Text Level Gradient™.
9.LLI focuses on developing effective early writing.
10.LLI includes systematic phonics instruction that focuses on
the key aspects of phonics learning.
11.LLI provides teachers with a framework in which to make
“To be effective, intervention
decisions based on close observation of students’ needs.
must incorporate everything
12.LLI includes initial and ongoing assessments, progress
we know about what
13.LLI provides a high level of professional development both
students need to learn,
especially those who are
experiencing difficulty.”
—Irene C. Fountas
and Gay Su Pinnell
monitoring, and record-keeping instruments.
within and outside lessons.
14.LLI supports a strong classroom connection that enhances
learning beyond LLI.
15.LLI promotes a strong home connection that enables
students to gain valuable reading/writing practice, and build
self-esteem by sharing their success.
Visit fountasandpinnell.com for a complete list of research
references about effective intervention.
2
Features of the LLI Blue System
• Recommendations for implementing systematic assessment
for the selection of students who are eligible for intervention
• A series of fast-paced lessons with high-intensity teaching
• Lesson guides that support teachers in providing highquality instruction
• Sets of leveled books based on the F&P Text Level Gradient™
• Systematic and intensive work in phonological awareness,
letters, and phonics to help young students learn how to
look at print, hear sounds, and use letter-sound relationships
in powerful ways
• Systematic, regularly applied techniques for monitoring
progress
• Detailed record keeping for monitoring progress and
formative assessment
• Tools and systematic plans for teachers to use in
coordinating supplementary teaching with classroom
instruction
• Built-in homework assignments that students can do
independently in the classroom or at home
• Communication tools for informing parents about what
their children are learning and how they can support
them at home
• Technology support for assessment, record keeping,
lesson instruction, and home and classroom connections
• Built-in professional development for the use of individuals or groups of teachers, including demonstration
lessons on DVD, the lesson guides, and a variety of
web-based resources
• When Readers Struggle: Teaching That Works, K–3, a rich
professional book provided to support effective teaching
in the lessons
• Built-in level-by-level descriptions and competencies
from The Continuum of Literacy Learning, PreK–8 (2011) to
monitor student progress and guide teaching
• Specific suggestions for supporting oral language,
reading, writing, phonics and word study for English
language learners who are selected for the intervention
3
The LLI Blue System Components
L RESOURCES
TEACHER
eveled Literacy Intervention, LLI, is a child’s passport on the journey to successful literacy achievement. It is a
research-based small-group, supplementary intervention program designed for children who find reading
and writing difficult.
Program Guide
LLI is designed to supplement, not replace, regular classroom instruction.
LLI daily lessons reinforce new learning and help children make accelerated progress.
n
LLI lessons include thirty minutes of highly concentrated instruction in reading, writing,
phonics/word study, and vocabulary.
n
LLI lessons are fast paced.
n
LLI stresses fluent, phrased reading of high-quality original children’s fiction and nonfiction texts
that have been leveled by Fountas and Pinnell with their F&P Text Level Gradient™.
LLI focuses on deep comprehending of texts and developing effective writing strategies.
LLI provides teachers with a rich context in which to make decisions based on close observation
of students’ needs.
LLI offers initial and ongoing assessments, progress monitoring, and record-keeping instruments.
n
LLI provides a high level of professional development both within and outside lessons.
n
LLI includes strong home and classroom connections that enhance learning beyond the LLI lesson.
n
LLI lessons contain a list of suggestions for supporting English language learners.
n
LLI is a complete program, offering Professional Development and Tutorial DVDs in addition to the
children’s books, Lap Books, Lesson Guides, Program Guide, Prompting Guide, Part1, and the professional
book When Readers Struggle: Teaching That Works.
Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts,
has been a classroom teacher, language arts specialist, and consultant in school districts. She directs the Center
for Reading Recovery® and Literacy Collaborative at Lesley University, where she engages in research on
improving literacy achievement in schools.
Gay Su Pinnell is a professor emeritus at The Ohio State University. She has extensive experience in classroom
teaching, field-based research, developing comprehensive approaches to literacy education, and designing
effective interventions for helping struggling readers.
Guides that support
teachers in providing highquality, fast-paced lessons
that support reading,
writing, and language
development.
LLI Blue System
Fountas & Pinnell
A guide that provides a
comprehensive overview
of the components and
implementation of the
LLI Blue System.
n
LLI Blue System
n
n
n
Program Guide
Program Guide
n
n
Lesson Guide,
Volumes 1 & 2
LLI BLUE SYSTEM
LLI BLUE
SYSTEM
Designed to prevent literacy difficulties from becoming entrenched, the program has been highly successful in
bringing readers who struggle up to grade level performance. The success of the program at grades K, 1, and 2
(P1, P2, P3), known as the Orange, Green, and Blue systems, and with older children who are reading at levels A–N,
can be explained by its key characteristics.
n
Levels C–N
n
Lessons 1–120
Irene C. Fountas & Gay Su Pinnell
ISBN 978-0-325-06152-8
9 0000 >
9 780325 061528
LLI_BLUE_PROGRAM_GUIDE_2014.indd 1-3
5/13/14 11:49 AM
LLI Blue System Online Resources
Cover
Back Cover
A DVD set featuring model
LLI lessons, instructional
procedures, and a tutorial
on coding, scoring, and
analyzing reading records.
System Requirements
• DVD drive
• DVD software on system
• PDF reader (e.g., Adobe® Reader®)
2 Discs
Lesson Resources/Blue Level/Gr 2
2014
Sales Order
#
Master #116mm
AM:
Artist:
Contact:
Business Relation:
OFA Date:
Leveled Literacy Intervention ● Fountas & Pinnell
LLI BLUE SYSTEM
LLI BLUE SYSTEM
Technology Package:
Professional Development
DVD and Tutorial DVDs
Includes
COLOR:
PRINTS: 1 of 3
COLOR: Prof Dev/Blue
PRINTS: 2 of 3
COLOR:
2014
Sales Order
#
PRINTS:
3 of 3
Master #116mm
AM:
Artist:
Contact:
Business Relation:
OFA Date:
PRINTS: 2 of 3
COLOR:
PRINTS: 3 of 3
F OUN T A S & PIN N EL L
4 Colors: PMS 166,
PMS
355, PMSUse
285, Only
Disc
Makers
plus White Flood
Film Date: (leave blank until approval)
Print type: Silk screen
Print: (Choose one DM, S, C, A, M)
LPI: (Choose one 100, 200)
Donut: (Standard or Custom)
ai 6/23/04 mk
Tutorial
DVD-ROM Windows 2000 and above • Mac OS X 10.2 and aboveNotes: (If applicable)
F OUN T A S & PIN N EL L
Irene C. Fountas & Gay Su PinnellProfessional Development
Includes:
••
••
•
DVD-ROM Windows 2000 and above • Mac OS X 10.2 and above
DVD Operating Instructions
Professional Development DVD
Tutorial DVD
Online Data Management System Access Information
Online Resources Access Information
The resources needed for each LLI
lesson can be found online. This
easy access to lesson materials
saves valuable preparation time.
fountasandpinnell.com/resources
LLI BLUE SYSTEM
www.fountasandpinnell.com
© 2009 HEINEMANN
LLI BLUE SYSTEM
Manufactured in Guangzhou, China
,6%1
,6%1
www.fountasandpinnell.com
© 2009 HEINEMANN
contained in the User Guide.
■■ Access information for ODMS and F&P Online Resources for the LLI Blue System is also
Some of the resources listed in the “You Will Need” section of the lesson can be found
online at www.fountasandpinnell/resources.com. The inclusion of these materials
will save you valuable preparation time. To access your resources go to
www.fountasandpinnell.com/resources and enter FPLLI72929
■■ F&P Online Resources for the LLI Blue System
The Fountas & Pinnell Online Data Management System is a secure and efficient way for
teachers and school and district administrators to collect, analyze, and report LLI student
assessment data according to district requirements. A one-year teacher subscription to this
web-based data management system is included with your purchase of the LLI Blue System.
After year one, subscriptions are priced per teacher, per year (unlimited number of LLI students)
and include unlimited access for school and district administrators. To access your one-year
subscription go to www.heinemann.com/products/DMS0020.aspx and enter FPODMS.
■■ Online Data Management System (ODMS)
The LLI Blue System Technology Package also includes:
Technology Package | User Guide
F&P Calculator/Stopwatch
4 Colors: PMS 166,
PMS
355, PMSUse
285, Only
Disc
Makers
plus White Flood
Film Date: (leave blank until approval)
Print type: Silk screen
Print: (Choose one DM, S, C, A, M)
LPI: (Choose one 100, 200)
Donut: (Standard or Custom)
Notes: (If applicable)
ai 6/23/04 mk
D100Intervention
Leveled Literacy
Level/Gr 2
COLOR:
1 of 3
LLI PRINTS:
BLUE SYSTEM
COLOR:
D100
Automates the calculation of reading rate,
accuracy, and self-correction as well as
doubling as a stopwatch.
Inside Front flap - left side
Student Folders (pack of 18)
Folders to organize and store
reading records, track student
data, and graph student progress.
LLI Online Data Management System (ODMS)
A secure and efficient way to collect, analyze, and report LLI
student assessment data according to district requirements.
A one-year teacher
subscription to this webbased data management
system is included with
the initial purchase of each
LLI system. After one year,
annual subscriptions are per teacher
(unlimited number of LLI students) and
include unlimited access for school
and district administrators.
Fountas & Pinnell LLI Reading Record App for iPads
Available for purchase through the iTunes Store
Lesson Folders (pack of 120)
Sturdy, plastic folders to
store books, lessons, and
other ancillary material
needed for each lesson.
An efficient alternative to taking a
reading record on paper, the Reading
Record App conveniently:
• saves the reading record as a PDF
• times the conference and calculates
rates and ratios
• records the assessment conference
• syncs data to the LLI Online Data
Management System
Available only through Apple iTunes. Download the free LLI Reading Record App and then make
individual in-app purchases to gain access to system-specific content. In-app purchases for LLI require
an active subscription to the Online Data Management System.
4
Prompting Guide Part 1
for Oral Reading and Early
Writing, K–8
When Readers Struggle:
Teaching That Works, K–3
A comprehensive resource on
struggling readers filled with
specific teaching ideas for helping
children in kindergarten through
grade 3 who are experiencing
difficulty with reading and writing.
Ready reference flip chart
that contains precise
language that can be used
to teach for, prompt for,
and reinforce effective
strategic actions during
reading and writing.
STUDENT RESOURCES
Animals with
Wings
C
Too Many Teeth
All About
Astronauts
retold by Katacha Díaz
illustrated by Christopher Denise
by Maggie Bridger
illustrated by Meredith Johnson
Pop, Pop,
Popcorn!
