Good Spirit
School Division
Fountas and Pinnell
Leveled Literacy Intervention
Orientation
GSSD LLI Wordpress Page
GSSD LLI Site
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What is LLI?
LLI is a small-group (no larger than 3
students), supplementary intervention
program designed for young children
who struggle with reading and writing.
LLI is a powerful, research-based early
intervention program that can prevent
literacy difficulties before they turn into
long-term challenges.
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1. Supplemental
To the daily literacy block
occurring within the classroom
which should consist of all the
balanced literacy components
including guided reading.
2. Daily
30 minute sessions
 Reinforce new learning and support
accelerated program
 Students engage in reading, writing,
word study
 10 minutes assigned beyond the 30
minute session dedicated for
student transition

3. Small Groups
Three students maximum
 Close observation by the LLI teacher
facilitates teaching
 Individual learning leads to faster
progress

4. Short Term

System designed to bring students
up to grade level in 18-24 weeks
5. Structured Lessons
Very structured framework
(children learn the routines)
 LLI teacher makes decisions specific
to observations

6. Fast Paced
Intensive and rigorous
 Pace keeps students engaged in
successful experiences
 Use of a timer
 Preserve the 30 minutes

7. Deep Comprehension
Throughout the reading process –
before, during, after reading
 Beyond literal interpretation
 Within text
 About text
 Beyond text

8. Writing
Writing is integral for success.
 Strong reading and writing
connection.
 Students compose, construct, and
develop essential strategies for in
the classroom.

9. Fluency
Fluency is critical
 Each lesson includes attention to
fluent, phrased reading as well as
fluent writing
 If a student is not fluent, progress is
hampered

10. High-Quality Text
Multiple copies of levelled texts
 Designed to engage young readers
with high quality fiction and nonfiction selections
 Texts have been systematically
crafted to build phonics and word
analysis skills and arranged along a
careful gradient of text characteristics

11. Word Work
Focus on phonological awareness,
phonemic awareness, letter-sound
patterns (phonics), word structure,
spelling patterns, high frequency
words
 Word work is critical but not to the
exclusion of comprehension
(balanced literacy)

12. On-Going Assessment
More than pre-test, post-test
 Ongoing
 Running records (at least weekly)
 Comprehension-checks
 Word recognition

13. Professional Learning
The LLI school team must engage in
professional learning
 Understanding of the reading process
is an important determinant of
student success
 LLI team can refer to the Program
Guide, Professional DVD, When
Readers Struggle, LLI website to
support their collaborative learning

14. Classroom Connections
Critical to student success
 Record-keeping documents should be
shared and reviewed
 Successful strategies in
intervention/classroom are shared
for consistency

15. Home Connection
Materials reflecting student
interest, culture
 Share success with students,
families
 Shared expectations

Who is LLI for?
LLI is designed to be used with small groups
(3) of children who need intensive supports
to achieve grade level competencies. For
example:
 the lowest achieving children in the
classroom who are not receiving other
supplementary interventions;
 children who have English as an additional
language;
 children that have been identified as
children with intensive needs.
Other Considerations For Selecting
Students for Intervention

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Use Benchmark Assessment System (F&P)
results to select and group children
Begin with students who need the most
help
The levels should be the same within the
group
Students should be re-grouped where
necessary
Most children can be brought to grade
level in 18-24 weeks
LLI Systems
There are three LLI systems available
coded by color:

The Orange system
(Levels A through C)
The Green system
(Levels A through J)
 The Blue system
(Levels C through N)

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Getting Organized

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Find a space where the children are able to
face the LLI teacher and see the materials.
In advance, print out materials from the
Lesson Resource CD.
Initially using the system will require the LLI
teacher to plan ahead of time so the
materials are ready. Review the week’s
lessons.
Lessons are designed for minimal planning
once you get used to the structure.
Essential Elements
of Lessons
There are three kinds of lessons:
 Getting Started Lessons
(Orange and Green Kit)
 Odd Numbered Lessons
(Orange, Green, and Blue Kits)
 Even Numbered Lessons
(Orange, Green, and Blue Kits)
Getting Started Lessons
Include:
Rereading – 5 minutes
 Phonics – 5 minutes
 Rereading a new book with several
levels of support – 8 minutes
 Writing about reading – 7 minutes
 Letter word work – 5 minutes

