
Organizing Our LLI Kits
Book Storage
Lesson Storage
Student Storage:
Group Storage
Word Box Storage
Lesson Plan Storage
Finally, I use a 3 inch binder for most of my groups lesson plans. Each group has a divider with all the lesson plans and a separate tab for each student. Behind the group tab, I have the lesson plans with the current week on the top. I made up a lesson plan skeleton sheet that includes 5 days per sheet with Even and Odd alternating days. I plan 5 days in advance, but I don't date them until I pull that group. (I'm sad to say I get pulled for meetings or testing and I my lesson plans had too many arrows and forwards. Behind the student tab, I file their plot sheet and all their running records.
I hope these ideas will help keep you organized. The program is awesome and I don't want the frustration of "too many materials" to make you shy away from it.

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leveled literacy intervention gold lesson plans
Leveled Literacy Intervention Lesson Plan Template
April 17th, 2019 - Leveled Literacy Intervention Lesson Plan Template Explore Gifted amp Talented s board LLI Organization on Pinterest a visual Progress Report for LLI Red and Gold Systems LLI Lesson Plan Templates More Lesson Plan for Interactive Read Aloud • Lesson Plan for achievement levels that spans several years of literacy created by an
Fountas amp Pinnell eveled Literacy Intervention
April 20th, 2019 - Lesson 112 The Pangolin Level M Nonfiction 16 Recording Form Protecting the Kakapo Level O Nonfiction 22 Level O Behaviors and Understandings to Notice Teach and Support Level O 28 LLI K–2 Systems 30 Independent Empirical Study for LLI Grades K–2 Levels A–N 31 Leveled Literacy Intervention Grades 4–8 Levels O–Z 32 Fountas
Fountas amp Pinnell Leveled Literacy Intervention LLI
April 21st, 2019 - The BEST just got BETTER Fountas and Pinnell’s Leveled Literacy Intervention has turned thousands of struggling readers into successful readers Now with the same high quality highly engaging original books instill a love of reading with the NEW Leveled Literacy Intervention Second Edition for Grade 1 Levels A–K 130 Books 4 copies
Administrator’s Tool Key Fidelity of LLIImplementation
April 6th, 2019 - Even Numbered Standard Lesson 012 3 Goals for Lesson • Teacher uses the lesson goals to plan for student needs Revisiting Yesterday’s New Book 5 minutes • Teacher selects one of the three teaching options—comprehension vocabulary or fluency • Teacher engages the students in targeted teaching in one of the three areas Rereading and Assessment 5 minutes
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April 18th, 2019 - Leveled Literacy Intervention Gold Lesson Plans pdf Free Download Here Leveled Literacy Intervention Lesson Structure 1 Leveled Literacy Intervention Lesson Plans Vicki Walker Grade 1 Week of 2 7 11 Extra Duty PM cars Faculty Meeting no
BigTime Literacy I super puffy heart LLI
April 6th, 2019 - I super puffy heart LLI At our school we use Fountas amp Pinnell s Leveled Literacy Intervention LLI with our Tier 2 kiddos and I love Love LOVE it There are six systems I think The super primary readers start in the Orange system then move up to Green followed by Blue Red Gold and Purple is about to be released
My Website LLI Leveled Literacy Intervention
April 16th, 2019 - Leveled Literacy Intervention Overview The Fountas amp Pinnell Leveled Literacy Intervention System LLI is a small group supplementary literacy intervention designed to help teachers provide powerful daily small group instruction for the lowest achieving students at their grade level Through systematically designed lessons and original engaging leveled books LLI supports learning in
Breakdown of each LLI Lesson Spring Branch I S D
April 21st, 2019 - Spring Branch I S D Leveled Literacy Intervention Breakdown of each LLI Lesson For those of you who have already started to use the lesson plans here is a chart that helps break down each lesson number to the letter system Advertisements Like this
Leveled Literacy Intervention LLI Blue Level I Lesson
April 6th, 2019 - This packet was designed to coordinate with the Fountas and Pinnell Leveled Literacy Intervention LLI Green System Levels A J This bundle contains 360 word cards for games such as Go Fish Concentration and Snap with game direction sheets 14 poem posters There are 350 word cards which can be used as your word wall
Leveled Literacy Intervention LLI penfield edu
April 17th, 2019 - Leveled Literacy Intervention LLI Daily lesson plans carefully designed with professional decision making using a prescribed sequence of texts well received by students Their engagement with such texts is incredible to witness
Leveled Literacy Intervention LLI Program Evaluation
April 11th, 2019 - Leveled Literacy Intervention LLI Program Evaluation 2010 11 to 2014 15 Page 5 Background Information on Leveled Literacy Intervention Leveled Literacy Intervention Structure LLI is designed to be taught by certified teachers and or paraprofessionals through program and lesson guides which detail daily instruction
Christine Dunn Lesson Plans Springfield Public Schools
April 13th, 2019 - Lesson Plans Dec 18 21 This weeks lesson plans will not be posted I will be using the lessons missed from last due to the music program I will also be testing students for their progress New groups will be formed over break
Best 25 Leveled literacy intervention ideas on Pinterest
April 19th, 2019 - Find and save ideas about Leveled literacy intervention on Pinterest See more ideas about Intervention specialist Fountas and pinnell levels and Small groups
Book Revisiting Yesterday’s New Book Phonics Word Study