Nonfiction
S
Gulls
The Hot Day
by Jane Bingley
Lindmark
illustrated by Margaret
TAL
E
and the
by Shirley Petersen
Student Books
(4 copies of each title)
SSIC
LA
The Fox
The Wise
Blackbird
by Bill Kirk
by Ann Gadzikowski
illustrated by Amanda Hall
Fiction
by Amy Helfer
illustrated by Marilee Harrald-Pilz
Original books for every lesson,
created exclusively for Leveled
Literacy Intervention by a team of
talented authors and illustrators
under the direction of Fountas
and Pinnell. Each book is carefully
squenced and calibrated to match
the text characteristics underlying
the F&P Text Level Gradient™.
www.heinemann.com
Nonfiction
ISBN-13: 978-0-325-01697-9
ISBN-10: 0-325-01697-6
Fiction
Book 120
Level L
Book 107
Level M
LLI_Foxgulls_0060_COV.indd 2-3
ISBN-13: 978-0-325-00963-6
ISBN-10: 0-325-00963-5
Book XX
Level N
FPOby Luka Berman
Libby’s
New Friend
by Bill Kirk
www.heinemann.com
by Maryann Dobeck
1/14/08 1:00:40 PM
ISBN-13: 978-0-325-01713-6
ISBN-10: 0-325-01713-1
www.heinemann.com
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01642-9
ISBN-10: 0-325-01642-9
The Ladybug
and the Cricket
All About
Volcanoes
Little Cat, Big Cat
1/14/08 2:35:14 PM
by Kitty Colton
illustrated by John Steven Gurney
ISBN-13: 978-0-325-01664-1
ISBN-10: 0-325-01664-X
Book 113
Level N
LLI_Astronauts_0533_COV.indd 2-3
illustrated by Barry Rockwell
Book 54
All About Series
Book 84
Level I
1/14/08 1:57:26 PM
Sam and Jesse Series
LLI_wise_0039_COV.indd 2-3
1/11/08 4:01:07 PM
Level F
.indd 2-3
by George Capaccio
illustrated by Jacqueline Decker
.com
Book 114
Level L
A Dragon’s Lullaby
ISBN-13: 978-0-325-01700-6
ISBN-10: 0-325-01700-X
LLI_toomanyteeth_0473_cov
Fiction
www.heinemann.com
ISBN-13: 978-0-325-01705-1
ISBN-10: 0-325-01705-0
LLI_Wings_0213_Cov.indd 2-3
www.heinemann
Fiction
Fiction
1/14/08 2:03:08 PM
LLI_HotDay_0462_cov.indd 2-3
1/14/08 1:49:44 PM
LLI_Popcorn_0514_COV.indd 2-3
Nonfiction
1/11/08 10:31:42 AM
Fiction
Nonfiction
Fiction
Fiction
www.heinemann.com
www.heinemann.com
www.heinemann.com
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01712-9
ISBN-10: 0-325-01712-3
ISBN-13: 978-0-325-01695-5
ISBN-10: 0-325-01695-X
ISBN-13: 978-0-325-01674-0
ISBN-10: 0-325-01674-7
ISBN-13: 978-0-325-01706-8
ISBN-10: 0-325-01706-9
Book 109
Book 100
Book 97
Level J
Level L
Book 115
Level N
LLI_Volcano_0531_COV.indd 2-3
Level M
LLI_ladybug_0031_COV.indd 2-3
LLI_littlecat_0058_COV.indd 2-3
1/14/08 1:10:23 PM
1/14/08 10:21:33 AM
ISBN-13: 978-0-325-01698-6
ISBN-10: 0-325-01698-4
Book 116
Level L
LLI_Libby_0458_cov.indd 2-3
1/14/08 10:07:29 AM
All About Series
1/14/08 2:07:07 PM
1/14/08 2:11:57 PM
LLI_lullaby_0076_cov.indd 2-3
Take-Home Books
(6 copies of each title)
High-quality black-and-white copies
of each leveled book are provided for
children to keep, take home, and read
over and over. Take-home books can be
reordered at very reasonable costs.
My Writing Books
(pack of 126)
Take-Home Bags
(pack of 18)
Consumable writing
books support student
writing development.
Brightly colored
bags for students
to carry their takehome books and fold
sheets.
5
The LLI Blue System Books
The
Bird Feeders
by Emma DeBrose
illustrated by Joy Allen
At the heart of Leveled Literacy Intervention are high-quality leveled books that captivate
and engage even the most reluctant readers. Because the books are precisely sequenced
and calibrated to the F&P Text Level Gradient™ they provide gradually increasing text
complexity to build reading competencies. Struggling students make consistent
progress in every lesson.
Fiction
• 120 original books
• 4 copies of each colored title — 480 books
• 6 copies of each black-and-white title — 720 books
• 60% fiction / 40% nonfiction
• Calibrated to the F&P Text Level Gradient™
“Now the squirrels can’t climb
the pole,” said Rose.
www.heinemann
.com
ISBN-13: 978-0-325-01661
ISBN-10: 0-325-01661-5 -0
Book 78
Level H
Rose and Matt made more
bird feeders. They made feeders
that twirled and feeders that
tipped and feeders that swung.
They made one feeder that had
balloons and pinwheels, too.
LLI_FixitBirds_0483_COV.
indd 2-3
FICTION
Engaging books created specifically for
the LLI Blue System
8
They hung up all the bird Fixit Family Series
feeders. Then they watched.
Squirrels climbed. But the squirr
els still got to
Squirrels swung.the feeder.
Squirrels leaped. “Look at that squirr
el jump!”
Nana cried. “It jumped all the
way from the tree to get the
seeds.”
“We’ll fix that,” Rose said.
“How?” Nana asked.
“I don’t know,” Rose said.
1/11/08 3:15:31 PM
9
The fiction books feature lovable characters in
amusing situations with beautiful illustrations
and high-interest plots that appeal to young
readers. Genres include realistic fiction, folktales,
and fantasy.
10
11
said Tiger.
“How about this?”
ber here.”
“I am the best clim
Elephant and Tiger
a tall tree.
Tiger climbed up
his strong claws.
He hung down by
by Claire Daniel
illustrated by Carol Liddiment
said Tiger.
“How about that?”
ber here?”
“Am I the best clim
Elephant laughed.
y tiger!”
“You are a very funn
he said.
www.heinemann.com
ISBN-13: 978-0-325-01677-1
ISBN-10: 0-325-01677-1
9
what to do. The
Dexter told the team
crumbs, and cookie
wich
sand
up
ed
ants pick
ed
bs. All the ants pick
crumbs, and chip crum
1/14/08 9:46:28 AM
8to one blanket.
The ants marched up
“We will carr y a
ter.
Dex
said
!”
“Oh, wow
home.”
feast of crumbs back
Little Bat
up crumbs.
All but one ant.
by Michele Spirn
illustrated by Will Sweeney
Lit tle Bat flew
over the houses.
trees.
He flew over the
He flew higher
March to
the Park
by Luka Berman
illustrated by Gary R. Phillips
and higher
into the sky.
Fiction
www.heinemann.com
ISBN-13: 978-0-325-01626-9
ISBN-10: 0-325-01626-7
Book 27
Level E
LLI_LittleBat_0392_cov.indd 2-3
www.heinemann.com
1/10/08 2:27:09 PM
ISBN-13: 978-0-325-01685-6
ISBN-10: 0-325-01685-2
7
1/14/08 12:48:31 PM
6
th him.
Mother Bat flew wi
6
13
12
FICTION SERIES BOOKS
Series books feature the same characters and settings to promote thinking
across texts and the reading of connected texts over time. The plots engage
readers as they learn to solve problems with their favorite characters.
The Drip
The New Roof
by Emma DeBrose
by Emma DeBrose
Fiction
www.heinemann.com
ISBN-13: 978-0-325-01617-7
ISBN-10: 0-325-01617-8
Fiction
The Trip
Frog Songs
by Emma Rose Benman
Book
Level
illustrated by Susan Lawson
Billy’s Pen
LLI_Fixit_0407_COV.indd 2-3
Good Friends
The Red Pa j amas
Fixit Family Series
Level D
by Emma Rose Benman
by Emma Rose Benman
Book 11
www.heinemann.com
Pinky the Pig
66
1/10/08 10:28:22 AM
by Emma DeBrose
ISBN-13: 978-0-325-01647-4
ISBN-10: 0-325-01647-X
Fixit Family Series
G
by Emma DeBrose
LLI_Fixit_Roof_0408_COV.indd 2-3
by Emma Rose Benman
1/11/08 11:47:26 AM
Fiction
Fiction
Fiction
Fiction
www.heinemann.com
ISBN-13: 978-0-325-01619-1
ISBN-10: 0-325-01619-4
www.heinemann.com
Fiction
Froggy and Friends Series
www.heinemann.com
Level E
Book 93
ISBN-13: 978-0-325-01620-7
ISBN-10: 0-325-01620-8
Book 36
Fixit Family Series
LLI_GoatPen_0445_COV.indd 2-3
1/10/08 10:53:32 AM
1/14/08 9:42:11 AM
Fixit Family
1/10/08 3:18:18 PM
1/14/08 9:36:17 AM
1/10/08 3:02:28 PM
Fixit Family Series
LLI_FixitPig_0435_Cov.indd 2-3
LLI_Frog_GoodFriends_0502_COV.in2-3 2-3
Level D
LLI_FrogPajamas_0457_COV.indd 2-3
Book 18
Level C
1/10/08 2:35:59 PM
Level L
LLI_FrogTrip_0478_COV.indd 2-3
Book 34
ISBN-13:
978-0-325-01602-3
Level D
ISBN-10: 0-325-01602-X
ISBN-13: 978-0-325-01702-0
ISBN-10: 0-325-01702-6
Book 29
www.heinemann.com
ISBN-13: 978-0-325-01679-5
ISBN-10: 0-325-01679-8
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01632-0
ISBN-10: 0-325-01632-1
The Fixit family doesn’t have a lot of luxuries, but they do have
a lot of know-how. And that’s a good thing, because something
always seems to need fixing around their place.
Froggy and Friends
Artistic and fun-loving Froggy likes nothing better than spending time with his friends—
with the possible exception of eating bugs!
The Perfect Picnic
by Fay Robinson
The Hot Day
Kim’s New Shoes
The Pirates
by Maggie Bridger
Super Fox
Fiction
Fiction
by Fay Robinson
www.heinemann.com
ISBN-13: 978-0-325-01651-1
ISBN-10: 0-325-01651-8
Fiction
by Susan Blackaby
illustrated by Philomena O’Neill
Wide Awake!
by Fay Robinson
by Maggie Bridger
Fiction
Book 62
Fiction
Fox Family Series
Level G
LLI_FoxPicnic_0475_COV.indd 2-3
1/11/08 11:28:04 AM
www.heinemann.com
ISBN-13: 978-0-325-01645-0
ISBN-10: 0-325-01645-3
www.heinemann.com
www.heinemann.com
Fiction
Book 118
ISBN-13: 978-0-325-00963-6
ISBN-10: 0-325-00963-5
FPO
ISBN-13: 978-0-325-01701-3
ISBN-10: 0-325-01701-8
Fiction
Level L
272 Running Words (excerpt to end of page 8)
621 Total Running Words
Book XX
Level G
www.heinemann.com
Book 68
Level G
ISBN-10: Series
0-325-01691-7
Kim and Lizzy
ISBN-13: 978-0-325-01691-7
LLI_KimsNewShoes_0363_COV.indd 2-3
Book 43
Level G
Book 76
Level H
LLI_FoxAwake_0484_COV.indd
Kim and Lizzy Series
Book 38
Level D
1/10/08 3:38:20 PM
Fox Family Series
1/11/08 10:03:21 AM
2-3
LLI_KandLCold_0477_COV.indd
2-3
Sam and Jesse
Fox Family
These realistic stories feature two cousins with very
different interests. Still, the boys get along well most
of the time, and they have one important thing in
common—they both adore their grandfather.
