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 💕

https://www.teacherspayteachers.com/Store/Read-With-Mrs-Klein

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Magic E Wand

Magic -e Wands are great when learning long vowel sounds with the silent -e at the end of words.  I love to place a bunch of CVC words on an anchor chart, or around my room for the children to go around and add their magic -e to the end of the word to write and read a new word! 

Great practice and they have fun while learning! 

Mrs. K 💗

Please take a look at them on my TpT account if you want to download them! 

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. 💖