Leveled Literacy Intervention

 

What is Leveled Literacy Intervention?  Leveled Literacy Intervention, or LLI, is a small group, supplementary intervention designed for children who find reading and writing difficult.  LLI serves those children that don't qualify for one-on-one intervention but are still struggling.  The goal of the intervention is to bring the children to grade level achievement.

 

The LLI Systems have been designed to bring children from the earliest Level A (mid-kindergarten level) to Level N, which is about early grade 3 level.  Typically, LLI is used with Kindergarten, Grade 1 or Grade 2 children reading below grade level, though many teachers have used it very successfully to bring children in other grades to a Level N goal.

 

Leveled Literacy Intervention is based on the Fountas and Pinnell A-Z gradient of text difficulty.  Each level of text makes increasing demands on the reader, but the change is gradual.  By engaging in intesively supportive lessons on each level, young readers have the opportunity to expand their reading and writing abilities.  With the support of instruction, they stretch themselves to read more complex texts with accuracy, fluency and comprehension and strengthen their writing ability.  With these goals in mind, children are effectively engaging in the reading and writing process every day.

 

The Daily 5/Cafe'

 

The Daily5/Cafe' in the Classroom is the integration of common core routines and framework.  It is the explicit teaching and practicing of behaviours of behaviours that is the core of the management system in the literacy classroom.

 

Our belief is that the way teachers structure their learning environment and the way students spend their time influences the level of reading proficiency the student can attain by the end of the academic year.  The sturcture of the learning environment is dveloping a plan for how students would spend their time working independenly while teachers work with small groups or hold conferences with individual students.

 

The learning environment in the classroom and the teacher role changes from one where they try to "manage" students and putting our fires to creating routines and procedures that foster independent literacy behaviours that are ingrained to the point of being habits.  The goal for all students is to internalize these expectations and shared experiences in a way that allows for every child to become engrossed in their own reading and writing.  The classroom community is an environment where reading, writing and self-monitoring are closely tied together for each child.

The Daily 5 Management Model

  • Relies on the teaching of independence.
  • Manages the entire literacy block.
  • Allows for three to five focus lessons and more intentional teaching.
  • Provides students substantial time to read and write.
  • Allows for the integration of reading and writing.
  • Incorporates a variety of clearly defined instructional routines that accelerate learning.
  • Builds stamina to ensure longer periods of time students successfully read and write.
  • Articulates student behaviours that culminate in highly engaged learners.
  • Teachers students to understand and monitor their literacy goals.