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Discuss Leveled Literacy Intervention and the LLI supporting resources.

LLI level vs F&P Benchmark Messages in this topic - RSS

FPUser126284
FPUser126284
Posts: 2


25 days ago
FPUser126284
FPUser126284
Posts: 2
Good morning! We recently completed our Winter F&P Benchmark, and a question has come up amongst several grade levels. Example situation: Student B was on a level L (with the LLI Interventionist) in LLI, as verified by running records with in LLI, etc.; however, for the Winter F&P (done by classroom teacher), student B is on a G.

This has been noted by several teachers/different grade levels/etc.

Question: Does LLI continue based off of the LLI progress on the L (or whatever level LLI data indicates) or should the instruction during LLI go down to a G and align with the current benchmark assessment?

Thank you!!!
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 711


25 days ago
FPUser126284 wrote:
Good morning! We recently completed our Winter F&P Benchmark, and a question has come up amongst several grade levels. Example situation: Student B was on a level L (with the LLI Interventionist) in LLI, as verified by running records with in LLI, etc.; however, for the Winter F&P (done by classroom teacher), student B is on a G.

This has been noted by several teachers/different grade levels/etc.

Question: Does LLI continue based off of the LLI progress on the L (or whatever level LLI data indicates) or should the instruction during LLI go down to a G and align with the current benchmark assessment?

Thank you!!!


This is a question for the literacy team to discuss. Look carefully at the records from both teachers to figure out why there is such a discrepancy. If a student is reading with one teacher at an instrucional level of L they should be able to use the same thinking with any teacher. Some possible things to discuss:


Some students are shy and do not show their best thinking in larger groups. Is there a large difference in the number of students in the guided reading group in the classroom? What differences are there in the teachers' use of language when teaching? How comfortable is the student in each setting? A difference of 1 level might be noticed for these emotional reasons. (see When Readers Struggle chapter on Emotion, chapter 3 might also be beneficial to read and discuss)

The BAS is an unseen text. Sometimes the text is not a good match for various reasons as described in the Assessment Guide section "Looking beyond the numbers." Analyze all the assessments carefully to note patterns of behaviors. Check the text characteristics for what may cause a text to be harder or easier for the student. How does the child's running record of a guided reading text compare to the LLI records and then the BAS? What do the lesson record observations in both settings show?

Analyze all observations and records using the Literacy Continuum to decide on the best placement level. The Guide for Observing and Noting Reading Behaviors might be helpful for summarizing the evidence gathered.

The literacy team may decide to provide more professional devlopment in order to have more consistent data collection.

Best wishes as you explore these concerns to resolve the discrepancies.
Debbie
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