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Discuss Leveled Literacy Intervention and the LLI supporting resources.

Expected Progress for LLI students Messages in this topic - RSS

Renee C
Renee C
Posts: 2


6/8/2017
Renee C
Renee C
Posts: 2
On more than one occasion we have been told that students in LLI are expected to make double the progress and have made that our expectation for all of our LLI students. We are finding that while our students make significant growth, they are rarely making double the progress. I am wondering what the rationale is behind this belief and what suggestions do you have to help us achieve this goal?
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296


6/8/2017
Renee C wrote:
On more than one occasion we have been told that students in LLI are expected to make double the progress and have made that our expectation for all of our LLI students. We are finding that while our students make significant growth, they are rarely making double the progress. I am wondering what the rationale is behind this belief and what suggestions do you have to help us achieve this goal?


Struggling readers must accelerate their pace of learning in order to catch up with their peers and profit from regualr classroom instruction. This means that the teacher working with these students must constantly be analyzing the students' processing behaviors and prompting for change in order to help each student gain new strategies necessary to advance. LLI teachers must observe closely as students process text and compare the processing they see to the Continuum to determine what the reader needs to learn next. When there are many things to be learned, the instructional specialist must choose a focus rather than try to focus on every need. In addition, LLI teachers must maintain fidelity to the theory behind LLI. They must be working with a small ratio of teacher to students, meet with the students daily and take every precaution to see that each lesson is completed in one day. On occasion, the lessons may need to stop for a day while teachers reinforce fluency, comprehension, writing or a phonics principle that appears to be causing a problem for his/her students.

We want to thank you and wish you the very best as you work with your most struggling readers.

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Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
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