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February 27. 2018

Teacher Tip: How to Use The Literacy Continuum with Leveled Literacy Intervention

At the end of each level in the Leveled Literacy Intervention (LLI) Lesson Guides, you will find pages from The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching to help monitor progress and guide your teaching. It lists specific behaviors and understandings that are required for children to read successfully at that level. These behaviors and understandings are accumulative across the levels. They include important competencies children need to think within, beyond, and about texts. In other words, children take on new demands as the texts grow more challenging.

The LLI lessons are designed to support the goals listed in The Literacy Continuum. Your goal should be to help children meet the demands of successive levels of text and, in the process, expand their systems of strategic actions. The following suggestions may contribute to effective teaching in your lessons:

  • In advance of the lesson, read the new book with The Literacy Continuum goals in mind. 
  • Think about what your children can do, and then find behaviors and understandings that they control, partially control, or do not yet control. 
  • Read the introduction to the text and teaching points for the lesson, keeping in mind the processing needs of the readers. Make any adjustments you think are necessary to meet their needs. 
  • Look at the Phonics/Word Work and at the additional suggestions provided on The Literacy Continuum pages, and make any adjustments you feel are necessary for your group. 
  • As you near the end of a level, look at what the readers now control and what they need to know to successfully process texts at this level. 
  • As the readers grow more proficient and reading becomes easy at the level, look ahead to the The Literacy Continuum pages for the next higher level. You may find new understandings or more complex versions of the same understandings.
From Leveled Literacy Intervention Orange System Guide, Second Edition by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.
February 23. 2018

RECAP: Text. Talk. Teach. Twitter Chat with Fountas and Pinnell

On Thursday, February 22, Fountas and Pinnell hosted a Twitter Chat on the importance of fostering talk in the classroom. Below is a recap of that chat. Talking is thinking. Learn about the different ways in which you can offer your students valuable opportunities to express their thinking through TALK.

February 23. 2018

FAQ Friday: Should I tell families the level I am working on in LLI?

Q: Should I tell families the level I am working on in Leveled Literacy Intervention?

A: We don’t believe it’s necessary to share levels with families; rather you should focus on the continuous progress children are making. Show them the books their child was reading at the beginning of LLI and what he or she 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.

<<To see more FAQs or get answers to other questions from a trained consultant, please visit the Discussion Board!>>

February 22. 2018

Ask Meli! February, 2018

Meli has been so busy reading all of your wonderful letters! She loves hearing from each and every one of you, and can tell that you have been practicing your reading and writing.

This month, Meli answers letters from her friends in Burleson, Texas.

Dear Meli,

Q: Hi my name is Melanie. I am in 2nd grade. I love your books. When is your birthday? Who is your best friend? What is your favorite toy? Love Melanie

: Hi Melanie! Thank you for your letter! My favorite toy is my red ball! I love my rubber chicken too! Woof! -Meli More...

February 22. 2018

Registration Now Open for Leveled Literacy Intervention (LLI) Systems Institutes, Grades K-12

We are pleased to present some amazing LLI K-12 professional development opportunities for you at three locations across the country. This year, we will be bringing “Closing the Literacy Achievement Gap with LLI K–12” to Burlingame, CA, Schaumburg, IL and Philadelphia, PA. Our Fountas and Pinnell-trained consultants will focus on showing you how to understand the reading and writing challenges of children who struggle with literacy learning, and how to provide effective teaching within the LLI-graded lessons.

 Find out more here: https://www.heinemann.com/pd/offsite/lli_institutes.aspx


February 20. 2018

Teacher Tip: Incorporating Play Into Your Kindergarten Classroom

Play is an essential component of the kindergarten classroom. Throughout early childhood, the foundation of reading and writing is joyful play, language, and literacy experiences. Through play, children practice and gain control of abilities essential to learning, including language, self-regulation, and high-level thinking. As you design your classroom, you will want to provide space for choice time activities, including free and structured play. These areas may include resources for dramatic play, blocks, a sand/water table, and art supplies.

From Literacy Beginnings by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2011 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann