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Discuss Leveled Literacy Intervention and the LLI supporting resources.

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FPUser63010
FPUser63010
Posts: 1


7 days ago
FPUser63010
FPUser63010
Posts: 1
We are using LLI as a K-1 intervention resource. We have some students who are able to keep up with their LLI group, but they are not transferring the same skills when tested on the BAS. For example, a student may be reading C books in LLI, but test at an A level on the BAS. What do we do when we notice this discrepancy between familiar text (LLI) and cold reads (BAS or other assessments)? Can a student "redo" lessons in LLI for extra practice?
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 221


6 days ago
FPUser63010 wrote:
We are using LLI as a K-1 intervention resource. We have some students who are able to keep up with their LLI group, but they are not transferring the same skills when tested on the BAS. For example, a student may be reading C books in LLI, but test at an A level on the BAS. What do we do when we notice this discrepancy between familiar text (LLI) and cold reads (BAS or other assessments)? Can a student "redo" lessons in LLI for extra practice?


It could mean too much support is being given in lessons. Use the Teacher Reflection tools for lessons to see if perhaps the level of support is shifting enough so the students are moving up in levels more independently. The Prompting Guides demonstrate how the support should shift. First the teacher demonstrates a new behavior, then prompts, then reinforces as the child takes control of the behavior(s).

During rereading there should be opportunities to see the child's level of control taking over, not too much teaching but moving towards prompting and reinforcing as the lessons within a level progress. Use the Guide for Observing and Noting Behaviors in conjunction with the Literacy Continuum to analyze the child and where the teaching may need to be.


I hope the BAS is not being given too often, no more than 3-4 times a year. The books in BAS are not selected for the child, but are standardized. Because of this you may need to look at the text factors listed in the BAS Assessment Guide section 3 "Looking Beyond the Numbers" for a more in depth analysis of the child's behavior.

LLI lessons can be repeated especially if a child does not do well during the first time it is presented. However this may not be best for a child who has a low self-esteem already. Use lessons from a different system at the same level if available.

I hope these ideas will help you decide where the child is off track so you can continue to move forward and not stagnate at a level. That is not going to be the accelerated progress expected in LLI. Chapters 2-3 in When Readers Struggle may also help you analyze the child's behavior. Once areas of difficulty are identified the rest of WRS can help guide your thinking and teaching in that (those) area(s).

Best wishes for success!
Debbie
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