Leveled Literacy Intervention, designed and written by Irene
Fountas and Gay Su Pinnell, is a short-term intervention designed to
help younger children (grades K, 1, and 2) who need extra help reading
on grade level. Using a structured framework, the teacher provides daily
small group lessons that include reading, writing, and phonics/word
study. The texts are sequenced to build strategic actions across time.
The
early literacy interventionist or other specially trained teacher works
with up to three children at a time for thirty minutes, for fourteen to
eighteen weeks. Based on student progress and specific needs, students
may be regrouped to provide a more specific focus or additional time in
intervention.
How LLI students are Selected
Students
are selected based on literacy benchmark scores, teacher observations
and other reading, writing, and phonemic awareness data. Communications
between grade level teams, the Early Literacy Interventionist and the
Literacy Coach help identify children who could benefit from LLI
throughout the year.
Primary Review
Primary
Review meetings are held twice a year to discuss students with academic
concerns who may benefit from some early interventions or require a
screening for additional information. Kindergarten teachers review all
students in the fall, and discuss children they have academic concerns
about in the winter. Grade 1/2 teachers discuss students they have
academic concerns about in fall and winter. Primary review meetings are
held for K-2 students. Scheduling for meetings is 1 full day for
Kindergarten and 1 full day for 1/2 classroom teachers. The time frame
for each classroom/teacher is 1 hour. Special Educators, Speech &
Language Pathologist, Occupational Therapist, Physical Therapist, Early
Literacy Interventionist, Coaches, Classroom Teacher and Administrator
attend these meetings.