After the benchmark
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1. The document discusses effective intervention strategies for students performing below grade level in reading after benchmark testing. 2. It recommends daily small group intervention sessions of 3-4 students taught using the Leveled Literacy Intervention (LLI) system for 12-20 weeks to provide intensive support. 3. Key aspects of effective intervention include structured lessons, assessment, rereading, comprehension strategies, writing practice, and communication between intervention staff and classroom teachers.
After the benchmark
- 1. After the Benchmark – Then What?<br />Providing Effective Intervention<br />October 30, 2009 <br />Shannon HahnShannon.hahn@cctcs.ca<br />Fountas & Pinnell – Leveled Literacy Intervention<br />3 things to love about the benchmark:<br />Vocabulary assessment
- 3. It is a conversation, we can tell a lot from the students retelling
- 4. Three areas of questions – match AFL
- 6. Kids do not do as well as nonfiction.
- 7. Kids do not have the skills to read nonfiction – we need to teach them how to read nonfictionF&P Benchmark<br />Tested kids, then what do we want to do
- 8. 10 half time ‘coaches’ work with small groups of students to provide intervention, they are teachers.
- 9. Early intervention can change the path of a child’s journey to literacy
- 10. Students who are reading below grade level at the end of grade 1 are likely reading below grade level for the rest of their formal education
- 11. Reading difficulties can not only be preventable, but with effective intervention can be reversed.LLI goes up to Level N right now – it will eventually go up to grade 8.<br />For the levels above N – teachers have more work to do to find the text, but they do follow the same structure – poetry for the upper grade is appropriate. Text selection - check book wizard<br />10 Successful Intervention tips:<br />Daily intervention - schedule it every day
- 12. Every day vs every other day
- 14. Missed classesNot pulled out of Math or ELA – if they are pulled out of SS, then it is ALL ss classes, not a science, a math, a health etc. The child will miss that particular class for 10 weeks – they are not responsible for content missed.<br />Small groups
- 15. Research for group sizes of 2-6 (groups of 3 or 4 is optimal) two is too few, 5 or 6 become behavior issues. This way 3-4 kids can go faster and more progress. Get 3-4 through quickly.
- 17. Faster progress
- 18. Short and Fast
- 19. Twelve to twenty weeks (usually around 16 weeks)
- 20. Grade level expectation
- 21. “Slowed down “ teaching not supported – we need a quick lesson for them, not slower speed
- 22. Timer on hand
- 24. Re-reading and new reading must be supported comprehension strategy
- 25. Comprehension focus – in list of key understandings for each bookRereading every book – the lesson is for deep comprehension<br />Writing
- 27. Compose, construct and develop deeply essential strategies for writing in the classroom. – these skills are needed to go back into the classroom and use it in the classroom
- 28. Many systems miss this part
- 29. Fluency
- 30. Rereading is one of the best ways to improve fluency
- 31. Not fluent-do not move on to the next level
- 32. Critical for low-achieving students(before they become discourages and perpetuate slow processing)Kids buy in more<br />High Quality Texts
- 33. Not used in regular classrooms
- 34. Texts in LLI have been specifically written for the system
- 35. Detailed analysis of each book is provided.Older student s will need a buy in – high interest text<br />Communication
- 37. Home connection
- 38. Help enhance self-esteem – share successes at home.Letters, calls home, share progress with parents. With home, children will read with mom and dad, not ‘do homework’<br />Learning Achievement Coaches – 3 / 4 periods of the day is working with intervention<br />Tier 1 – is the support (the fourth period) helps the teacher be effective, one period for help with the classroom teacher – share what is working with the classroom teacher<br />Structured Framework
- 39. Learn framework early= more efficiency
- 40. Day one – rereading, phonics, new book, word work
- 41. Day two – rereading/assessment, phonics, writing and reading, new book, word work
- 42. Stick to the time frame
- 43. The structure works with ALL grades – 1-9!
- 44. In 6 days you will have a running record with all kids – updates levels frequently because every second day you have done an assessment on a child while the other group members are rereading. Communication of increased level goes back to classroom teacher to keep levels consistent.Transferred to math – reread – review last day problem//phonics – the building skills//new book – new concept// word work<br />Intervention is a Supplement
- 45. Classroom small group is critical
- 46. Fountas & Pinnell suggest a teacher contract
- 47. Teacher signs a contract – teacher to provide small group or Guided ReadingChrist the Teacher Catholic School Division results<br />Some kids increased 8 levels between <br />Grade 1 – March to June Tier 2 Intervention, half were at level by the end of June (ex, after 3 months, only half were still below level)<br />