This loving family of foxes includes a rambunctious
big sister and a slightly less secure little brother.
Children will relate to the familiar situations.
C
S
The
Great Big
Enormous Turnip
C
SSIC
LA
TAL
E
SSIC
LA
TAL
E
and the
Gulls
retold by Katacha Díaz
retold by Hannah Bok
C
SSIC
LA
TAL
E
Kim and Lizzy are best friends who live close to one
another in the city and who share everything—
even colds.
A Picnic
in the Rain
S
The Coyote
and the Rabbit
Hide and Seek
by Sharon Fear
illustrated by John Bendall-Brunello
by Sharon Fear
Moosling
the Babysitter
retold by Linda B. Ross
illustrated by David Opie
illustrated by Christopher Denise
illustrated by Carol Schwartz
Kim and Lizzy
1/11/08 3:07:03 PM
S
The Fox
S
The Wind
and the Sun
retold by M.C. Hall
illustrated by Johanna Westerman
1/14/08 1:45:38 PM
ISBN-13: 978-0-325-01622-1
ISBN-10: 0-325-01622-4
ISBN-13:1/10/08
978-0-325-01662-7
4:08:42 PM
ISBN-10: 0-325-01662-3
LLI_Beach_0379_COV.indd 2-3
TAL
E
Fiction
Moosling
in Winter
by Sharon Fear
Fiction
Fiction
Fiction
Fiction
by Sharon Fear
Fiction
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01621-4
ISBN-10: 0-325-01621-6
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01705-1
ISBN-10: 0-325-01705-0
Book 107
1/11/08 10:18:24 AM
Book 69
Book 57
Level H
Moosling Series
1/10/08 10:42:52 AM
1/14/08 9:57:09 AM
www.heinemann.com
ISBN-13: 978-0-325-01689-4
ISBN-10: 0-325-01689-5
1/14/08 1:00:40 PM
LLI_CoyoteRabbit_0470_COV.indd 2-3
Classic Tales
Moosling Series
ISBN-13: 978-0-325-01648-1
ISBN-10: 0-325-01648-8
LLI_Foxgulls_0060_COV.indd 2-3
Level I
LLI_wind_0055_COV.indd 2-3
Book 96
Level J
LLI_MooseHide_0444_COV.indd 2-3
www.heinemann.com
ISBN-13:
978-0-325-01665-8
Level M
ISBN-10: 0-325-01665-8
Fiction
ISBN-13: 978-0-325-01660-3
ISBN-10: 0-325-01660-7
www.heinemann.com
Book 15
LLI_MooslingPicnic_0476_COV.indd2-3 2-3
ISBN-13: 978-0-325-01681-8
ISBN-10: 0-325-01681-X
Fiction
Level D
www.heinemann.com
ISBN-13: 978-0-325-01654-2
ISBN-10: 0-325-01654-2
Kim and Lizzy Series
1/11/08 11:57:54 AM
Level K
www.heinemann.com
Fox Family Series
LLI_FoxSuper_0466_COV.indd 2-3
SSIC
LA
Book 110
LLI_Scream_0486_COV.indd 2-3
www.heinemann.com
FPO
C
www.heinemann.com
Fiction
ISBN-13: 978-0-325-01650-4
ISBN-10: 0-325-01650-X
1/14/08 1:49:44 PM
www.heinemann.com
ISBN-13: 978-0-325-00963-6
ISBN-10: 0-325-00963-5
by Susan Blackaby
The Cold
by Fay Robinson
At the Beach
ion
The Scream
by Susan Blackaby
by Maggie Bridger
1/11/08 11:09:45 AM
Book 45
Level G
1/11/08 12:02:28 PM
These Classic Tales are updated versions of familiar stories and themes that children have
been enjoying for decades. At the end of each story there is a play based on the story for
rereading or dramatization. The books are oversized to accommodate rich artwork.
LLI_Moosling_0452_COV.indd 2-3
Moosling
Book 102
Level K
LLI_Moosling_0456_COV.indd 2-3
Moosling Series
1/10/08 4:19:30 PM
Moosling Series
1/14/08 10:29:38 AM
The young moose hero of these books cannot be described as the
brightest or most experienced animal in the forest. Still, his positive,
helpful approach to life somehow always makes him a winner.
7
Fire trucks can get
to house fires.
But if a boat is on fire,
firefighters need a fireboat!
NONFICTION
The LLI Blue System nonfiction books have
been developed around high-interest,
contemporary topics. The books are highly
visual and introduce nonfiction text features
such as sidebars, diagrams, maps, and
glossaries, which draw in struggling readers.
Genres include biography, narrative nonfiction,
expository nonfiction, and procedural texts.
Fighting Fires
by David Earl
10
11
Nonfiction
www.heinemann.com
ISBN-13: 978-0-325-01653-5
ISBN-10: 0-325-01653-4
Book 49
From Milk
to Ice Cream
Level G
LLI_BMFire_0511_COV.indd 2-3
Big Machines Series
1/11/08 10:09:14 AM
The Fish Tank
by Catherine Tess
photographed by Robert Reynolds
Into the Sea
All About
Astronauts
a book about Emma L. Hickerson
told by Stephanie Herbek
Original books created specifically
for the LLI Blue System
by Bill Kirk
Nonfiction
Nonfiction
www.heinemann.com
At the Fair
ISBN-13: 978-0-325-02119-5
ISBN-10: 0-325-02119-8
Nonfiction
Book 24
Level C
www.heinemann.com
Book 91
Level L
by Michael Christopher
www.heinemann.com
Nonfiction
LLI_icecream_0523_cov.indd 2-3
Level J
Book 12
www.heinemann.com
Level B
1/10/08 1:33:29 PM
1/14/08 9:31:58 AM
ISBN-13: 978-0-325-01605-4
ISBN-10: 0-325-01605-4
ISBN-13: 978-0-325-01680-1
ISBN-10: 0-325-01680-1
Book 98
Nonfiction
LLI_fishtank_0549_COV.indd 2-3
ISBN-13: 978-0-325-01703-7
ISBN-10: 0-325-01703-4
A fireboat never
runs out of water!
www.heinemann.com
ISBN-13: 978-0-325-01713-6
ISBN-10: 0-325-01713-1
LLI_deep_0369_COV.indd 2-3
Book 113
Level N
1/14/08 10:10:58 AM
LLI_At_Fair_0524_COV.indd 2-3
LLI_Astronauts_0533_COV.indd
2-3
All About Series
1/10/08 10:32:05 AM
A Party
for Panda
1/14/08 1:57:26 PM
by Anna Keyes
www.heinemann.com
ISBN-13: 978-0-325-01652-8
ISBN-10: 0-325-01652-6
1/11/08 11:35:27 AM
Chapter 1
A Scientist
t . She has
Eugenie Clark is a famous scientis
are some of
spent her life studying fish . Sharks
traveled around the
her favorite fish . Eugenie has
kinds of sharks .
world to learn about different
the “shark lady .”
Many people call Eugenie Clark
• Great white sharks
can swim fast.
Eugenie Clark carries an
explorer’s flag underwater
for a film about the small
fish shown here.
• These sharks have about
5,000 sharp teeth.
• Great white sharks don’t
chew their food.
They tear it off in chunks
and gulp it down.
• Seals and sea lions are
some of the sharks’
favorite foods.
3
2
Eugenie Clark says that she is not afraid
to be
of sharks . She is too interested in them
to
scared . But she also says it is important
Nonfiction
www.heinemann.com
ISBN-13: 978-0-325-01711-2
ISBN-10: 0-325-01711-5
8
Book 117
Level N
LLI_EugenieClark_0517_COV.indd 2-3
A diver studies a great white shark
from the safety of a cage.
understand how sharks act .
Eugenie Clark,
Shark Lady
Eugenie used an underwater cage to study
s
great white sharks . These sharks can be dangerou
inside
to people, but Eugenie studied them from
the
the cage where she was safe . She observed
sharks and took pictures of them .
11
10
by Kendra Adams
1/14/08 2:15:55 PM
Police Car
NONFICTION SERIES BOOKS
Nonfiction series books are connected by a larger theme or idea,
and provide students with the opportunity to read connected
texts across time to develop deeper understanding.
Nonfiction
www.heinemann.com
ISBN-13: 978-0-325-01604-7
ISBN-10: 0-325-01604-6
Road Builders
Book 8
Level B
Big Machines Series
by David Earl
Meli at the
Pet Shop
1/10/08 10:02:52 AM
Meli at School
by Margie Sigman
photographed by Andrew Swaine
by Margie Sigman
Nonfiction
Nonfiction
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01672-6
ISBN-10: 0-325-01672-0
The Problem
with Meli
ISBN-13: 978-0-325-01673-3
ISBN-10: 0-325-01673-9
Book 61
Level I
LLI_BMRoads_0510_COV.indd 2-3
Nonfiction
by Margie Sigman
www.heinemann.com
Nonfiction
1/11/08 4:22:42 PM
ISBN-13: 978-0-325-01644-3
ISBN-10: 0-325-01644-5
Book 41
Meli Series
Meli Series
Level G
LLI_meli_0267_cov.indd 2-3
The Fun Club Goes
to the Aquarium
1/10/08 3:59:09 PM
1/10/08 1:30:28 PM
www.heinemann.com
ISBN-13: 978-0-325-01683-2
ISBN-10: 0-325-01683-6
Level J
LLI_Meli_Problem_0503_COV.indd 2-3
The Fun Club Goes
to a Dairy Farm
by Jane Shaffer
Book 71
Big Machines Series
1/11/08 11:25:22 AM
Readers will love the dynamic photographs and interesting facts about cranes,
fire trucks, bulldozers, road rollers, and more.