April 15th, 2019 - Leveled Literacy Intervention Gold System is the engaging e˜cient and e˛ective intervention that can give these students the boost they need to begin grade 5 at the same level as their peers Fountas amp Pinnell Leveled Literacy Intervention LLI is a small group supplementary intervention designed for
Leveled Literacy Intervention Gold Lesson Plans
April 24th, 2019 - leveled literacy intervention gold lesson plans leveled literacy intervention gold pdf Award winning reading solution with thousands of leveled readers lesson plans worksheets and assessments to teach guided reading reading proficiency and comprehension to K 5 students Paired Books Book Related Resources Reading A Z
PearsonSchoolCanada ca Fountas amp Pinnell Leveled
April 16th, 2019 - The Fountas amp Pinnell Leveled Literacy Intervention System LLI is a small group supplementary intervention system designed for children who find reading and writing difficult LLI is designed to bring children quickly up to grade level competency—in 14 to 18 weeks on average
Leveled Literacy Intervention ideas and forms for RIMS
April 10th, 2019 - Leveled Literacy Intervention ideas and forms for RIMS awesome link to entire page on LLI Lots of forms for use with lessons LLI Gold Kit Lesson Plan Template Leveled Literacy Intervention Reading Intervention 4th Grade Reading Guided Reading Lesson Plan Templates Lesson Plans School Tool School Stuff Essential Questions
Fountas amp Pinnell Leveled Literacy Intervention LLI Gold
April 20th, 2019 - These children are the lowest achieving children in the classroom who are not receiving another supplementary intervention Each lesson in the LLI system also provides specific suggestions for supporting English language learners who are selected for the system Fountas amp Pinnell’s Leveled Literacy Intervention Gold System Levels L Q
Teaching Leveled Literacy Intervention lessons
April 14th, 2019 - Discuss Leveled Literacy Intervention and the LLI supporting resources picking up a group that you plan 20 minute lessons sometimes doing catch up every 4th day Over time 1 group leaves and the 2nd group can be put into the 30 minute slot On page 50 The phonics word work in the LLI lesson is designed to supplement the classroom
Leveled Literacy Intervention LLI Blue System Odd and Even
April 12th, 2019 - These templates can be used to plan all of your odd and even numbered lessons within the LLI Blue System They follow the structure of the lessons presented in the LLI Blue System Lesson Guide Using these templates the teacher is also able to write objectives and also align the Common Core Standard s the lesson addresses
LLI Gold Lesson Plan Template Teacher Stuff Lesson
April 17th, 2019 - I created this lesson plan template to use with the F amp P LLI Gold System It is two pages with plenty of room to write lesson details and descriptions I simply use a highlighter to highlight the lesson components I ve planned for that we do each day
LLI Leveled Literacy Intervention Green Kit Reading Logs
April 5th, 2019 - This Pin was discovered by Linda O Brien Discover and save your own Pins on Pinterest
LLI Red Kit Lesson Plan Template School Lesson plan
April 5th, 2019 - Leveled Literacy Intervention Lesson Plan Form This Resource Includes • Lesson Plan template for the gold kit with odd and even start weeks This lesson plan template correlates perfect with the LLI kits It features drop down tabs that include easy insertion of dates lesson numbers book levels book titles and phonics word work
Intervention Lesson Planning CDE
April 15th, 2019 - Intervention Lesson Planning • Plan for groups to be flexible and intensely focused on filling gaps 3 Consider materials • Supplements that support core instruction • Reteaching preteaching of core instruction • Replacement instruction General guidelines for intervention instruction • Start intervention at the lowest deficient
LLI Gold Lesson Guides 1 3 Pack by Irene Fountas Gay
April 19th, 2019 - The LLI Gold Lesson Guides 1 3 Pack are key components of the Fountas amp Pinnell Leveled Literacy Gold System The three volume Lesson Guide for the Gold System includes 192 lessons for teaching students in small groups The guides help you provide high quality fast paced lessons that support reading writing and language development
Fountas amp Pinnell Leveled Literacy Intervention
April 16th, 2019 - ˙ ˆ ˝ ˚ ˛ ˜ ˇ ˚ Leveled Literacy Intervention Fountas amp Pinnell Gold System Levels O–T Engaging Efficient Effective The Fountas amp Pinnell LLI Gold System provides 24 lessons at each level O–T on the F amp P Text Level Gradient™ At the end of the 24
What is Leveled Literacy Intervention LLI and how is LLI
April 21st, 2019 - Leveled Literacy Intervention LLI The Fountas amp Pinnell Leveled Literacy Intervention is a powerful short term intervention that provides daily intensive small group instruction which supplements classroom literacy teaching LLI turns struggling readers into successful readers with engaging leveled books and fast paced systematically
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April 15th, 2019 - Leveled Literacy Intervention Red Lesson Plans pdf Free Download Here Fountas amp Pinnell eveled Literacy Intervention Leveled Literacy Intervention Lesson Plans Vicki Walker Grade 1 Week of 2 7 11 Extra Duty PM cars Faculty Meeting no
The Benefits and Limitations of the Leveled Literacy
April 21st, 2019 - The purpose of this study was to closely examine the benefits and limitations of the Leveled Literacy Intervention system for teachers and other professionals who use this system The perspective of the professionals using this system needs to be closely examined because this reading intervention is very costly and is used widely in the school
