Leveled Literacy Intervention Explained to Classroom Teachers

Leveled Literacy Intervention - LLI is what we use as our main reading program. 
At the elementary level we have five kits. 

Orange- Kindergarten
Green- First/Second
Blue- Second/Third
Red- Fourth/Fifth
Gold- Fourth/Fifth

Each kit has around 110-130 lessons.

Every day a new lesson is taught.

It takes about 10 days/ lessons until moving up to the next level.  If this is too soon, we usually have to go back to another kit to complete that reading level.  They overlap slightly with levels. 

Odd numbered days are the students instructional levels and even numbered days are two reading levels below, at their independent level to practice their fluency. 

You may see them coming back to the classroom with different levels each day, this is why.

This program is made to move our students along and catch them up in hopes to quickly release them out of the reading program and back into the classroom full-time.

LLI Daily Schedule:

1. Come in return book and reread new book
2. Do a running record with one student while others are rereading
3. Do Phonics Word Work
4. Into to New Book
5. Children find their "special spots" while I confer with them
6. Gather back to discuss

While conferring with each student, they are accountable for their own reading goals while I guide them.   They decide if they need to work on: Words, Fluency, or Comprehension.  I take notes on Google Docs for easy sharing.  This was shared with my classroom teachers in the beginning of the year.

If I am conferring with students and others have finished their book- they can log onto Flipgrid and do a comprehension conversation.

With this, they know that they can answer questions I have posted in the room- questions that are sometimes difficult to many on their running records.

They can read for fluency, discuss problem and solution, the part that was most interesting to them, etc.

When I am finished conferring with all my students, if time allows we gather back to the table and do a Kathoot!

This is a great for team work, or seeing what they comprehended individually.


Each day we follow this same routine. 

Fidget Spinner Sight Words

I cannot take full credit for this idea, as I have seen other variations of this for sight word use and math games as well, but I figured I would make it my own and use it for my students who have difficulty remembering sight words.  Thought it was a great idea and so much fun for the children to learn!

Mrs. K 💗

Comprehension Questions that Should be Practiced Daily

Similar to LLI running/reading record comprehension questions. I always feel that my students have some difficulty with the wording of the running record questions. I have been practicing with them these questions so they better understand the language and how to answer these questions successfully. I took the most common questions that they have the most difficulty with and hung them around our classroom.  I change them depending on if the book is fiction or non-fiction.  When they finish their reread of a book, if I am still testing a student - they must answer the questions on a post it with their name and book number and put it under the questions.  We can then have friends check the answers,  use this as a discussion piece, or it allows me to see how they are doing. With this packet below that's sold on TpT,  I took four fiction and four non-fiction questions that come up most often throughout the kits and that students seem to have the most difficulty answering and put them in this packet. 

You will be able to upload this item and open it with Power Point. I have allowed it to be editable in case you would like to change the wording of the questions and/or add/take out questions. 

Enjoy! 

Mrs. K 💕

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Fundation Level I Unit 7 Glued Sounds

I try and think of fun ways to really get them into learning their new words and word parts.  We are in the middle of unit 7 in Fudnations with glued sounds.  We have started working on -ang, -ing, -ong, and -ung and by the end of the week we will have introduced, -ank, -ink, -onk and -unk.  

I made a fun scavenger hunt for my 1st graders to do to practice their glued sounds we have learned so far.  

They will take the sheet below, with a clipboard and search the room for words (I hung words up on index cards).  

When I say, "time's up!" they will go back to their seats, read their words to themselves in their heads and then turn and share with a partner and each read the word list they found.  

Mrs. K 💗

Reading Goals

I will be starting Leveled Literacy Intervention within the next week with my first graders.  They have moved from Double Dose Fundations to LLI now.  

There are a lot of components in LLI and different goals throughout the entire lesson to focus on (phonics word work, fluency, comprehension). It can be a bit overwhelming to constantly change all these goals for numerous classes/levels throughout the day.  

I recently shared my 2nd -4th grade goals on a previous post, but for my first graders I wanted to keep it more simple.  

I love having the I CAN statement/goals on the board, but I feel that it's important, especially with my younger ones (first grade) to keep them in front of them on the table to be seen throughout the entire lesson.  I know their eyes are always on what's in front of them and not necessarily always on the board.  