Meli at the Vet
www.heinemann.com
Big Machines Series
Level I
Big Machines
photographed
by Andrew Swaine
ISBN-13: 978-0-325-01629-0
ISBN-10: 0-325-01629-1
Book 88
LLI_BMCranes_0512_COV.indd 2-3
by Margie Sigman
Cranes
by David Earl
LLI_Car_0491_COV.indd 2-3
Meli
by Jane Shaffer
Meli Series
Nonfiction
1/11/08 2:42:09 PM
Meli, an adorable little West Highland terrier,
gets care, training, and lots of love from her
owner, Ron.
www.heinemann.com
Book 25
Meli Series
Level E
Nonfiction
Nonfiction
ISBN-13: 978-0-325-01628-3
ISBN-10: 0-325-01628-3
LLI_melivet_0398_cov.indd 2-3
www.heinemann.com
www.heinemann.com
1/10/08 1:36:04 PM
ISBN-13: 978-0-325-01663-4
ISBN-10: 0-325-01663-1
ISBN-13: 978-0-325-01693-1
ISBN-10: 0-325-01693-3
All About
Book 89
Level K
All About
All About
Redwood Trees
by Kendra Adams
The Fun Club Series
The Fun Club
Goes to the Post Office
Level H
LLI_DairyFarm_0516_cov.indd 2-3
LLI_FT_Aquarium_0515_COV.indd 2-3
The Sonoran
Desert
Book 55
1/11/08 4:26:37 PM
by Jane Shaffer
African
Elephants
by Michael Christopher
by Eric Michaels
Nonfiction
Book 65
All About
Nonfiction
www.heinemann.com
Nonfiction
by Eric Michaels
www.heinemann.com
www.heinemann.com
ISBN-13: 978-0-325-01692-4
ISBN-10: 0-325-01692-5
www.heinemann.com
Book 85
All About Series
www.heinemann.com
978-0-325-01659-7
0-325-01659-3
Book 86
Level I
Level I
LLI_LetsGoVet_0490_COV.indd 2-3
The Fun Club Series
1/11/08 11:39:29 AM
The Fun Club Series
1/11/08 11:51:57 AM
All About Series
ISBN-13: 978-0-325-01669-6
ISBN-10: 0-325-01669-0
Level K
Fun Club
Book 67
Miss Dimple takes the After School Fun Club on fun-filled field trips to a post
office, and aquarium, a vet clinic, and a dairy farm. Photos bring readers up
close as they learn lots of interesting facts about these destinations.
Sled Dogs
ISBN-13: 978-0-325-01682-5
ISBN-10: 0-325-01682-8
by Jane Shaffer
ISBN-13: 978-0-325-01670-2
ISBN-10: 0-325-01670-4
Level I
LetsGoPO_0492_COV.indd 2-3
1/11/08 10:35:10 AM
Nonfiction
www.heinemann.com
ISBN-13: 978-0-325-01671-9
ISBN-10: 0-325-01671-2
The Fun Club Goes
to the Vet Clinic
The Fun Club Series
All About Series
LLI_Elephants_0496_COV_rev.indd 2-3
1/11/08 3:10:46 PM
All About
LLI_RedwoodTrees_0488_COV.indd 2-3
All About Series
1/11/08 4:07:09 PM
1/11/08 4:12:39 PM
Robots
by Joseph Benjamin
1/11/08 10:27:25 AM
There is a computer inside
the robot dog. The computer
acts like a brain. It tells the
Nonfiction
robot dog what to do. The
computer in this robot tells it
how to walk and bark. This
www.heinemann.com
ISBN-13: 978-0-325-01684-9
ISBN-10: 0-325-01684-4
81
All About Series
K
005_COV.indd 2-3
robot dog can even do tricks!
1/11/08 3:37:00 PM
All About
You can see the
computer inside
this robot dog.
Get ready to learn about everything from
robots to redwood trees with photographs,
diagrams, and other nonfiction text
features that make these books accessible
at every level.
4
95
“I will visit you soon,” said Country
Mouse.
“But now it is late. Let me show
you your
But City Mouse did not agree.
“This feels
like pins and needles!” she thought.
“How can
bed in the barn.”
anyone sleep in hay?”
Country Mouse had made her
friend a bed
in the hay, right next to her own.
Country
Mouse thought the hay was warm
and cozy.
CLASSIC TALES TO READ AND PERFORM
“Come visit me in the city,” said
City Mouse.
“You will love city beds.”
Classic Tales Series Books in the LLI K–3 systems
include readers’ theater scripts to promote
expression and fluent reading.
C
Narrator 2
to
mouse. She went
There was a city
the country.
visit her friend in
Narrator 2
City Mouse
never been to the
City Mouse had
country before.
s
, and the air smell
The grass is green
like the country.
fresh. I think I will
S
retold by Amy Helfer
and needles! How
This feels like pins
in hay? Come visit
can anyone sleep
beds.
You will love city
city.
the
in
me
City Mouse
TA
LE
The City Mouse
and the
Country Mouse
a
made her friend
Country Mouse had
own.
right next to her
bed in the hay,
ht the hay was
Country Mouse thoug
4
warm and cozy.
Narrator 1
SSIC
LA
5
illustrated by Loretta Krupinski
Country Mouse
I will visit you soon.
Narrator 1
Fiction
Narrator 2
d a fine meal.
Country Mouse serve
food was delicious.
She thought the
did not agree.
e
Mous
City
But
The
not sleep at all.
City Mouse could
all
and pinched her
hay bed poked her
e
morning, City Mous
night long. In the
to the city.
happily went back
City Mouse
food.
different from city
Country food is
the city. You will
Come visit me in
food.
city
love
Narrator 1
d
Country Mouse visite
The next month,
city.
her friend in the
Country Mouse
Book 87
But now it is
I will visit you soon.
you your bed
late. Let me show
barn.
in the
www.heinemann.com
ISBN-13: 978-0-325-01686-3
ISBN-10: 0-325-01686-0
Level K
LLI_citymouse_0057_COV.indd 2-3
19
1/11/08 4:18:12 PM
18
Choices for Independent Reading
Available separately
F&P SELECT COLLECTIONS
Students receiving intervention support need
opportunities to extend their reading practice
and strengthen their newly acquired skills.
Hand-selected by Fountas and Pinnell from the
popular PM Readers, these SELECT Collections
parallel the Leveled Literacy Intervention
System levels, and provide quality choices for
independent reading.
Resource Guide
COLLECTIONS
ISBN 978-0-325-06164-1
9 0000 >
9 780325 061641
FP_Select_UserGuide_Collections_Cov_alt.indd 2-3
5/19/14 3:23 PM
Four different Collections, Levels C–N, 60 titles per
Collection, no duplications. Visit fountasandpinnell.com
for more information and complete title lists.
Fountas & Pinnell
LLI BLUE System Choice Library
Guide to
Independent
Reading
10
FOUNTAS & PINNELL LLI BLUE SYSTEM CHOICE LIBRARY
150 carefully selected fiction and nonfiction trade books at levels B–M
for students to independently select and read. Many of these highinterest books are from well-known series or by familiar authors. An
accompanying Guide to Independent Reading for teachers includes a
comprehensive list of title, author, genre, and level, as well as detailed
summaries with prompts that teachers can use to generate thinking,
talking, and writing about the books.
The Lesson Structure of the LLI Blue System
DESIGNED FOR SUCCESS
30-Minute Standard Lesson Framework
Standard Lesson (Odd-Numbered)
Standard Lesson (Even-Numbered)
Rereading Books
5 minutes
Rereading Books and Assessment
5 minutes
Phonics/Word Work
5 minutes
Phonics/Word Work
5 minutes
New Book (Instructional Level)
15 minutes
Writing About Reading
15 minutes
Letter/Word Work
5 minutes
New Book (Independent Level)
5 minutes
Optional Letter/Word Work
If time allows
• 30 minutes a day, 5 days a week for
optimal results and intensity
• 3 students per group
• 18–24 weeks of explicit, intensive
instruction
The LLI Blue System employs 2 types of lesson
frameworks. Each lesson is designed to be 30
minutes in duration delivered once per day, 5
days per week, to small groups of 3 students.
Depending on a student’s reading level at their
time of entry, the LLI Blue System intervention
may last 18 to 24 weeks.
There are a total of 120 lessons in the System.
Each level contains alternating standard lessons,
underpinned by precisely leveled, original
student books. The level-specific competencies
and the behaviors and understandings to
notice, teach and support from The Continuum
of Literacy Learning, PreK–8 are included at the
end of each 10-lesson sequence.
The Lesson Frameworks
• 60 odd-numbered standard lessons
• 60 even-numbered standard lessons
The lesson frameworks provide smooth, wellpaced lessons that scaffold highly efficient and
effective instruction. Students also benefit from
the predictability of the lesson and know what
to expect in the instructional routines.
Odd-Numbered and
Even-Numbered Standard Lessons
“Progress is not enough; struggling readers need to
make faster progress than their peers, and that is the
whole purpose of intervention.” — Irene C. Fountas
and Gay Su Pinnell
Odd-numbered lessons introduce a new
instructional level book and focus on reading,
discussion of meaning, and phonics and word
work. The even-numbered lessons introduce
a new independent level book and focus on
writing to extend meaning, phonics and word
work, and fluency.
11
“The success of any intervention ultimately depends on students being fully captivated
by the books they read and write about.” — Irene C. Fountas and Gay Su Pinnell
12
Sample Odd-Numbered Lesson
LESSON
YOU WILL NEED
Visit fountasandpinnell.com/resources to download
technological resources to support this lesson, including:
• My Poetry Book 3
• word cards: ee, ou, see,
out, shout, deer, free,
mouth, found, around,
wheel, about, loud, bee,
feet, feel
• fold sheet
• Parent Letter
LEVEL
Blue
NEW BOOK Plants That Eat Bugs
GENRE Nonfiction
H
SYSTEM
LEVEL H
• Plants That Eat Bugs, Level H
• Little Wolf’s New Home,
Level F
• The Coyote and the Rabbit,
Level H
• magnetic letters: s, e, e, d, f,
r, t, h, w, p, l, g, n
• word bags
• highlighter tape
59
LESSON 59
Goals
e Understand and use vowels that are together in words and have one sound.
e Understand that sometimes the same vowel is in a word two times.
e Notice double vowels in words.
NEW BOOK
Plants That Eat Bugs, Level H
e Understand that ee has the long sound of e.
e Use consonant clusters and word parts to solve words.
e Use phrasing, intonation, appropriate word stress, and pausing for punctuation.
e Use multiple sources of information while reading.
e Say and understand some technical vocabulary.
REREADING
Little Wolf’s New Home,
Level F
The Coyote and the Rabbit,
Level H
e Understand that the new text is nonfiction and that it will provide information
about a category of plants.
e Understand the central idea that plants can “eat” bugs.
e Understand that the plants are compared and contrasted in the book.