Fountas amp Pinnell RESOURCE REPOSITORY
April 19th, 2019 - We are excited about the new Fountas amp Pinnell Classroom™ FPC products added to this site Improvements to the site will continue over the coming months Keep in mind if you run into any issues while using this site you can Live Chat with us by clicking the button in the corner New design and navigation
Leveled Literacy Intervention LLI Fall Training 2016
April 19th, 2019 - Leveled Literacy Intervention LLI Fall Training 2016 LLI Research Base Article Jigsaw the article Research Base for Leveled Literacy Intervention and share out findings LLI is not a Remediation model LLI is an Acceleration Model “LLI turns struggling readers into successful readers It serves to catch reminder in your lesson plan
Leveled Literacy Intervention Lesson
April 13th, 2019 - Leveled Literacy Intervention Grade 4 Non Fiction Unit Level 38
Leveled Literacy Intervention ideas and forms for RIMS
April 20th, 2019 - LLI Ideas and Forms for the Reading Intervention Model for Success LLI Word Lists for Grades 1 amp 2 From Julie Hippler Lesson Plans Even Lesson Plan Odd Lesson Plan Odd amp Even Lesson Plan Weekly Worksheet Sticky Notes for Lesson Plans The Strategies to Teach are Listed Below Three Little Pigs
LLI K 2 2nd Edition Heinemann
April 20th, 2019 - The BEST just got BETTER Fountas and Pinnell’s Leveled Literacy Intervention has turned thousands of struggling readers into successful readers Now with the same high quality highly engaging original books instill a love of reading with the NEW Leveled Literacy Intervention Second Edition for K–2 Each System Sampler includes
Leveled Literacy Intervention Blue Lesson Resources
April 17th, 2019 - Leveled literacy intervention day one lesson plans blue Terms and stages of social psychological moods to And do not be afraid pornorevistas mexicanas Teacher login page for Everyday Math Heinemann Leveled Literacy Intervention Lesson Resources LLI Orange FPLLI72472 LLI Green FPLLI72683 LLI Blue
Leveled Literacy Intervention Gold Lesson Plans PDF
April 11th, 2019 - Leveled Literacy Intervention Gold Lesson Plans Leveled Literacy Intervention Gold Lesson Plans Top Popular Random Best Seller sitemap index There are a lot of books literatures user manuals and guidebooks that are related to leveled literacy intervention gold lesson plans such as five modes of conflict resolution giver literature
Leveled Literacy Intervention … LLI
April 12th, 2019 - Leveled Literacy Intervention More Leveled Literacy Intervention More LLI Blue System Lesson Plans 1 120 One lesson plan typed up and room to add to or make notes for each number in the system All versions of the lesson plans have an area at the end titled If time Extension Activity You can fill in an extension activity that you do
YAY Fountas amp Pinnell Leveled Literacy Intervention
April 20th, 2019 - This post introduces the LLI Leveled Literacy Intervention program with helpful tips for each component of a lesson Literacy Loving Gals A Peek into the F amp P Leveled Literacy Intervention Kit Fountas and Pinnell are geniuses This has worked wonders in my classroom Welcome again to guest blogger Colleen from Literacy Loving Gals
LLI Green Kit Level A J Remediation Small Group Kit LLI
April 11th, 2019 - LLI Green Kit Level A J Remediation Small Group Kit Includes Sight words Questions Activities and Daily Routine Easy to implement and fun to use Must have if your using Green LLI Kit from Fountas and Pinnell The students are actively engaged so it frees up a lot of time for remediation and small groups
Leveled Literacy Intervention Lesson Plans
April 14th, 2019 - leveled literacy intervention lesson plans leveled literacy intervention lesson pdf The Fountas amp Pinnell Leveled Literacy Intervention is a powerful short term intervention that provides daily intensive small group instruction which supplements classroom literacy teaching
LLI KIT Lesson Intro
April 13th, 2019 - Unlimited DVR storage space Live TV from 70 channels No cable box required Cancel anytime
F amp P LLI LiveBinder
April 16th, 2019 - F amp P LLI By d131 Loading Livebinder F amp P LLI Search Sign Up Log In Table of Contents Comments 0 Add to Shelf More Binders Like This The premium Pro 50 GB plan gives you the option to download a copy of your binder to your local machine Learn More Standard Pricing K 12 amp Non Profit F amp P LLI F amp P LLI By d131 There was an
Leveled Literacy Intervention Red Lesson Plans
April 13th, 2019 - Leveled Literacy Intervention Red Lesson Plans The lesson design for LLI Red Gold Purple and Teal has been extended and on the tools and plans to support systematic observation of literacy behaviors UPTUBOO COM have the following lli red lesson plans book available for free PDF download which is also related Springboard Lesson Ela Lesson
LLI Blue System Resources LiveBinder
April 16th, 2019 - LLI Blue System Resources By Michele Replogle Loading Livebinder LLI Blue System Resources Leveled Literacy Intervention LLI Teaching Support The premium Pro 50 GB plan gives you the option to download a copy of your binder to your local machine Learn More
I created this LLI (Leveled Literacy Intervention) book list for the Blue LLI kit. This product is a Google Sheet listing the lesson #, book title, book level, and a spot to check off if it was read. This can help you keep track of different reading groups so that you can remember what books students have read or not. I added 5 tabs on the bottom for you to help keep track of different reading intervention groups (you can easily duplicate to add more or delete).
