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High-quality leveled books created specifically for LLI. Written by children's authors and illustrators; engage readers with fiction and ... – PowerPoint PPT presentation

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Title: Fountas

Fountas Pinnell Leveled Literacy Intervention
  • LLI is a supplemental, five day a week 30 minute
    literacy intervention for K, 1, and 2 students
    who struggle with literacy in the classroom. The
    intervention is for no more than 3 students and
    meant to be short-term to accelerate students
    progress. The system includes appropriate
    leveled text reading, intensive systematic
    phonics instruction, a focus on comprehension and
    attention to fluency.

  • Supplemental not a substitute for literacy
    instruction in the classroom
  • Daily assures reinforcement of new learning and
    to support accelerated progress
  • Small group strong recommendation for three
    children ensures close observation and intensive
    teaching interactions that promote individual
    learning and allow children to make faster
  • Short-Term average time of fourteen to eighteen
  • Framework for lessons well-defined framework
    where teachers make decisions specific to
    observations of the childrens needs lessons
    include reading texts, writing, and phonics

  • Fast paced lessons move quickly with suggested
    time frames for each segment children are highly
    engaged in experiences with which they find
  • Comprehending of texts read several books in
    every lesson teacher supports comprehension
    throughout the reading of the text and is
    provided a list of key understandings for each
  • Early writing strategies children learn how to
    compose, construct, and develop essential
    strategies for writing in the classroom they
    learn how to use sound analysis, important
    spelling skills, and early writing conventions
  • Attention to fluent, phrased reading important
    before they become discouraged and perpetuate
    slow processing
  • High-quality leveled books created specifically
    for LLI. Written by childrens authors and
    illustrators engage readers with fiction and
    non-fiction readers process a new text every
    day every other day they read a book that is
    easier than the instructional level to support
    confidence and fluency.

  • Systematic phonics lessons focus on key aspects
    of phonics learning phonological awareness,
    letter knowledge, letter-sound relationships,
    letter formation, word structure, spelling
    patterns and high frequency words
  • Assessments, progress-monitoring,
    record-keeping instruments initial and ongoing
    that are practical and continuously inform
    reaching help determine appropriate reading
    levels for grouping and teaching and provide
    useful information for daily teaching reading
    records one each child about once per work
  • Strong classroom connection students take books
    to read, word activities to review, and writing
    to reread record-keeping documents to share with
    classroom teacher
  • Home connection Take-Home books that are
    provided to children in every lesson take home
    phonics materials and writing

  • Orange System (Kindergarten)
  • Levels A through C 70 Books
  • Green System (First Grade)
  • Levels A through J 110 Books
  • Blue System (Second Grade)
  • Levels C through N 120 Books
  • no overlap of texts there are ten lessons for
    each level, but you may choose to extend the
    number of lessons at a level if necessary

  1. Children read every day at their instructional
    level with teacher support as well as at their
    independent level with little or no support.
  2. Provide systematic instruction in phonemic
  3. Provide daily systematic instruction in phonics.
  4. Provide daily opportunity to read new texts with
    teacher support.
  5. Provide daily opportunities to increase fluency
    through oral rereading of texts.
  6. Provide explicit instruction on comprehension.
  7. Provides opportunities for writing.
  8. Provide opportunities to learn a core of
    high-frequency words.
  9. Designed to expand vocabulary and develop oral

  1. Alphabet Linking Chart Consonant Cluster
    Linking Chart
  2. Letter Word Games Lotto, Follow the Path,
  3. Letter Minibooks
  4. My ABC Book
  5. My Poetry Book
  6. My Vowel Book
  7. My Writing Book
  8. Name Chart Puzzle
  9. Shared Reading
  10. Oral Games
  11. Sound Letter Boxes
  12. Verbal Path for Letter Formation
  13. Ways to Sort Match Letters
  14. Word Bags High Frequency Word Cards
  15. Word Ladders
  16. Writing dictated, independent, interactive
  17. Fold Sheet

  • Rereading Books
  • Phonics/Word Work
  • New Book
  • Letter/Word Work

Even-Numbered Lessons Structure
  • Rereading Books Assessment of One Student
  • Writing About Reading
  • New Book at Independent Level
  • Optional Letter/Word Work

Implementing LLI _at_ FM
  • 3 reading teachers (one from each el. building)
    and K-4 ELA resource teacher attended 3 day
    workshop presented by Fountas Pinnell in
  • Began groups in January at all three El.
    buildings (2 grade levels per building)
  • Continuing training with Heinemann consultant
    this spring (all K-4 reading teachers attend)
  • Students were chosen based on FP benchmark
    assessment, additional optional assessments, and
    teacher input

  • Total of 2 ½ hours of instructional time devoted
    to LLI. The two reading teachers at each el.
    building will divide the LLI instructional time
    based on scheduling.
  • Part of kindergarten extended day program
  • (2 groups 6 students)
  • Based on the needs of students in grades 1 2,
    one of the following models will be used to start
    in September
  • 2 groups (6) _at_ first grade 1group (6) _at_ second
  • OR
  • 1 group (3) _at_ first grade 2 groups (6) _at_ second

Implementing LLI _at_ FM
  • LLI groups are flexible and short-term, therefore
    more than three students can and should be
    serviced at one grade level in a given year
  • RTI Tier 3 Intervention 5 day intervention
  • Reading teachers still support students through
    push-in and pull-out models, but this occurs less
    than 5 days-a-week