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Discuss Leveled Literacy Intervention and the LLI supporting resources.

Leveled Literacy Intervention (LLI) workshops Messages in this topic - RSS

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3/17/2010
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I was so excited to hear about your new LLI workshop and kit! I have asked my district to send me to Chicago this Oct. I loved the Colorado workshop and the Benchmark kit. You two ladies are incredible!

Contributed by: Maureen - Connetquot School District in New York
edited by margaret.broucek@heinemann.com on 3/17/2010
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3/17/2010
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I have been implementing the blue system for over a month now. I have seen improvement in my kids and they seem to love it!

Contributed by: Stacey Morrison
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Irene and Gay
Irene and Gay
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3/17/2010
Irene and Gay
Irene and Gay
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Dear Stacy,

It is always wonderful to hear stories from teachers about how well their students are doing and especially when they love reading. Thanks for taking the time to share your progress!

Our best, Irene and Gay

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3/17/2010
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We just returned from your Houston workshop and are very excited about the LLI system. In going over my notes, I have a question about something you (I think it was Gay) said regarding phonological awareness. I believe you said that up to about 10 hours of explicit instruction in phonological awareness was helpful, but that more than that was not. Could you elaborate a little bit on this idea? Thanks so much.

Contributed by: Ann Beckman
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3/17/2010
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10 hours of PA

I also attended the Houston Institute. WOW! The LLI System/Orange is alive and well in our district. I appreciate your commitment to making researched based practices accessible to classroom teachers. What is the source of the 10 hours of phonological development being sufficient instructional time for a lifetime?

Contributed by: Tanya Tinslar
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Irene and Gay
Irene and Gay
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3/17/2010
Irene and Gay
Irene and Gay
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Dear Ann and Tanya,

This comment is based on research summarized by the National Reading Panel in their longer (unabridged) report. As they synthesized findings from research, they found that shorter programs (around 10 hours or less) were very effective and longer programs were no more effective and were sometimes less effective. I believe that we report this finding in our books on phonics. The point is that phonemic awareness is extremely important and most children need instruction. But we do not need to continue it after children have learned to hear and manipulate sounds. They also found that teaching letters and sounds together was very effective, and that is called phonics.

Hope this helps, Gay and Irene

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3/17/2010
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Dear Gay and Irene,

Some of the teachers at my district were wondering if you guys support a separate writing workshop in Kindergarten and First Grade. This wondering was brought up because the reading and writing is not separated in the LLI Kits. It was blended together. Where can we find out more information on your thoughts toward writing or writing workshop?

Contributed by: Donna
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Irene and Gay
Irene and Gay
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3/17/2010
Irene and Gay
Irene and Gay
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Dear Donna,

That`s a great question. It`s true that Leveled Literacy Intervention uses writing about reading as part of the instructional framework. Let`s start by differentiating between LLI and classroom instruction. LLI is supplementary, intensive intervention, designed to help students who are having difficulty in learning literacy. Good kindergarten classroom instruction would a writing workshop in which children are drawing and writing about their own selected topics. We definitely think that is essential! They might also engage in writing about reading, which would not take the place of writing workshop. For example, a teacher might use interactive writing in response to a text she has read aloud or students might do some quick drawing or writing in response to a simple text they have read in guided reading. In our intensive small group intervention, we have used writing about reading as a way to extend children`s thinking about a text and in addition to help them learn more about letters, sounds and words. Teachers may select shared/interactive writing, dictated writing, or independent writing; and the experience takes 10 or 15 minutes. Children same their "writing about reading" in a writing book and they can revisit the texts for reading or word study. There is not enough time in a 30 minute lesson to do writing workshop nor would we want to. We hope that experience is available in the classroom.

We hope this helps!

Our best, Gay and Irene

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3/18/2010
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Hi Irene and Gay! It`s Susie B. from the week in Denver! I`m looking on the LLI website for the When Readers Struggle study guide you referenced at the workshop...I don`t seem to be connecting to the right link. Could you please direct me? The week of training was stellar...thank you both!

Contributed by: Susie
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Irene and Gay
Irene and Gay
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3/18/2010
Irene and Gay
Irene and Gay
Posts: 115
Dear Susie,

We are glad you enjoyed Denver. You can find the Study Guide for When Readers Struggle and other study guides for our professional books on our website: http://www.fountasandpinnellleveledliteracyintervention.com. There is no charge for them.

Our Best, Gay and Irene

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Meg B.
Meg B.
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4/13/2017
Meg B.
Meg B.
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Thanks so much for directing us to research! It's always so good to go to the source.
I'm looking at the NRP right now and I can't seem to find the section you're citing. Can you help me find it? What I've found (through looking less through the text less than methodically) seems to recommend that it may take up to 20 hours for students to reach the required level of skill.

Irene and Gay wrote:
Dear Ann and Tanya,

This comment is based on research summarized by the National Reading Panel in their longer (unabridged) report. As they synthesized findings from research, they found that shorter programs (around 10 hours or less) were very effective and longer programs were no more effective and were sometimes less effective. I believe that we report this finding in our books on phonics. The point is that phonemic awareness is extremely important and most children need instruction. But we do not need to continue it after children have learned to hear and manipulate sounds. They also found that teaching letters and sounds together was very effective, and that is called phonics.

Hope this helps, Gay and Irene
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Meg B.
Meg B.
Posts: 2


4/13/2017
Meg B.
Meg B.
Posts: 2
Irene and Gay wrote:
Dear Ann and Tanya,

This comment is based on research summarized by the National Reading Panel in their longer (unabridged) report. As they synthesized findings from research, they found that shorter programs (around 10 hours or less) were very effective and longer programs were no more effective and were sometimes less effective. I believe that we report this finding in our books on phonics. The point is that phonemic awareness is extremely important and most children need instruction. But we do not need to continue it after children have learned to hear and manipulate sounds. They also found that teaching letters and sounds together was very effective, and that is called phonics.

Hope this helps, Gay and Irene
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296


4/15/2017
Customer Feedback wrote:
I was so excited to hear about your new LLI workshop and kit! I have asked my district to send me to Chicago this Oct. I loved the Colorado workshop and the Benchmark kit. You two ladies are incredible!

Contributed by: Maureen - Connetquot School District in New York
edited by margaret.broucek@heinemann.com on 3/17/2010


Thank you, Maureen, for your kind words. We, at Heinemann, are honored to support teachers who wish to be change agents for their students.

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