Blue LLI Kit (Levels C-N Lessons 1-120)
*Be sure you have your TPT and your Google account synced in order to download this resource. Visit this TPT FAQ page for questions: https://www.teacherspayteachers.com/Help/Buyer-Questions/Why-does-TpT-need-access-to-my-Google-Drive-for-me-to-use-certain-digital-resources
Need retelling sentence strips to go along with your Blue LLI kit?
BLUE LLI Sentence Strips for Retelling [BUNDLE] Lessons 1-120
Need a book list in Google Sheets for other LLI Kits?
Green LLI 2nd Edition Book List
Orange LLI 2nd Edition Book List
Red LLI Book List
Orange, Green, and Blue LLI Book Lists (Bundle)
Leveled Literacy Intervention System
Study: Ransford-Kaldon et al. (2010)
Summary
Descriptive Information
The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention designed for children who perform below grade-level expectations in reading and writing. LLI is designed and has been proven to bring children quickly to grade-level competency through 30-minute lessons delivered 5 days/week for 14 to 18 weeks on average. LLI serves those students who need intensive support to achieve grade-level competency. Studies have confirmed that LLI improves reading achievement in children from various socio-economic backgrounds, English language learners and children with special needs. Through explicit instruction in reading, writing and word work combined with opportunities for increased language modeling and oral language development, students are moved quickly toward grade level goals. Specific strategies for English language learners are included in the instructional plan. Three systems each support instruction at different levels on the Fountas & Pinnell A–Z Text Level Gradient™: • Orange System: Levels A through C - Kindergarten • Green System: Levels A through J – Grade One • Blue System: Levels C through N – Grade Two Leveled books are a key component in helping children become competent readers. Each LLI system includes a collection of carefully developed and expertly leveled books based on ten text characteristics to provide enough support and challenge for the reader so that he/she can be successful and make steps toward grade-level goals. Assessment is an ongoing process in LLI and is tied to the Continuum of Literacy Learning, the instructional framework for the systems. Teachers are provided with goals and objectives for each lesson, observational suggestions, and resources to conduct a reading record weekly with each child. Progress is managed and monitored through the Classroom Management System, a computer-based resource that collects student data and reports results while aiding teachers in making instructional decisions. The Fountas and Pinnell Benchmark Assessment System (BAS) is recommended, but not required, to be used with LLI to screen and place students at the appropriate level in LLI and to monitor their ongoing progress. BAS has been proven to be a reliable, effective tool to corroborate the results of the intervention while providing valuable data on each child’s reading levels and reading progress Professional Development is embedded throughout the system through clear, explicit instructional lessons, classroom videos that model best practices, the Prompting Guide that offers clear and precise language to support student interactions, and professional books that build teacher expertise. In addition, fee-based professional development is offered through Heinemann as well as Lesley and Ohio State Universities’ Literacy Collaborative.
- Target Grades:
- K, 1, 2, 3, 4
- Target Populations:
- Students with disabilities only
- English language learners
- Any student at risk for academic failure
- Area(s) of Focus:
- Phonological awareness
- Phonological awareness
- Phonics/word study
- Comprehension
- Fluency
- Vocabulary
- Spelling
- Other: Oral Language Development
- Spelling
- Sentence construction
- Other: writing in response to reading to increase comprehension
Acquisition & Cost
- Where to Obtain:
- Heinemann
- PO Box 6926 Portsmouth, NH 03802-6926
- 800-225-5800
- http://www.fountasandpinnell.com
- Initial Cost:
- $84.79 per student
- Replacement Cost:
- $29.24 per student per set of materials
Each grade level System is priced as a package and is inclusive of all materials necessary for instructional intervention of 3 students per group. The list price for 2010 is $1787.50 for Kindergarten (Orange); $2,750 for First Grade (Green); and $3,093.75 for Second Grade (Blue). Special pricing is available for online purchases. All resources are available for sale separately to accommodate replacement, etc. Each System contains 4 copies of each little book utilized for instruction along with 6-copies of the same book in black & white format for take-home/classroom use. All together there are over 300 different titles across the 3 Systems. In addition, the following resources support instruction: 10 Lap Books - Supports Getting Started Lessons at levels Orange and Green; Program Guide - complete overview of the program; Classroom Guide - 30-minute lessons and assessment resources for the daily intervention; Take-Home Storage Bags – carry take-home books and fold sheets; Lesson and Student Folders – teacher organization; My Writing books – support writing development; F & P Calculator/Stop Watch – facilitate reading records; Prompting Guide 1 – facilitates teacher language critical to targeted instruction; When Reader’s Struggle – Professional Book; Technology Package – includes Lesson Resources CD-Rom, Data Management System CD-ROM and Professional Development DVD & Assessment Tutorial. The average cost per student is $84.79, based on 4 groups of 3 students for two different 18 week sessions. The replacement cost per student for subsequent use is $29.24 (take home bags, little books, and writing books).