Analysis of New Book Characteristics
GENRE/FORM
LANGUAGE AND LITERARY FEATURES
ILLUSTRATIONS
e Nonfiction
e Informational text
e Interesting presentation of information
e Descriptive words
TEXT STRUCTURE
SENTENCE COMPLEXITY
e Different kind of plant every two spreads
(divided into sections)
e Description of how plants eat bugs
e Sequence within each section
e Summary at the end
e Present tense
e Varying sentence length, most seven to
twelve words
e Prepositional phrases embedded within
sentences
e Compound sentences
e Photographs
e Close match between pictures and text but
far more meaning in the text than can be
carried by the pictures
CONTENT
e Bug-eating plants
e Concept of parts of plants
VOCABULARY
THEMES AND IDEAS
WORDS
e Nature
e Interdependence of plans and animals
BOOK AND PRINT FEATURES
e Pictures on right pages and print on the
left, except for pages 2–3 and 16
e Heading on three pages
e Periods, exclamation points, commas
e Word and picture summary at the end
e Technical words related to bug-eating plants
e Mostly one-syllable words (three twosyllable words: inside, sticky, cannot)
e Wide range of high-frequency words
e See the Word Analysis Charts in the Program
Guide for specific words in each category
13
359
Rereading
Books
PROMPTING GUIDE, PART 1
Refer to Prompting Guide,
Part 1 as needed.
• Little Wolf’s New Home, Level F
• The Coyote and the Rabbit, Level H
e Invite the children to reread Little Wolf ’s New Home and The Coyote and the
Rabbit, if time allows.
e Assign parts and have children read the play from The Coyote and the
Rabbit. Be sure the children put their words together like talking.
e Prompt for phrasing and intonation, e.g., “Read these words together”
(indicate) or, “Make it sound like a story you listen to.”
Phonics/Word
Work
e PRINCIPLE Recognizing and
using letter combinations that
represent long vowel sounds:
ai, ay, ee, ea, oa, ow, ie, ei
“Some vowels are together in words and make one sound.”
“Sometimes the same vowel is in a word two times.”
e Suggested language: “Sometimes vowels are together in a word and make
one sound. Today you are going to be learning about two vowels that are
the same.” Make see with magnetic letters, and ask children to name the
double vowel and read the word.
e “See has two vowels, and you hear the sound of e that is like the letter name.”
e Help children become flexible in thinking about the ee sound and about the
beginnings and endings of words by writing seed, free, three, wheel, peel, and
green. Use them in sentences each time.
My Poetry Book
e Have the children reread “The Greedy Man” (poem 3) and identify the word
with ee with highlighter tape or marker. Talk about the meaning of greedy.
14
360
New Book
Introducing the Text
e Introduce children to the book by talking about some plants they know.
e Suggested language: “You are going to read another informational
book, Plants That Eat Bugs. Have you ever heard of plants that eat
bugs?” Children respond from their experience.
e “Look at page 7. What do you see? Yes, the leaf trapped the bug. What
do you think the leaf will do with it?”
LESSON 59
e “Turn to pages 4 and 5 to see the leaf. When the bug lands on the leaf, it
snaps shut. Say snap. What two letters come first in snap? Find snap.
Run your finger under it, and say it.”
LEVEL H
Plants that Eat Bugs,
Level H
e Have children turn to page 2. “Some bugs eat plants. What are they
eating? Yes, they eat leaves. And some plants eat bugs. They eat bugs in
three ways.”
e “Turn to page 9. There are other ways that plants get bugs. Some of
them have sticky leaves like the plant on this page.”
SAMPLE ODD-NUMBERED LESSON
e Have children turn to pages 14 and 15. “This plant looks like a cup. It
has smooth sides, and the bug slides down inside. Say smooth. What two
letters would come first in smooth? Find smooth. Run your finger under
it, and say it.”
e Have children turn back to the beginning and read to find out how
plants eat bugs.
Part 1 as needed.
Reading the Text
e Prompt children to take words apart to read them, e.g., “Cover the
last part.”
Discussing and Revisiting the Text
Invite children to talk about plants that eat bugs. Some key understandings
children may express are:
e Some plants eat bugs, but they trap them in different ways. [Extend by
asking for examples from the text.]
e Plants that eat bugs are different from plants that use sun and water to
make their food because they eat living things.
e These plants are like spiders or flies because they trap and catch bugs
for food. [Invite children to share what other living things trap or catch
bugs to eat.]
Part 1 as needed.
Teaching Points
e Based on your observations, use Prompting Guide, Part 1 to select a
teaching point that will be most helpful to the readers.
e You may need to prompt the children to notice and use the consonant
clusters at the beginning of words, e.g., “Look at the first part.”
15
361
Letter/Word
Work
e Demonstrate sorting two ways. Place ee at the top of one column of
a chart and ou at the top of the second.
e Have children use word cards to categorize words by the vowel
sound. Have them sort words under ee and ou. Have one child pick
up and read the word. The other two children tell him which
column to put it in.
e The words to sort are: see, out, shout, deer, free, mouth, found,
around, wheel, about, loud, bee, feet, feel.
e Review all the words in the pocket chart.
16
362
Classroom Connection
LEVEL H
LESSON 59
e Give children the fold sheet with the bird, bear, and fish boxes down
the side.
e Give the children the take-home book Little Wolf’s New Home to reread
in the classroom.
Home/School Connection
e Give the children the take-home book Little Wolf’s New Home to read at
home.
e Have children take home their fold sheets to read to family members.
SAMPLE ODD-NUMBERED LESSON
e In the classroom, have children write next to each box why this animal’s
home was not good for Little Wolf.
363
17
Assessing Reading and Writing Behaviors
Observe to find evidence that children can:
e recognize and use vowel combinations in words.
e use word parts to solve words.
e search for and use multiple sources of information.
e read with phrasing, intonation, appropriate word stress, and pausing for
punctuation.
e understand the central concept of this nonfiction text.
e understand how plants can “eat” bugs and offer examples.
e distinguish what they already know from information that is new to them.
e tell how the plants are alike and how they are different.
Supporting English Language Learners
To support English language learners, you can:
e monitor for understanding of “Make it sound like a story you listen to.”
e monitor for understanding of “You know that some words have two vowels that
are together. Sometimes a vowel is in a word two times.”
e have children repeat words from Phonics/Word Work and listen for the vowel
sound.
e support their reading if children have not read “The Greedy Man” before.
e be sure that children understand the meaning of eating in this context.
e use the language of the text in a conversational way.
e monitor for understanding of the technical vocabulary words.
e be sure children understand they are going to learn how plants trap bugs.
e use pictures to discuss what children learned.
Professional Development Links
When Readers Struggle: Teaching That Works
Chapter 16: Teaching for Fluency in Processing Texts. Use this chapter to understand how to help
readers use pausing, phrasing, appropriate word stress, and intonation to reflect the meaning of the text.
Professional Development and Tutorial DVDs, LLI Blue System
View the DVDs as needed.
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8
Use this book to help in understanding how readers extend their thinking through writing
about reading.
364
18
Sample Even-Numbered Lesson
LESSON
YOU WILL NEED
Visit fountasandpinnell.com/resources to download
technological resources to support this lesson, including:
• Recording Form for Plants
That Eat Bugs
• fold sheet
• Parent Letter
LEVEL
Blue
NEW BOOK All About Bugs
GENRE Nonfiction
H
SYSTEM
LEVEL H
• All About Bugs, Level F
• Plants That Eat Bugs,
Level H
• Little Wolf’s New Home,
Level F
• My Writing Book
• sentence strips
• word bags
60
e Understand and use vowels that are together in words and have one sound.
e Understand that sometimes the same vowel is in a word two times.
LESSON 60
Goals
e Notice double vowels in words.
NEW BOOK
All About Bugs, Level F
e Understand that oo has two different sounds.
e Use consonant clusters and word parts to solve words.
e Use phrasing, intonation, appropriate word stress, and pausing at punctuation.
e Use multiple sources of information while reading (meaning, language structure,
and visual information).
e Compose two or three sentences.
REREADING
Little Wolf’s New Home,
Level F
e Use word parts to write new words.
e Understand that the nonfiction text will provide information about bugs.
e Learn some of the names of bugs and some facts about bugs.
Analysis of New Book Characteristics
All About Bugs, Level F
GENRE/FORM
LANGUAGE AND LITERARY FEATURES
ILLUSTRATIONS
e Nonfiction
e Informational text
e Descriptive language
e Writer directly addresses the reader
TEXT STRUCTURE
SENTENCE COMPLEXITY
e Different kind of insect on each page
spread
e Parallel kinds of information for each bug
e Compare and contrast
e Present tense
e Variety in sentence length, with the longest
sentence having nine words
e Photographs on all pages
e Close-up of insect on the print page
e Close match to print but meaning goes
beyond pictures
CONTENT
e Mostly familiar vocabulary
e Insect names
e Variety of insects
e Insect bodies and movement
THEMES AND IDEAS
e Nature
e Variety in insects and how they look and
move
VOCABULARY
WORDS
BOOK AND PRINT FEATURES
e
e
e
e
Photographs on all pages
Print on the left pages
Three to six lines of print on each page
Periods, commas, exclamation points,
question mark
e One- and two-syllable words, with a few
three-syllable words (grasshopper, ladybug,
firefly)
e Wide range of high-frequency words
e See the Word Analysis Charts in the Program
Guide for specific words in each category
19
365
Rereading Books
and Assessment
Part 1 as needed.
• Plants That Eat Bugs, Level H
• Little Wolf’s New Home, Level F
e Listen to one child read Plants That Eat Bugs as you code the reading
behavior on the Recording Form, have a brief comprehension conversation,
and make a teaching point that you
Take a Reading Record
think will be most helpful to the reader.
Score and analyze the reading record
following the lesson.
e Have the other children reread Little
Wolf ’s New Home and then Plants That
Eat Bugs.
e Prompt for word solving using letter
clusters and parts of words, if needed,
e.g., “Say the first part” or “Look for a
part you know. Do you know a word like that?”
Phonics/Word
Work
e PRINCIPLE Recognizing and
using other vowel sounds: oo
as in moon, look; oi as in oil;
oy as in boy; ou as in house;
ow as in cow; aw as in paw
“Some vowels are together in words and make one sound.”
e Make a new chart that focuses on the two sounds of double o.
e Suggested language: “Sometimes vowels are together in a word and make
one sound. Another vowel that you see two times in a word is o.” Write zoo
at the top of the first column on the chart, and ask children to read it.
e “In the word zoo, the double o sounds like /oo/. I’ll write some more words
with oo as in zoo.”
e Write the words one at a time as children read them. Words are zoom, boo,
boom, room, gloom, broom, and bloom.
e Children may suggest other words and come up with a word like look. If
not, write it at the top of the second column, and have children say it. “Look
does have two o’s, but the sound is different.”
e Under look, write the words took, shook, hook, book, cook, cookie, and cooking.
20
366
Writing About
Reading
Independent Writing
LEVEL H
LESSON 60
• MY WRITING BOOK
• PROMPTING GUIDE, PART 1
Refer to Prompting Guide, Part 1
as needed.
SAMPLE EVEN-NUMBERED LESSON
e If time allows, you may want to begin by having each child read recent
pages from My Writing Book. Occasionally ask the child to locate a
word in a sentence read.
e Talk with the children about how plants get bugs. Discuss the way some
leaves snap shut or roll up and how some leaves are sticky. Ask the
children to write about what they learned, e.g.,
Some plants eat bugs.
