LEVELED
LITERACY
INTERVENTION
Fountas
&
Pinnell
WHY?
District Literacy Focus: Knowing our Readers
Criterion 3
Research Based
Pairs with available resources and materials
To close the achievement gap,
intermediate grade struggling readers
need accessible, engaging, and relevant
texts, and instruction delivered by
expert teachers. They need LLI.
Irene C. Fountas and Gay Su Pinnell
GOALS FOR OUR WORK TOGETHER
Becoming lead learners in how to implement
the leveled literacy intervention materials.
Essential instructional components
Logistical systems
Administering the intervention to a targeted
subgroup of students.
WHO IS THE LEVELED LITERACY
INTERVENTION (LLI) FOR?
Designed to intervene
Small group (3-4 students)
Supplementary
Intended for the lowest achieving students in
the grade
ELL, SPED
Struggling readers and writers
Interventions target comprehension,
vocabulary, development, fl uency, phonics and
word study, and writing about reading.
LLI SYSTEMS AND COMPONENTS
Components
A collection of non-fi ction and fi ction books (none overlap)
192 lessons in the Lesson Guide
Consumable literacy notebooks
Blank word magnets, magnetic whiteboards
System guide: Theory
Prompting guides (1) Oral Reading and Early Writing (2)
Comprehension
Student folders to track progress
Book Collections
144 Titles and 6 Novels
Graphic novels, series, etc.
60% of the text is non-fi ction
Color
Interest
Level
F&P
Levels
# of
Books
Orange
5 year olds
A-E
70
Green
6 year olds
A-K
110
Blue
Grade 2
C-N
120
Red
Grade 3
L-Q
150
Gold
Grade 4
O-T
150
Purple
Grade 5
R-W
150
Teal
Grade 6-12
U-Z
150
LLI
SYSTEM
S
Housed at
t h e Pr i m a r y
School:
Orange,
G re e n a n d
Blue
Housed at
the
Elementary
S c h o o l : Re d ,
Gold and
Pu r p l e
ASSESSMENT AND TEACHING
Use the Fountas & Pinnell benchmark to place in an
intervention group
Recommends groups of 3-4 students
Make compromises when grouping
Idea align intervention times with another teacher to
share students based on need
ASSESSMENT AND TEACHING
Teaching
Intended for 18-24 weeks (depending on how far the student is
behind) of daily 45 minute instruction
Lesson Framework
144 standard lessons (24 per level) and 24 novels (4 per level)
Two lesson types
Odd Numbered Lesson
Even Numbered Lesson
Introduction of a new
instructional book.
Introduction of a new
independent book.
*Builds on the odd numbered lesson
(1)Discussion of Previous book
(2)Options of revisiting text
(comprehension, vocabulary,
fluency)
(3)Phonics/Word Study
(4)Read and discuss the book
(1)Revisit previous book
(comprehension, vocabulary,
fluency)
(2)Rereading and assessment
(running record form)
(3)Phonics/Word Study
(4)Reading the new book
LESSON FRAMEWORK
D I S C 1 T E A C H I N G T H E L L I F RA M E W O R K ( 9 : 1 4 )
INSTRUCTIONAL PROCEDURES AND
TOOLS
Procedures
Deepen
comprehension
Enrich
vocabulary
Improve
fl uency
Learn about
phonics and
word study
Support
writing about
reading
Tools
Literacy
notebooks
Graphic
organizers**
Word magnets
Word
games/sorts**
**Available on the
website
Record
Forms
Reading
records every
2-4 weeks
Intervention
record form
WEBSITE
Fountas and Pi
nnell LLI Reso
urces
ESSENTIAL COMPONENTS
HOW DO WE CUT DOWN A 45 MINUTE DAILY
SMALL GROUP INTERVENTION INTO A
ONCE/TWICE A WEEK INTERVENTION?
Ideas:
Hone in on comprehension and writing about reading
lesson components
Make decisions based on the needs of the small group:
Skip the discussion of previous lessons and text revisit options.
Skip the word study/phonics components
Thoughts?
MATERIAL LOGISTICS
Book checkout
Leave a sticky note on the box containing the book set you
are checking out with your NAME and LESSON NUMBER
Lesson Plans
Copy the lesson from the lesson guide
Return the lesson guide
After teaching place the lesson copy in the book folder
Consumable materials (Word Study/Literacy
Notebooks)
We will keep one master copy
Use consumable materials purposefully as needed to
support your small group intervention instruction
NEXT STEPS
HELP