Training & Technical Support
- Staff Qualified to Administer Include:
- Special Education Teacher
- General Education Teacher
- Reading Specialist
- Math Specialist
- EL Specialist
- Interventionist
- Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
- Training Requirements:
- Training not required
In addition to the PD included with the system, fee-based, on- site and off-site training is available through Heinemann Professional Development. These sessions are typically 2-3 days in length conducted by Fountas & Pinnell trained consultants to support implementation. Ongoing training may be customized.
Fidelity of implementation was a goal of the CREP study, 2009-2010. 3 CREP researchers facilitated the selection of students and training of teachers based on the developers’ implementation guidelines. Pre- and Post- tests as well as surveys afforded researchers insight into the quality of materials and training.
- Access to Technical Support:
- Through Heinemann Professional Development, the Literacy Collaborative at Ohio State and Lesley Universities and by interactions with the Heinemann/Fountas and Pinnell website.
Administration
- Recommended Administration Formats Include:
- Minimum Number of Minutes Per Session:
- 30
- Minimum Number of Sessions Per Week:
- 4
- Minimum Number of Weeks:
- 14
- Detailed Implementation Manual or Instructions Available:
- Yes
Program Information
Descriptive Information
Please provide a description of program, including intended use:
The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention designed for children who perform below grade-level expectations in reading and writing. LLI is designed and has been proven to bring children quickly to grade-level competency through 30-minute lessons delivered 5 days/week for 14 to 18 weeks on average. LLI serves those students who need intensive support to achieve grade-level competency. Studies have confirmed that LLI improves reading achievement in children from various socio-economic backgrounds, English language learners and children with special needs. Through explicit instruction in reading, writing and word work combined with opportunities for increased language modeling and oral language development, students are moved quickly toward grade level goals. Specific strategies for English language learners are included in the instructional plan. Three systems each support instruction at different levels on the Fountas & Pinnell A–Z Text Level Gradient™: • Orange System: Levels A through C - Kindergarten • Green System: Levels A through J – Grade One • Blue System: Levels C through N – Grade Two Leveled books are a key component in helping children become competent readers. Each LLI system includes a collection of carefully developed and expertly leveled books based on ten text characteristics to provide enough support and challenge for the reader so that he/she can be successful and make steps toward grade-level goals. Assessment is an ongoing process in LLI and is tied to the Continuum of Literacy Learning, the instructional framework for the systems. Teachers are provided with goals and objectives for each lesson, observational suggestions, and resources to conduct a reading record weekly with each child. Progress is managed and monitored through the Classroom Management System, a computer-based resource that collects student data and reports results while aiding teachers in making instructional decisions. The Fountas and Pinnell Benchmark Assessment System (BAS) is recommended, but not required, to be used with LLI to screen and place students at the appropriate level in LLI and to monitor their ongoing progress. BAS has been proven to be a reliable, effective tool to corroborate the results of the intervention while providing valuable data on each child’s reading levels and reading progress Professional Development is embedded throughout the system through clear, explicit instructional lessons, classroom videos that model best practices, the Prompting Guide that offers clear and precise language to support student interactions, and professional books that build teacher expertise. In addition, fee-based professional development is offered through Heinemann as well as Lesley and Ohio State Universities’ Literacy Collaborative.
Language
Reading
Mathematics
Writing
Acquisition and cost information
Where to obtain:
- Address
- PO Box 6926 Portsmouth, NH 03802-6926
- Phone Number
- 800-225-5800
- Website
- http://www.fountasandpinnell.com
Initial cost for implementing program:
- Cost
- $84.79
- Unit of cost
- student
Replacement cost per unit for subsequent use:
- Cost
- $29.24
- Unit of cost
- student
- Duration of license
- set of materials
Additional cost information:
Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)
Each grade level System is priced as a package and is inclusive of all materials necessary for instructional intervention of 3 students per group. The list price for 2010 is $1787.50 for Kindergarten (Orange); $2,750 for First Grade (Green); and $3,093.75 for Second Grade (Blue). Special pricing is available for online purchases. All resources are available for sale separately to accommodate replacement, etc. Each System contains 4 copies of each little book utilized for instruction along with 6-copies of the same book in black & white format for take-home/classroom use. All together there are over 300 different titles across the 3 Systems. In addition, the following resources support instruction: 10 Lap Books - Supports Getting Started Lessons at levels Orange and Green; Program Guide - complete overview of the program; Classroom Guide - 30-minute lessons and assessment resources for the daily intervention; Take-Home Storage Bags – carry take-home books and fold sheets; Lesson and Student Folders – teacher organization; My Writing books – support writing development; F & P Calculator/Stop Watch – facilitate reading records; Prompting Guide 1 – facilitates teacher language critical to targeted instruction; When Reader’s Struggle – Professional Book; Technology Package – includes Lesson Resources CD-Rom, Data Management System CD-ROM and Professional Development DVD & Assessment Tutorial. The average cost per student is $84.79, based on 4 groups of 3 students for two different 18 week sessions. The replacement cost per student for subsequent use is $29.24 (take home bags, little books, and writing books).Program Specifications
Setting for which the program is designed.



If group-delivered, how many students compose a small group?
3Program administration time
- Minimum number of minutes per session
- 30
- Minimum number of sessions per week
- 4
- Minimum number of weeks
- 14

- If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:
Does the program include highly specified teacher manuals or step by step instructions for implementation?- Yes
BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?