They trap the bugs and then they eat them.
e Prompt for the children to use word parts they know to write new
words (e.g., the for then, they, pl as in play, an as in and).
e Have the children reread and illustrate their sentences. You may want to
write the sentences on a strip to cut up, and have the children take the
strips home to practice.
21
367
New Book
Introducing the Text
e Introduce children to the book by talking about some bugs they are
familiar with. Suggested language: “You have a new informational book
today to read. It is called All About Bugs. You will be reading about all kinds
of bugs. Some bugs crawl. Some bugs fly. Some bugs hop.”
e Have children turn to page 2. “This is a beetle. A beetle has six legs. You are
going to read about an ant, a bee, a grasshopper, a ladybug, and a firefly.”
All About Bugs,
Level F
e Have children turn to page 12. “Look at the firefly. Have you ever seen a
firefly? What can it do? It can glow in the dark. Say glow. What two letters
come first in glow? Find glow. Run your finger under it, and say it. Fireflies
can also blink on and off as they fly.”
e “Turn to page 14. This bug is hard to see because it looks like a stick. It is
called a walking stick. Say hard. What letter would come first in hard? Find
hard. Run your finger under it, and say it.”
e “Turn back to the beginning, and read all about bugs.”
Part 1 as needed.
Reading the Text
e Prompt readers to notice word parts to solve new words, if needed, e.g.,
“Do you see a part that can help you? Look at this part. Think about what
makes sense.”
Discussing and Revisiting the Text
Invite children to talk about what they learned about bugs. Some key
understandings children may express are:
e There are lots of different kinds of bugs. [Extend by asking for examples
from the pages of the book.]
e Bugs have six legs. [Extend by asking for evidence from the pictures.]
e You can find bugs in many different places. [Extend by asking for examples
in pictures in the book.]
e Bugs move in different ways. [Extend by asking for evidence from the text.]
Part 1 as needed.
Teaching Points
e Based on your observations, use Prompting Guide, Part 1 to select a
teaching point that will be most helpful to the readers.
e You may want to have children look at page 12 and examine the words
firefly and fireflies. Help them notice the parts of words (fire-fly). Help them
notice that when firefly becomes plural, the y changes to i and you add -es.
22
368
Optional Letter/
Word Work
LEVEL H
e Have children take home words that they know or can solve easily
and quickly.
LESSON 60
e Have children read all the word cards in their word bags. Observe
children to decide which words they should keep.
SAMPLE EVEN-NUMBERED LESSON
Classroom Connection
e Give children the fold sheet called Plants That Eat Bugs.
e Have children draw a picture of a plant that eats bugs in each box.
e On the write-on lines under each box, have children explain how that
plant eats bugs.
e Give children the take-home book Plants That Eat Bugs to reread in
the classroom.
Home/School Connection
e Give children the take-home book Plants That Eat Bugs to read to
family members.
e Have children take the fold sheets home to share with families.
23
369
Assessing Reading and Writing Behaviors
Observe to find evidence that children can:
e recognize and use vowel combinations in words.
e use multiple sources of information while reading.
e read with phrasing, intonation, appropriate word stress, and pausing for
punctuation.
e compose two or three sentences about what they learned.
e use word parts to write new words.
e understand that the book is all about bugs.
e notice and talk about some facts about bugs.
Supporting English Language Learners
To support English language learners, you can:
e monitor for understanding of “Say the first part” or “Look for a part you know.
Do you know a word like that?”
e monitor for understanding of “You know that some words have two vowels that
are together.”
e be sure children understand all words from Phonics and Word Work.
e have children say the names of the bugs in the book.
e use the actions of the bugs in a conversational way during the introduction.
e be sure they understand they will learn about a different bug on each page.
e use pictures to discuss what they learned.
e support children in constructing grammatically correct sentences.
e encourage children to repeat their sentence before they begin writing
Professional Development Links
When Readers Struggle: Teaching That Works
Chapter 16: Teaching for Fluency in Processing Texts. Use this chapter to help readers use pausing,
phrasing, appropriate word stress, and intonation to reflect meaning.
Professional Development and Tutorial DVDs, LLI Blue System
View the DVDs as needed.
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8
Chapter 26 (pp. 418, 426–433). Use this chapter to understand how the introduction and
discussion can support effective processing of nonfiction/informational texts.
Prompting Guide Part 1 for Oral Reading and Early Writing
Use the section on constructing words using word analysis to explore ways to support writers in
constructing words.
370
24
Reading Record
25
26
READING RECORD
27
28
READING RECORD
29
30
Behaviors and Understandings to Notice, Teach, and Support
THE CONTINUUM OF LITERACY LEARNING
H
LEVEL
Thinking Within the Text
Solving Words
Monitoring and Correcting
Summarizing
e Use letter-sound relationships in
sequence to solve more complex words
e Use consonant and vowel sound-letter
relationships to solve words
e Quickly and automatically recognize one
hundred or more high-frequency words
within continuous text
e Use known words and word parts
(including onsets and rimes) to solve
unknown words
e Make connections between words by
letters, sounds, or spelling patterns
e Connect words that mean the same or
almost the same to derive meaning from
the text
e Demonstrate knowledge of flexible ways
to solve words (taking it apart, using
meaning, etc.)
e Break down a longer word into syllables in
order to decode manageable units
e Use context and pictures to derive the
meaning of unfamiliar vocabulary
e Use context to derive meaning of new
words
e Take apart compound words to solve
them
e Demonstrate competent, active word
solving while reading at a good pace—less
overt problem solving
e Self-correct close to the point of error
e Reread (at the phrase or word) to problem solve, self-correct, or confirm when
needed but less frequently than in previous levels
e Use multiple sources of information to
monitor and self-correct (language structure,
meaning, and letter-sound information)
e Realize when more information is needed
to understand a text
e Use known words to self-monitor and
self-correct
e Remember information to help in understanding the end of a story
e Demonstrate understanding of sequence
when summarizing a text
e Identify and understand a set of related
ideas in a text
e Summarize narratives with multiple
episodes as part of the same simple plot
e After reading, provide an oral summary
with appropriate details in sequence
e Use multiple sources of information together to solve words
e Use some simple graphics, labeled
pictures, that add information to the text
e Use a table of contents to locate
information in a text
e Process texts with some split dialogue, all
assigned to speakers
e Notice, search for, remember, and discuss
information that is important to
understanding
e Demonstrate phrased, fluent oral reading
e Reflect language syntax and meaning
through phrasing and expression
e Demonstrate awareness of the function of
the full range of punctuation
e Demonstrate appropriate stress on words
to reflect the meaning
e Use multiple sources of information (language structure, meaning, fast word recognition) to support fluency and phrasing
LEVEL H
Searching for and Using
Information
Maintaining Fluency
Adjusting
CONTINUUM
e Slow down or repeat to think about the
meaning of the text and resume normal
speed
e Have expectations for reading realistic fiction, simple animal fantasy, simple traditional tales, and easy informational books
e Reread to solve words or think about
ideas and resume good rate of reading
Thinking Beyond the Text
Predicting
Making Connections
Inferring
e Make predictions using language structure
e Use understanding of text structure to
make predictions about what will
happen next
e Make predictions based on knowledge of
characters or type of story
e Use background information, personal
experience, and information from the text
to make predictions
e Support predictions with evidence from
the text or personal experience and
knowledge
e Bring knowledge from personal
experiences to the interpretation of
characters and events
e Bring background knowledge to the
understanding of a text before, during,
and after reading
e Make connections between the text and
other texts that have been read or heard
e Recognize and apply attributes of
recurring characters where relevant
e Show empathy for characters and infer
their feelings and motivations
e Interpret and talk about causes for
feelings, motives, or actions
e Use and interpret information from
pictures without depending on them to
construct the meaning derived from
reading words
e Infer causes and effects as implied in
the text
e Justify inferences with evidence from
the text
Synthesizing
e Differentiate between what is known and
new information
e Identify new information and incorporate
it into present understandings
e Demonstrate learning new content from
reading
31
371
H
LEVEL
Behaviors and Understandings to Notice, Teach, and Support
Thinking About the Text
Analyzing
Critiquing
e Understand what the writer has done to
make a text surprising, funny, or
interesting
e Discuss characteristics of genres (simple
animal fantasy, easy factual texts, realistic
fiction, traditional literature, plays)
e Differentiate between informational and
fiction texts
e Understand, talk about, write, or draw
when a writer has used description or
compare and contrast
e Notice and discuss how writers or
illustrators use layout and print features
for emphasis
e Identify parts of a text (beginning, series
of episodes, end)
e Notice writer’s use of specific words to
convey meaning (for example, shouted,
cried)
e Identify a point in the story when the
problem is resolved
e Discuss whether a story (fiction) could be
true and tell why
e Share opinions about the text as a whole
(beginning, characters, ending)
e Express opinions about the quality of a text
e Express opinions about the quality of the
illustrations
e Notice how the illustrations are consistent
(or inconsistent) with meaning and
extend the meaning
e Agree or disagree with the ideas in a text
e Make judgments about characters or
events in a text
Additional
Suggestions for
Letter/Word Work
Use a chart or easel,
whiteboard, magnetic
letters, or pencil and
paper to develop
fluency and flexibility
in visual processing,
if needed.
32
372
e Recognize and write many high-frequency words (for
example, come, came, from, her, him, his, one, out,
said, saw, she, that, their, there, they, was, went,
were, with)
e Review high-frequency words from previous levels
e Change words to add simple inflectional endings
(-ed, -ing; stopped, stopping)
e Change words to make plurals by adding -es
(dresses, crashes)
e Make or take apart words using phonograms with
VCe patterns (sale, rule) and phonograms with
double vowel letters (spoon, keep)
e Write words with inflectional endings, plurals, VCe
patters, etc.
e Read or make words that have short (CVC: hat) and
long (CVCe: game) vowel patterns
e Take apart compound words (every-one)
e Change beginning, middle, and ending letters—single
consonants and vowels as well as blends and
digraphs—to make new words (cot/cat/cash/trash)
e Make possessives by adding an apostrophe and an s
to a singular noun (the dog’s bone)
e Solve words using letter-sound analysis from left to
right (s-t-r-ea-m)
e Use what is known about words to read new words
(but, butter; in, spin)
e Take apart words that begin with initial consonants,
consonant clusters, and consonant digraphs (ch-air)
e Take apart words with consonant clusters that blend
two or three consonant sounds (spin, sprint)
e Take apart words with consonant clusters at the
beginning—both blends and digraphs (crib, while)
e Take apart words with double consonant letters in
middle (butter)
e Read contractions with is (he’s, she’s) or not (don’t)
e Read Consonant Cluster Chart in a variety of ways
LLI Home Connection
Every Leveled Literacy Intervention lesson has a
corresponding Letter to Parents, a printable resource
available in both English and Spanish.