I wanted to focus on three goals while I have my first graders: 1. Phonics, 2. Fluency, 3. Comprehension.  

I have it sent up as... I can sound out words I do not know (phonics strategies)... I can read with fluency... I can think about what I am reading (comprehension) in the most basic way for them to understand.  

Each session they will have their own sheet in front of them.  I like to hold my students accountable for their own goals.  What they think they need to work on as a reader.  They will place the star post-it next to the goal they will be focusing on that day as a reader during independent reading time.  

Of course I will guide them if I feel their goal is not correct.  

Mrs. Klein 💕

Reading Goals

It's always important for our students to know what they will be focusing on as a reader each day.  They need to clearly see it in front of them to be a constant reminder of what their goal is for that day.  While teaching the LLI program, there are many different goals that my children use throughout each lesson, to focus on one wouldn't work.  I find that going over with them the goals they need as readers daily before each lesson is ideal.  When it comes time to independently read, I allow them to chose their own goal and keep it placed in front of them.  They understand that we are all different and may not have the same reading goals as our friends.  It amazes me to see how they know just what goal to chose for themselves.  They are very aware of their strengths and weaknesses, even as young as 1st and 2nd grade.  

These are their daily goals before each lesson.  The last sheet hanging is their phonics word work which I change for each lesson, the others are goals all readers should focus on while reading. 

When it comes time to read independently, they each get their own goal sheet and focus on one goal in particular.  They place the star next to the goal they feel they need to really practice the most.  This allows me to really form a great teaching moment with them while conferring as well.  If I feel the goal is not in their best interest (it usually is), then I will discuss with them a goal I see better fit for them to work on at that time and why.  I like to be open with my discussions on why they need to work on specific goals.  

Mrs K. 💖

FUNDATIONS Level I & Level II I CAN Statements... Back by Popular Demand!

In my TpT store I have both level I and level II Fundations I Can Statements!  

They are under Phonics- Foundational Skills - I Can Statements Level I  & Level II.

They are fully editable in PowerPoint so you can take away some of the skills for that unit to focus more on what you are doing on a day to day basis and to make it not look like SO much for the children to see, or keep as is.  You can change the font and colors too!

Enjoy! 

A Little Tour of Our Reading Room

So I changed a few things up and figured I would take more pictures.  I had gotten a few inquiries on how I organize my reading room and how I group my students.  Below I have my School Wide Scholastic books on the top shelf in grade order and then had printed out a list of the books and authors that are within each unit to place on the front of the binder (my reading buddy actually did that for us).  This just makes it easier when I want to grab an authentic text to use.  

When you walk into my room and look to the right you will see my white board and what I call, my comfortable seating area.  I am hoping to get a small rug to make it even cozier.  It's tough when there is not a lot of space to work with in my room.  I love it though and wouldn't ever trade it! 

On the whiteboard (soon to be  laser  board - I was told like a Smartboard but different) is the groupings I have for my LLI groups.  We named ourselves with wild animal names (something that I love.  I am a HUGE animal lover - If only there were a way to tie in literacy, animals and photography ... my three passions). My photography site: www.danstaphotos.com which I will soon be donating a portion of children's photography purchases to a local literacy charity and in the process of making a brand, Forever Wild - to donate portion to a wildlife charity.  Anyway, back onto the classroom....

This is when I am standing at the back of the room looking toward the door.   I have that small table in the top right of the picture.  That's called the "testing table" where we do our reading and running records.  You can also see to the left of the door the bench I have there.  I have been wanting to take that home to either paint of stain it and make it prettier.  It's pretty neat though because it opens up and that's where all our reading treasures/prizes are! They have to earn ten stamps (remembering to bring their book baggies and do their best work) in order to earn a prize.  

I think my sunflowers are the best.  Who wouldn't want some pretty, bright flowers to brighten up their day? Sure puts me in a better mood. 

 My book sign out is near my door.  If a student is interested in a book of mine I WANT them to take it home and ENJOY it!  I would never say no to them when they ask to take a book home.  Although I like to take note of what they take out and if and when they return it to me!!!  Right outside my classroom door I have a long table with bins labeled by genre.  This is my choice library that my children can decide what books are just right for them that they are interested in reading. I had a picture taken, not sure why it didn't show up.  