If yes, please identify and describe the broader school- or class-wide management program:
Does the program require technology?- Yes
If yes, what technology is required to implement your program?Computer or tablet
Internet connection
Other technology (please specify)
If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
Lesson Resource CD provides specific resources that are to be printed out for LLI lessons as needed. This resource accompanies the program. Other technology included with the program is not required, but highly recommended for use (Data Management CD and Professional Development DVD & Tutorials.
Training
- How many people are needed to implement the program ?
Is training for the instructor or interventionist required?- No
- If yes, is the necessary training free or at-cost?
Describe the time required for instructor or interventionist training:- Training is not required; 2-3 days of training recommended
Describe the format and content of the instructor or interventionist training:- In addition to the PD included with the system, fee-based, on- site and off-site training is available through Heinemann Professional Development. These sessions are typically 2-3 days in length conducted by Fountas & Pinnell trained consultants to support implementation. Ongoing training may be customized.
What types or professionals are qualified to administer your program?
- Does the program assume that the instructor or interventionist has expertise in a given area?
- No
If yes, please describe:
Are training manuals and materials available?- Yes
Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:- Fidelity of implementation was a goal of the CREP study, 2009-2010. 3 CREP researchers facilitated the selection of students and training of teachers based on the developers’ implementation guidelines. Pre- and Post- tests as well as surveys afforded researchers insight into the quality of materials and training.
Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
Can practitioners obtain ongoing professional and technical support?- Yes
If yes, please specify where/how practitioners can obtain support:
Through Heinemann Professional Development, the Literacy Collaborative at Ohio State and Lesley Universities and by interactions with the Heinemann/Fountas and Pinnell website.
Summary of Evidence Base
- Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.
Study Information
Study Citations
Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L. A., Zoblotsky, T. A., Huang, Y. & Gallagher, B. (2010). Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas and Pinnell’s Leveled Literacy Intervention (LLI). Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Participants 
- Describe how students were selected to participate in the study:
- The study employed a randomized controlled trial, mixed-methods design, which included both quantitative and qualitative data and allowed students to be randomly selected for the treatment (i.e., LLI in the first semester) or control (i.e., LLI in the second semester, if needed) condition. A matched-pair design was also utilized to ensure equivalency between treatment and control groups, and pre-post comparisons of student achievement in literacy were conducted. (see details in the study ie. Summary, pg 2 and Full pgs 16-24)
- Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
- At the beginning of the 2009-2010 school year, each district provided the researchers with a list of first and second grade students that they had identified as eligible for LLI using their own selection criteria, and whose parents had provided consent to participate in the study. Pre-testing of these students with the LLI Benchmarks and DIBELS began during the first three weeks of school. Kindergarten children were selected in the late winter of 2010 in the same manner as noted above.
- ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
- below the 30th percentile on local or national norm, or
- identified disability related to the focus of the intervention?
- %
- BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
- emotional disability label,
- placed in an alternative school/classroom,
- non-responsive to Tiers 1 and 2, or
- designation of severe problem behaviors on a validated scale or through observation?
- %
- Specify which condition is the submitted intervention:
- Children identified for the treatment group received Leveled Literacy Intervention (LLI) as their intervention in addition to regular classroom instruction. No other pull-out intervention was provided during this period.
- Specify which condition is the control condition:
- Children identified in the control group received only regular classroom instruction. During the study, no additional pull-out intervention was provided. Control group students did not receive LLI until the first and second grade evaluation period ended (they are referred to as delayed-LLI/control).
- If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):
Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.
Grade Level
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Age less than 1 | |||
Age 1 | |||
Age 2 | |||
Age 3 | |||
Age 4 | |||
Age 5 | |||
Kindergarten | 34.2 % | 34.1 % | 0.00 |
Grade 1 | 29.3 % | 31.7 % | 0.09 |
Grade 2 | 36.5 % | 34.1 % | 0.05 |
Grade 3 | |||
Grade 4 | |||
Grade 5 | |||
Grade 6 | |||
Grade 7 | |||
Grade 8 | |||
Grade 9 | |||
Grade 10 | |||
Grade 11 | |||
Grade 12 |
Race–Ethnicity
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
African American | 33.3 % | 33.2 % | 0.00 |
American Indian | 0.0 % | 0.0 % | 0.00 |
Asian/Pacific Islander | 0.5 % | 0.5 % | 0.00 |
Hispanic | 37.8 % | 36.1 % | 0.05 |
White | 27.5 % | 28.8 % | 0.06 |
Other | 0.9 % | 1.0 % | 0.00 |
Socioeconomic Status
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Subsidized Lunch | 90.5 % | 86.3 % | 0.30 |
No Subsidized Lunch | 9.5 % | 13.2 % | 0.25 |
Disability Status
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Speech-Language Impairments | |||
Learning Disabilities | |||
Behavior Disorders | |||
Emotional Disturbance | |||
Intellectual Disabilities | |||
Other | 8.6 % | 7.8 % | 0.08 |
Not Identified With a Disability | 91.4 % | 91.7 % | 0.08 |
ELL Status
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
English Language Learner | 11.3 % | 15.6 % | 0.26 |
Not English Language Learner | 88.7 % | 83.9 % | 0.26 |
Gender
Demographic | Program Number | Control Number | Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Female | 46.8 % | 43.4 % | 0.10 |
Male | 53.2 % | 56.6 % | 0.10 |
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.