Note: The last Getting Started lap book is level
D in the Green System. There are lap books
throughout the orange kit.
Odd Numbered Lessons
Include:
 Rereading Books – 5 minutes
 Phonics/Word Work – 5 minutes
 New Book – 15 minutes
 Letter/Word Work – 5 minutes
Even Numbered Lessons
Rereading Books and Assessment –
5 minutes
 Phonics/Word Work - 5 minutes
 Writing about Reading – 15 minutes
 New Book – 5 minutes
 Optional Letter Word Work – no
time specified

Professional
Development DVD
Teaching
 Selection of students
 Getting Organized
 Getting Started Lessons
 LLI Framework
 Instructional Routines (Sampling of
Routines)
 Record Keeping
All Lessons Include the
following Materials
1. Classroom Connections
2. Home/School Connections
3. Assessing Reading/Writing
Behaviors
4. Supporting English Language
Behaviors
5. Professional Development Units
1. Classroom Connections
Critical - Collaboration and communication
between the classroom teacher and
LLI teacher.

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Includes specific suggestions for children to
practice and extend their learning in the
classroom.
This includes rereading the take-home book.
Link to LLI Classroom Connections located in
LLI Training and Information
Content and progress need to be
communicated (GSSD LLI Guidelines)
Build Classroom Connections by
Coordinating with the Classroom Teacher

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Invite the classroom teacher to observe an LLI
lesson(s).
Share records on an on-going basis.
Ask for their input and for what they are
seeing in the classroom.
The classroom teacher is using guided reading
daily, especially for LLI students.
Use the Classroom Connections.
2. Home/School Connection
Includes specific suggestions for
children to practice and extend
their learning at home.
 All take home resources are on the
Lesson Resources CD-ROM.

3. Assessment and Record
Keeping
Ongoing assessment is built into the system :
 Assess one student every second day
 Which means every child will get assessed once a week
(approximately)
Record Keeping:
 Keep record keeping simple, efficient and informative
 After each lesson (or at least daily), time is necessary
to complete the records.
 Record keeping forms are found on the Lesson
Resources CD
 Additional assessment records are located on LLI
Training and Information Wordpress site.
Reading Records
Reading records monitor progress and
teaching. They are the same as BAS
reading records.
 Professional Development and
Tutorials are available for review and
additional practice of how to keep
reading records.
 Coding and Scoring Errors at a Glance
are used for reading records (Chart to
help you)

Intervention Record

Student files include your:
 anecdotal notes
 running records
 work samples
 LLI reading graph
 attendance record
Professional Development
and Tutorial DVD’s
While you are assessing one of your
students during an EVEN lesson, the
other students are whisper reading
previous books from the last lesson
and other lessons. Refer to Practice
Tutorials on the DVD’s to become
comfortable with this process.
Coding Oral Reading
Running Records Specifics:
Analyzing Errors and Self Corrections
Meaning-Structure-Visual Information
 Meaning
• Did the meaning of the text influence the error?
• Did it MAKE SENSE?

Structure
• Does the error fit an acceptable English language
structure
• Did it SOUND right?

Visual Information
• Did the visual information from the print influence
any part of the error?
• Did it LOOK right?
Scoring and Analyzing Oral
Reading Behaviours
Analyzing Strategic Actions
Think of readers as problem solvers: What strategies
are they using to figure out words and meaning?
The Guide for Observing and Noting Reading
Behaviours (located on the Lessons Resources CD)
suggests that the student might be using some or all
of the following strategies:
• Early Reading Behaviour
• Searching For and Using Information
• Solving Words
• Self-Monitoring
• Self-Correcting
• Maintaining Fluency
Prompting Guide:
A tool to support the students as they
read or write
 Gives specific language to teach for
strategies in reading and writing
 Section 1 and 2: Teaching for Strategic
Action in Reading and Writing
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Joey
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Case Study
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4. Professional Development
Each kit includes PD and Tutorial
DVDs and the book When Readers
Struggle
 A bibliography is found at the end of
the Program Guide for additional
resources.

Questions?
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Final Thoughts

Follow the fidelity of the program,
communicate and collaborate as a LLI
Team

The more you do it right as it is laid
out and intended,
the more growth you will see.
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