_
______
Fecha: _________
o Cuidadores:
Estimados Padres
cosas para hacer
. Aquí tiene tres
una lección de LLI
ir.
Hoy su niña tuvo
rib
esc
y
r
lee
án a su niña a
juntos que ayudar
gs.
nts That Eat Bu
lee el libro Pla
niña mientras
neras de que las
ma
tes
1. Escuche a su
ren
dife
hablen sobre las
a acerca de las
Después de leer,
Hable con su niñ
a
apar los bichos.
luz del sol y agu
la
n
plantas pueden atr
liza
uti
e
qu
esas plantas y las
diferencias entre
para sostenerse.
o dibujos de
a escribió e hiz
et de hoy, su niñ
le enseñe y
ella
e
qu
a
Pid
2. En su fold she
s.
ho
s que comen bic
algunas planta
o.
explique su trabaj
a en
e trajo a la cas
le las cartas qu
e comienzan
niña que arreg
qu
su
as
a
abr
ale
pal
Díg
las
3.
ponga
co. Pida que ella
ar, etcétera.
orden alfabéti
con b en otro lug
las que comienzan
ar,
en orden tan
lug
as
abr
un
pal
en
a
las
as
con
leer tod
terminado, pídale
e.
a
hac
hay
lo
lo
o
ella
as
and
Cu
reloj mientr
eda, mirando un
rápido como pu
ertidas. ¡Sobre
s sean cortas y div
,y
e que las actividade
endo, escribiendo
ley
Recuerde, procur
tos
jun
an
pas
tiempo que
todo, disfrute del
conversando!
Date: _________
______
_
Dear Parent or Gu
ardian,
Your child had an
LLI lesson today.
Here are three thin
together to help
gs that you can
her with reading
do
and writing.
1. Listen to you
r child read the
Take-Home Bo
Bugs. Talk about
ok Plants That
the different ways
Eat
plants can trap bug
these plants are
s. Discuss how
different from pla
nts that use sunshi
make their food.
ne and water to
2. On today’s fol
d sheet, your chi
ld wrote abou
pictures of pla
t and drew
nts that eat bu
gs. Ask her to sha
you.
re her work with
3. Have your chi
ld put word car
ds she brought
order by putti
home into ABC
ng the words
that begin with
with b in the ne
a in one pile,
xt pile, etc. On
ce
she’s done, see how
can read all the
words in order by
quickly she
timing her.
Remember to kee
p the activities qui
ck and fun. Most
your time togeth
important, enjoy
er reading, writing
, and talking!
Atentamente,
tas and Gay Su Pinnell.
ght ©2009 by Irene C.Foun
Literacy Intervention. Copyri
Fountas & Pinnell Leveled
opied.
This page may be photoc
—BLUE
PARENT LETTER
FAQ
LESSON 60
Sincerely yours,
Fountas & Pinnell Leveled
Literacy Intervention.Copyrig
ht ©2009 by Irene C.Foun
This page may be photoc
tas and
opied.
Gay Su Pinnell.
PARENT LETTER—
BLUE
LESSON 60
How can I keep families involved?
Should I tell parents the level I am working on?
• Make good use of the Take-Home Books and Home
• You can explain the program to parents and other family
Connection options. Help families understand how to
use them by sending home the daily letters. Also, you
can always invite a parent or guardian to observe a
lesson and talk with them afterwards.
Visit fountasandpinnell.com for answers to more
Frequently Asked Questions about LLI.
members or caregivers as continuous progress. Show them
the books their child was reading at the beginning of LLI
and what he is reading now. Help them look at the books
to understand progress. Explain that the level helps you
to monitor progress and teach the child. Try to avoid the
“level” being something that parents and caregivers focus
on too much.
33
Heinemann Data Collection shows significant gains in
reading progress with Leveled Literacy Intervention, K–2
The Heinemann LLI Data
Collection Project, conducted
by researchers working with
Heinemann under the direction
of Irene Fountas and Gay Su
Pinnell, confirms the reading
gains for students enrolled in
(LLI) K–2 in school districts
across the United States and Canada since 2009. Data on
student demographics, teacher experience, implementation
parameters, and performance data for LLI students was selfreported and analyzed by the researchers. Each student’s
reading progress was determined by looking at their pre- and
post-LLI instructional reading levels (ranging from Pre-A to Z)
on the F&P Text Level Gradient™.
Fountas & Pinnell
Fountas & Pinnell
HeIneMann
HeIneMann
Research and Data Collection Project
2010–2011
Research and Data Collection Project
Lindsey B. Demers Ph.D., Data Collection Manager 2010–2011
(working under the guidance of Irene C. Fountas and Gay Su Pinnell)
Lindsey B. Demers Ph.D., Data Collection Manager
(working under the guidance of Irene C. Fountas and Gay Su Pinnell)
©2013 Heinemann
MK-081 DataCollProj2_DEC2012_Sue.indd 1
©2013 Heinemann
MK-081 DataCollProj2_DEC2012_Sue.indd 1
34
12/7/12 11:24 AM
12/7/12 11:24 AM
Students varied widely by geographic area, age, and degree to
which they were reading below grade level. Overall, researchers
found that these LLI students were gaining twice the amount of
reading progress in half the time when compared with typical
reading progress (Fountas and Pinnell 10-Month Instructional
Level Goals). For example, in Denver Public Schools during the
2009-2010 school year, 85.8% of LLI students demonstrated an
instructional reading level at least three levels higher than their
pre-LLI levels and 25.8% of the LLI students had advanced their
reading skills seven or more levels.
At all grade levels, researchers continue to find that LLI students
move forward at an accelerated pace. Visit fountasandpinnell.com
for the results of the complete Heinemann Data Collection Project.
Research Reveals Proven Success
Independent Empirical Studies Confirm Effectiveness of
Fountas & Pinnell Leveled Literacy Intervention, Grades K–2, Levels A–N
BENCHMARK LEVEL GAINS
BENCHMARK LEVEL GAINS
Rural and Suburban School Study
Urban School Study
55
%
J
More growth 10.0
than control
group
23%
J
10.0
More growth
than control
group*
I
9.0
I
H
8.0
H
8.0
7.0
G
7.0
6.0
F
G
70
%
F
More growth
than control
group
E
5.0
E
D
4.0
D
3.0
C
2.0
B
A
1.0
A
Pre A
0.0
Pre A
C
B
100
%
More growth
than control
group
KINDERGARTEN
GRADE 1
GRADE 2
7.5 Weeks of
LLI Instruction
14.5 Weeks of
LLI Instruction
14.5 Weeks of
LLI Instruction
CONTROL
GROUP
A–Z levels are translated into numeric averages.
9.0
6.0
29%
More growth
than control
group*
81
5.0
4.0
%
More growth
than control
group*
3.0
school
*Urban
study CONTROL
2.0
students were
allowed to receive
intervention
other than LLI.
1.0
0.0
KINDERGARTEN
GRADE 1
GRADE 2
9 Weeks of
LLI Instruction
12.4 Weeks of
LLI Instruction
12.4 Weeks of
LLI Instruction
CONTROL
GROUP
A–Z levels are translated into numeric averages.
The Center for Research in
Educational Policy’s report
on LLI was evaluated and
is recommended by The
National Center on Response
to Intervention (NCRTI).
The Center for Research in Educational Policy (CREP) at the University of Memphis conducted
scientific studies that assessed the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention (LLI)
and confirmed that it is effective in significantly improving the literacy achievement of struggling
readers and writers in grades K–2.
The first study was conducted during the 2009–2010 school year in the rural Tifton County, Georgia
Schools, and the Enlarged City School District of Middletown, New York. In both locations students
participating in LLI had gains significantly above their counterparts in the control group.
“This study found robust effects on the LLI benchmarks across all grade
levels for students who received LLI.”
—Dr. Carolyn Ransford-Kaldon
Center for Research in Educational Policy
University of Memphis
In 2011–2012 a second study was conducted in Denver, Colorado. This study also confirmed
increased literacy achievement for urban K–2 students and associated subgroups.
According to Dr. Carolyn Ransford-Kaldon, one of the researchers on the project, the studies
confirmed that LLI “is indeed effective in improving reading skills. While a wide variety of students
benefited from the system, the Center for Research in Educational Policy found the system
particularly beneficial for English language learners, those who are eligible for special education
services, and those who are economically disadvantaged.”
READ THE FULL REPORTS
at fountasandpinnell.com
35
Heinemann Fountas & Pinnell Professional Development
On-Site Seminars delivered by Fountas and Pinnell-trained consultants
Orange, Green and Blue Systems for
Grades K–2, Levels A–N
Red, Gold, Purple, and Teal Systems
for Grades 3–12, Levels L–Z
On-Site Professional Development for
the LLI Orange, Green and Blue systems
includes three days of training (two days
of intensive learning plus one follow-up
day) to give participants an in-depth
understanding of each of the three
primary-grade LLI systems.
In this seminar,
participants
receive three
days of intensive
training (two
days of start-up
training one
follow-up day) on the LLI systems and
learn specific strategies to address
the needs of struggling intermediate
and middle school readers. In addition
to an overview of the components
and implementation of the LLI
systems, this seminar delves into the
advanced routines including a focus
on comprehension, vocabulary
development, and fluency as well as
phonics and word study principles,
book discussion formats, writing about
reading routines, novel study units, test
taking study, and
silent reading.
Topics covered include an overview of
the lesson framework, assessing and
grouping students, teaching within
the LLI lessons, using the Prompting
Guide, understanding the demands of
texts, and documenting progress. In
addition to learning how to implement
LLI, participants will deepen their
understanding of many research-based
techniques to help struggling readers
make accelerated progress.
LLI Teal System
Role of the Administrator in the
Implementation of Leveled Literacy
Intervention
This seminar will provide an overview of
LLI including research, rationales for use,
basic lesson structure, typical routines,
organization, and scheduling. It will
suggest ways to support shifts in teaching
and how to facilitate implementation. It
will provide specific checklists of things
to look for in an effective LLI lesson and
how to support a variety of learning
experiences for teachers.
36
Coming in 2015
The Fountas & Pinnell Prompting
Guides, Grades K–8
The Fountas & Pinnell Prompting Guide Parts
1 & 2 contain precise language to use when
teaching, prompting for, and reinforcing
effective strategic actions in reading and
writing. Classroom teachers, reading
specialists, literacy teachers, and literacy
coaches can use the flip chart as a ready
reference while working with students
in a variety of instructional settings and
contexts.
Drawing from this important resource, the
seminar provides an introduction to the
Prompting Guides and how they can be used
to teach, prompt, and reinforce effective
strategic actions for reading and writing.
For complete details on all Fountas & Pinnell Professional Development options,
including live webinars and multi-day institutes, go to
Heinemann.com/pd/fountasandpinnell or call 1-800-541-2086, ext. 1402.
Save 20% on LLI Professional Development if you purchase
the LLI product at the same time.