Hope you enjoyed the little tour of my tiny, cozy reading nook!  Keep your eyes open for the post I will be putting up soon of conferring with my students while they independently read!  

Mrs. K 💖

Reading Graduation Certificate

With our first trimester coming to an end, we have collect data on students over the last couple of months.  Some are able to exit out of reading support, or like I like to call it, "Graduate Reading." 

I have made a reading certificate to allow the students I am exiting to see what an outstanding job they have done in reading support.  

Please look on my TpT site to purchase this certificate for yourself.  It's editable using Power Point. 

~Mrs. K

Story Elements

We discussed story elements a few weeks ago and will re-visit it around the new year.  The lesson I did coincided with my Leveled Literacy Intervention program that I use with my reading groups.  I like to teach a skill or strategy before introducing the new text to the group.  I always feel they should try and not just use the strategy I teach that day, but to think about all the skills and strategies we have already gone over and use different strategies that help them as a reader.  I think it's important to practice the strategy that is gone over on that specific day - I do this by modeling and having them work with a partner (turning and talking) - but when it comes time to independently read, that specific skill or strategy may not apply to their book that day, so when I conference with them, I like to see what skills and strategies they are using as a reader to help them comprehend the text they are reading. 

Independent Reading

Independent reading is the big push within our district and I think it's so important.  All children need to be reading.  We can teach strategies, but unless they are reading choice books that they truly love and can appreciate, they will never grow and succeed.  While independent reading I confer with my students.  It's ok if you haven't read the book they are reading.  As long as you know the genre and ask genre based questions about the text to allow yourself to see if they are reading with understanding- that's most important.  

Evidence Based Terms

I am starting to finish up non-fiction summaries with my 6th graders.  We have been reading the passage, Lights! Camera! Invention by John James.  This passage is all about Thomas Edison and the inventions he has made.   It’s really engaging and the sixth graders love when we read this passage.  We have been discussing what goes into writing a non-fiction summary and using a graphic organizer to help us out before we begin to write.

After we finish this strategy, we will be moving on to text evidence.  I had found a great anchor chart on another blog, but re-wrote the sentences and changed some things around to my liking.  I also made my own text evidence charts to go along with it that you can find on my TpT store if you’re interested!

Mrs. K ♥

Lyrics for Comprehension

I have been working day and night on getting together “Lyrics for Comprehension” for my 6th graders.  I am using the common core standards so they can be combined with other lessons in the classroom that are being taught in reading.   Each song lyric has a graphic organizer and questions to go along with it.

I really feel that practicing comprehension strategies through song is an amazing way to allow students to really be engaged in the lesson.  Sometimes it’s really difficult to find reading passages that are of high interest.

This packet isn’t complete yet, but once it is, I will update this post and give the link to my TpT store to be able to purchase it.  Much research has been done showing that children learn comprehension strategies through music.  Think about it – it’s no different than a poem, but it has upbeat music to go along with it to keep them engaged.  Plus, it’s different.  It’s not the ordinary, so they are always excited for some music whether they are familiar with the songs or not.

It truly is a MIX of music…

1.Somewhere Over the Rainbow/What a Wonderful World 

2.All I Want is You

3.You’ve Got a Friend in Me

4.Hall of Fame

5.Lean on Me

6.Better Together

7.Mean & Roar 

8.Forever Young

9.It Won’t Be Like This for Long 

10.Shake it Off

Mrs. K ♥

Give a Book, Get a Book

I will be placing a basket of gently used books outside my classroom door.  Students will be encouraged to trade books.  They will bring in a gently used books that they no longer want and place it in the bin.  They will then pick out a new book they would like to take home to read.   This will allow students to be submerged in a whole array of different children’s books! What a great way to share books! 

Mrs. K ♥

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Sight Word Practice

There are many ways to practice sight words, but I just found this awesome website where you can put in your own sight words and it makes a “Snakes & Ladder” board game to play! How neat? 

Check it out and have fun!! 

Mrs. K ♥

I made this phonological awareness chart to be able to clearly see all the parts it makes up. Many children have a weakness in decoding in the early grades because a lot of the programs schools use go straight into letter sounds and forming words.  Many children are missing this phonological piece.  There are many games and activities that can be done at home to give your child these skills.
Mrs. K ♥