Design 
- What method was used to determine students' placement in treatment/control groups?
- Random
- Please describe the assignment method or the process for defining treatment/comparison groups.
- Subsequently, CREP conducted the randomization of the matched pairs of first and second graders based on demographic characteristics (i.e., gender, ethnicity, ELL status, special education status, and free/reduced lunch status) and pre-test LLI benchmark scores of instructional reading level. Students in the treatment group were then placed in LLI groups by LLI teachers, and the planned 90 days of LLI instruction for first and second graders began. Control group students did not receive LLI until the first and second grade evaluation period ended, and neither treatment nor control students received any additional pull-out literacy interventions during the study period.
What was the unit of assignment?- Students
- If other, please specify:
Please describe the unit of assignment:
What unit(s) were used for primary data analysis?Schools
Teachers
Students
Classes
Other
If other, please specify:
Please describe the unit(s) used for primary data analysis:
Fidelity of Implementation 
- How was the program delivered?
Individually
Small Group
Classroom
If small group, answer the following:
- Average group size
- 3
- Minimum group size
- Maximum group size
What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?
- Weeks
- 16.00
- Sessions per week
- 5.00
- Duration of sessions in minutes
- 30.00
- What were the background, experience, training, and ongoing support of the instructors or interventionists?
- The LLIOT, developed by CREP researchers for the purposes of the study, involves a targeted, 30 minute observation of a randomly selected LLI lesson. The LLIOT is used to rate LLI teachers’ fidelity to the LLI program model as well as the quality of their literacy instructional strategies and learning environment of the lesson. Ratings are provided using a 4-point scale that ranges from 0 (Not Observed) to 3 (Excellent). Containing 20 items, the LLIOT is comprised of 3 subscales: Quality of LLI Implementation, which is designed to measure LLI teachers’ implementation of the 10 main LLI lesson components; Literacy Instructional Strategies, which is designed to assess LLI teachers’ use of general teaching strategies that should be present in a successful literacy intervention; and Learning Environment, which is designed to assess the quality of lesson factors such as organization, pacing, and the availability of materials. On-site researchers trained by CREP conducted observations of two intervention sessions with each participating LLI group, one near the beginning of the study period and one near the end, using the LLIOT. This observation data contributed to the evaluation of fidelity to the LLI model. To ensure the reliability of data, observers received a manual which provided definitions of terms, examples and explanations of target strategies, and a description of procedures for completing the instruments. Observers also received instruction on the instrument in a group session and participated in practice exercises. In addition, the LLI Data Management System and select focus groups supplied information on fidelity.
- Describe when and how fidelity of treatment information was obtained.
- The Leveled Literacy Intervention Observation Tool (LLIOT) involved a targeted, 30-minute observation of LLI program implementation and instructional strategies (n = 160 observations). See Table 30 in the 2010 publication by Ransford- Kaldon et. al to view the frequencies for each item on the LLIOT, as observed during the visits. The results from the LLIOT revealed that 7 of the 10 LLI lesson components were rated “Acceptable” or “Excellent” over 90% of the time, indicating a high level of program implementation fidelity across both districts. The highest rated lesson components (i.e., those demonstrating the highest degree of implementation fidelity) included writing about reading, phonics/word work, and reading a new book, which were rated “Acceptable” or “Excellent” 98.8%, 97.6%, and 95.7% of the time, respectively. The lowest rated lesson components (i.e., those demonstrating the lowest degree of implementation fidelity) included classroom and home connections, which were not observed 51.9% and 22.5% of the time, respectively. Teachers were also rated highly on their use of literacy instructional strategies, such as modeling and encouraging fluent oral reading (96.9% “Acceptable” or “Excellent”) and appropriate reading strategies (95.7%) and assisting students in problem-solving (95.6%). Further, in the majority of observed lessons, instructional materials were readily available; the lesson was well-organized; and students were engaged and attentive (100.0%, 99.4%, and 98.1% “Acceptable” or “Excellent,” respectively). Overall, observers perceived that the lesson was delivered as designed 96.3% of the time.
- What were the results on the fidelity-of-treatment implementation measure?
- The Leveled Literacy Intervention Observation Tool (LLIOT) involved a targeted, 30-minute observation of LLI program implementation and instructional strategies (n = 160 observations). Table 30 illustrates the frequencies for each item on the LLIOT, as observed during the visits. The results from the LLIOT revealed that 7 of the 10 LLI lesson components were rated “Acceptable” or “Excellent” over 90% of the time, indicating a high level of program implementation fidelity across both districts. The highest rated lesson components (i.e., those demonstrating the highest degree of implementation fidelity) included writing about reading, phonics/word work, and reading a new book, which were rated “Acceptable” or “Excellent” 98.8%5, 97.6%, and 95.7% of the time, respectively. The lowest rated lesson components (i.e., those demonstrating the lowest degree of implementation fidelity) included classroom and home connections, which were not observed 51.9% and 22.5% of the time, respectively. Teachers were also rated highly on their use of literacy instructional strategies, such as modeling and encouraging fluent oral reading (96.9% “Acceptable” or “Excellent”) and appropriate reading strategies (95.7%) and assisting students in problem-solving (95.6%). Further, in the majority of observed lessons, instructional materials were readily available; the lesson was well-organized; and students were engaged and attentive (100.0%, 99.4%, and 98.1% “Acceptable” or “Excellent,” respectively). Overall, observers perceived that the lesson was delivered as designed 96.3% of the time. All items can be found in Table 30, pages 38-39.