Heinemann Professional Development
Benchmark Assessment Systems Professional On-Site Support
Available for both system 1 (grades K–2) and system 2 (grades 3–8), Benchmark
Professional Support introduces participants to the thinking behind the Fountas
& Pinnell Benchmark Assessment System, provides training on how to administer
and analyze the assessment, and helps participants understand instructional and
grouping implications. Through demonstration, guided practice, and discussion,
teachers learn how to:
• administer, code, and score a Benchmark reading assessment
• determine independent, instructional, and placement levels for readers using
the F&P Text Level Gradient™
• analyze a child’s reading performance—including reading comprehension,
Introduction to The Continuum of
Literacy Learning, Grades PreK–8
Where other assessment and benchmark systems
leave you wondering now what?, Fountas
and Pinnell provide a link from assessment to
instruction via classroom practices such as guided
reading and read-aloud. Their professional book
The Continuum of Literacy Learning: A Guide to
Teaching is included with the Fountas & Pinnell
Benchmark Assessment System and provides the
basis for this seminar.
reading rate, and word analysis—to assess the reader’s current processing
system
• administer a variety of other literacy assessments, such as word analysis, print
concepts, and reading overview.
Role of the Administrator in the Implementation of Benchmark Assessment
This seminar will provide an overview of the Benchmark Assessment System, including
research, the importance of taking and analyzing reading records, and how to link
assessment to instruction. It will suggest ways to facilitate implementation, and
will provide specific checklists of things to look for in effective administration of
the Benchmark Assessment System, and evidence of its application to classroom
instruction.
Drawing from this important resource, the
seminar provides an introduction to The
Continuum and how it can be used to set goals
for learning in planning lessons for individuals,
small groups, and the whole class. Discover
how The Continuum can be used as a bridge
in connecting your assessment data and your
instruction, as well as how it can serve as a
guide for evaluating student progress over time,
helping you identify the specific areas in which
students need help.
“School districts seeking
to close the achievement
gap must consider good classroom
teaching, meaningful assessment,
multiple layers of intervention, and
the ongoing development of highly
qualified teachers.”
—Irene C. Fountas and Gay Su Pinnell
37
FAQ
Is LLI the same as guided reading?
• No, it is intended to be supplementary instruction. LLI is
a systematic and sequential framework of components
designed to support the accelerated progress of low
achieving children. The LLI books are designed to build on
one another. Although word work is provided in guided
reading, LLI provides longer, more intensive work in phonics
and word study. Most children do not need such an intensive
approach.
Do I have to complete all of the lessons within
each level?
• No, but be cautious. Look at The Continuum for the level
to be sure the children control most of the behaviors. If
your readers are finding the books very easy and, in your
judgment, they understand the phonics and word work
principles, you can skip to the next level.
Do all children need to finish the intervention at the
same time?
• No. If one child is clearly accelerating, you can assess him
and move him into a higher group at any time. If a child
needs more time in the intervention, have him join a lower
group. It is all right for him to reread, talk about, and write
about some of the books in the collection.
How do you decide to group children who are at the
same reading level but have different needs?
• All children will have slightly different needs. You are
working to place together three children for whom a
particular reading level is appropriate. If that is true, then
you can begin reading the books on a level. You can fine
tune your interactions with children during the lesson to
account for their different needs. (For example, within
a group reading at a level, one child may need more
interactions around word solving and another around
fluency). Most of the time, however, children have multiple
needs and those will change from week to week. As with all
teaching, observation is the key.
What should I do when children are absent?
• There will always be the problem of a child missing a lesson.
Meanwhile, others in the group will be moving on. You
could introduce yesterday’s new book while other children
are rereading books in the rereading segment of the lesson.
38
Often, the child can simply join in with the others. Or, you
can send the missed book back to the classroom or home
for the child to read and catch up. If attendance is spotty
across the group, you can stop and have a “catch up” day
to read and reread books they have missed and to review
phonics principles. If a child has an extended absence,
reassess him and make a decision as to the level he should
be reading.
Do I have to limit group size to three?
• We strongly recommend three children for best results.
Where it is impossible to limit the groups to three, just
try to keep the groups as small as possible. Occasionally,
you will find that the children’s levels do not work out.
At various times, you may find yourself teaching groups
of 2, or even 4 or 5. It is very important for children to be
working at an appropriate level.
What do you do about children whose reading is at
one level, but their writing is well below that level?
• Go with the reading level for instruction in LLI, giving
emphasis and attention to writing in the even-numbered
lessons. Use the Classroom Connection option, which
involves more writing. Work closely with the classroom
teacher to provide extra classroom writing opportunities.
How much can I vary the lesson (depart from the
specific instructions)?
• We encourage you to adjust the lesson in any way justified
by information from your ongoing assessment and
observation of learners’ strengths and needs. No lesson
plan can be written to fit all children. Your decisionmaking across the lesson is critical. It would not make
sense to consistently eliminate lesson components or to
drastically slow down instruction, but you will find yourself
tailoring lessons to meet children’s needs.
How often should I take a reading record?
• If you take a record the next day on the new book that
was read in the odd-numbered lessons, then you will
be taking a record every other day. Rotating around a
group of three children, you will take one record on each
every six days. Your daily observations and this procedure
will provide enough specific information to guide your
teaching.
Visit fountasandpinnell.com for answers to more
Frequently Asked Questions about LLI.
Irene C. Fountas
is a professor at Lesley University in
Cambridge, Massachusetts. She has
been a classroom teacher, language
arts specialist, and consultant in
school districts across the nation
and abroad. She is the recipient of
the Greater Boston Council and the
International Reading Association’s
Celebrate Literacy Award. Currently,
she directs field-based literacy
research projects and the Literacy
Collaborative at Lesley University.
She continues to publish resources
for comprehensive literacy
programs that quickly become
staples for literacy instruction
across the country.
“Our commitment
is to develop
the expertise of
teachers.”
Gay Su Pinnell
is Professor Emeritus in the School
of Teaching and Learning at The
Ohio State University. She has
extensive experience in classroom
teaching and field-based research,
and in developing comprehensive
approaches to literacy education.
She received the International
Assessment
The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable tools
to identify the instructional and independent reading levels of all students and
document student progress through one-on-one formative and summative
assessments.
Classroom Resources
Fountas & Pinnell Classroom Resources maximize student learning with systematic
lessons, student books and materials, and powerful tools that guide teachers’
language and actions and support them in expert decision making for high-impact
literacy instruction.
Intervention
Fountas & Pinnell Leveled Literacy Intervention is a short-term, supplementary
intervention proven to bring struggling readers to grade-level competency with
engaging leveled books and fast-paced, systematically designed lessons.
Professional Books
Fountas & Pinnell Professional Books empower teachers with highly effective
instructional procedures and the latest in literacy thinking to elevate their expertise
and help build a community of skillful informed educators.
Professional Development
Fountas & Pinnell Professional Development offers options and opportunities to
further develop the teaching craft and foster a climate of collegiality and community
through School-Based Seminars, Multi-Day Institutes, and Live Webinars.
Reading Association’s Albert
J. Harris Award for research in
reading difficulties, the Ohio
Governor’s Award and the Charles
A. Dana Foundation Award for her
contributions to the field of literacy
education. She is a member of the
Join the F&P Community and be part of the conversation.
Facebook “f ” Logo
CMYK / .eps
Facebook “f ” Logo
CMYK / .eps
Reading Hall of Fame.
@FountasPinnell
FountasandPinnell
39
Fountas & Pinnell Leveled Literacy Intervention Blue System
GRADE 2, LEVELS C–N • 978-0-325-01199-8 / 0-325-01199-0
Components available for individual sale, additional copies, or replacement.
Visit heinemann.com for current pricing.
Component
Quantity with System purchase
Quantities for reorder
LLI Blue System Leveled Books (120 titles)
4 copies of each title
4-packs of individual title
Program Guide
1 copy
Single copies available
Lesson Guides, Volumes 1 & 2
1 copy of each Volume
Individual Volumes, or 2-Volume set
Prompting Guide Part 1 for
Oral Reading and Early Writing, K–8
1 copy
When Reader’s Struggle, Teaching That Works, K–3
1 copy
Professional Development DVD
1 disc
Tutorial DVD
1 disc
F&P Calculator/Stopwatch
1 calculator/stopwatch
My Writing Books
126 writing books
18-packs
Student Take-Home Bags
18 bags
6-packs
Student Black-and-White Take-Home Books
6 copies of each title
6-packs of individual title
Student Folders
One 18-pack
18-packs
Lesson Folders
120 folders and labels
10-packs, folders only
Online Data Management System
1 year subscription
By annual subscription
Online Lesson Resources
Unlimited access
Optional purchase outside System
LLI Reading Record App for iPads
Purchase through Apple iTunes
F&P SELECT Collections
4 Collections, 60 titles each, purchase through Heinemann
F&P LLI Blue System Choice Library
150 titles + Guide to Independent Reading, purchase through Heinemann
To order or for more information
Phone 800.225.5800 • Fax 877.231.6980
Email: [email protected]
heinemann.com • fountasandpinnell.com
40
Fountas & Pinnell
Assess all students efficiently and identify those who
need intervention to succeed.
Fountas & Pinnell
Benchmark
Assessment System
Fountas & Pinnell
Leveled Literacy
Intervention
Systematic, small-group, supplementary
intervention that brings struggling readers to
grade-level competency through intensive,
supportive lessons and engaging leveled books.
• Developed by the preeminent leaders in
literacy education
• Based on the F&P Text Level Gradient™ and
The Continuum of Literacy Learning
• Proven successful by gold-standard
independent studies
• Embedded with rich teacher professional
development
Benchmark Assessment System 1
Grades K–2, Levels A–N / 978-0-325-02776-0
Benchmark Assessment System 2
Grades 3–8, Levels L–Z / 978-0-325-02796-8
LLI Orange System
Kindergarten, Levels A–C
BP
978-0-325-00805-9
Booster Pack, Levels D–E
978-0-325-04895-6
LLI Green System
Grade 1, Levels A–J
978-0-325-01198-1
Booster Pack, Level K
978-0-325-04896-3
LLI Blue System
Grade 2, Levels C–N
978-0-325-01199-8
LLI Red System
Grade 3, Levels L–Q
978-0-325-02851-4
LLI Gold System
Grade 4, Levels O–T
978-0-325-02852-1 LLI Purple System
Grade 5, Levels R–W
978-0-325-02692-3 LLI Teal System
Grades 6–12, Levels U–Z
2015 978-0-325-02860-6
BP
Assessment that determines students’
independent and instructional reading levels
according to the F&P Text Level Gradient™, and
identifies those who need intervention. The
Fountas & Pinnell Benchmark Assessment System
provides critical information on every child’s
reading strengths and needs in processing
strategies, comprehension, and fluency, and
connects assessment to effective instruction.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
978-0-325-04890-1
01/2015

Leveled Literacy Intervention

Transcription

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