- Was the fidelity measure also used in control classrooms?
Measures and Results

Measures Broader :

Study measures are classified as targeted, broader, or administrative data according to the following definitions:
- Targeted measures
Assess outcomes, such as competencies or skills that the program was directly targeted to improve.- In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
- In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
- Broader measures
Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.- In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
- In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be academic performance in that setting or on-task behavior in another setting.
- Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates which do not have psychometric properties as do other, more traditional targeted or broader measures.
Click here for more information on effect size.
Targeted Measure | Reverse Coded? | Reliability | Relevance | Exposure |
---|
Broader Measure | Reverse Coded? | Reliability | Relevance | Exposure |
---|
Administrative Data Measure | Reverse Coded? | Relevance |
---|
Posttest Data
Targeted Measures (Full Sample)
Measure | Sample Type | Effect Size | P |
---|
Broader Measures (Full Sample)
Measure | Sample Type | Effect Size | P |
---|
Administrative Measures (Full Sample)
Measure | Sample Type | Effect Size | P |
---|
Targeted Measures (Subgroups)
Measure | Sample Type | Effect Size | P |
---|
Broader Measures (Subgroups)
Measure | Sample Type | Effect Size | P |
---|
Administrative Measures (Subgroups)
Measure | Sample Type | Effect Size | P |
---|
- For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
- Please explain any missing data or instances of measures with incomplete pre- or post-test data.
- If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
- Describe the analyses used to determine whether the intervention produced changes in student outcomes:
- As the LLI benchmarks were scored in terms of alphabetic levels (i.e., pre-A, A, B, C, etc.), these outcomes first had to be recoded into numeric equivalents before analysis. Additionally, because some students were unable to reach the initial benchmark Level A as measured in the LLI benchmark system, we created a new category, pre-A benchmark level, in order to assign scores to those who were below Level A so those students could be included in the study. All benchmark outcomes were assigned numeric equivalents for each grade level before a series of mixed (i.e., “one between groups”/”one within groups”) analysis of variance (ANOVA) procedures was conducted on the transformed measures to determine whether larger gains were observed for one of the two conditions overall (i.e., LLI/treatment vs. delayed-LLI/control) and for several demographic subgroups nested within the two conditions (e.g., ethnicity, special education status, English Language Learner status). Also, variations in the sample sizes across each analysis were seen due to limited cases of missing data. In the total sample, any cases with missing data could not be included in the analysis. Missing data resulted from several situations: 1) only cases with both pre-test and post-test data were able to be included in the analyses; 2) both achievement measures had “frustration” level cut-offs, which meant some students may not have had a score if they could not meet the minimum frustration level; and 3) students were allowed to voluntarily participate in the testing. Tests for normality of data and statistical assumptions (i.e., normal distribution; independence of measures) as well as measures of central tendency (i.e., means, standard deviations) were conducted on all outcomes for each grade level prior to the series of mixed ANOVAs. A series of mixed ANOVAs was also conducted on the means of the 4 DIBELS measures in kindergarten (ISF, LNF, PSF, and NWF), the 4 DIBELS measures in 1st grade (LNF, PSF, NWF, and ORF), and the 2 DIBELS measures in 2nd grade (NWF and ORF), both overall and by demographic subgroup. Additionally, analyses were conducted on treatment and control group difference scores (i.e., pre-test to post-test difference) in order to determine if any significant gain, or rate of change over time, was found for either group. From the pre- and post-test outcomes on the benchmark tests and DIBELS measures, difference scores were computed and analyzed for treatment and control group students in the aggregate, as well as by demographic subgroup.
Additional Research
- Is the program reviewed by WWC or E-ESSA?
- WWC & E-ESSA
- Summary of WWC / E-ESSA Findings :
What Works Clearinghouse Review
Beginning Reading
Effectiveness: Leveled Literacy Intervention had positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers.
Studies Reviewed: 2 studies met standards out of 10 studies total.
Full Report
Evidence for ESSA
Program Outcomes: LLI has been evaluated in two qualifying studies. In one, in rural and suburban Georgia and New York, students were randomly assigned to LLI or control conditions. Across 5 DIBELS scales, the average effect size was +0.17, with significant differences on Non-Word Fluency and Oral Reading Fluency. In a second study in Denver, there were very positive outcomes on the DRA2 in kindergarten but not in first or second grade, for a significant but small meaningful effect size of +0.10. Averaging the two studies, the effect size was +0.13.
Number of Studies: 2
Average Effect Size: 0.13
Full Report
- How many additional research studies are potentially eligible for NCII review?
- 0
- Citations for Additional Research Studies :
Data Collection Practices
Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.
Book lli list kit blue
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Leveled Literacy Intervention Professional DevelopmentAlthough I recalled some of the nighttime fun at night. Sometimes I finished well. My son was growing up. I made bathing a ritual.
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