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4 hours ago
Topic:
LLI for Spanish

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 228
FabianaA wrote:
I am working on my own material to do intervention in Spanish and selecting some authors that would adjust to the level descriptors. I wonder if there is a way I could help to accelerate the process of creating the material for intervention. At moment the urgency is for k-3


Heinemann states that although the need is recognized, there is no quick fix to the process. Every book in the intervention is painstakingly created and each lesson carefully written to support the learning at the given levels. Every single book is vetted by Gay and Irene. The Sistema de la lectura (Benchmark Assessment) was developed and leveled by an advisory panel of bilingual literacy experts under the careful direction and supervision of Fountas and Pinnell according to their strict leveling protocols. This is a massive undertaking but as stated above, a recognized need.


Thank you for your question. Best wishes as you work with your students.
1 days ago
Topic:
LLI for Spanish

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 228
FabianaA wrote:
I am working on my own material to do intervention in Spanish and selecting some authors that would adjust to the level descriptors. I wonder if there is a way I could help to accelerate the process of creating the material for intervention. At moment the urgency is for k-3


I will be glad to pass your request on to Heinemann for a response.

Thank you,
2 days ago
Topic:
LLI for Spanish

FabianaA
FabianaA
Posts: 1
FabianaA
FabianaA
Posts: 1
Topic: LLI for Spanish
I am working on my own material to do intervention in Spanish and selecting some authors that would adjust to the level descriptors. I wonder if there is a way I could help to accelerate the process of creating the material for intervention. At moment the urgency is for k-3
3 days ago
Topic:
Additional understandings

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 228
FPUser23537 wrote:
What qualifies the additional point for the additional understandings of the comprehension part of the benchmark assessment?


The point for additional understandings has been dropped in Edition 3 of the Benchmark Assessment Systems. Fountas and Pinnell suggest in the earlier editions that a point be given for any additional key understanding that is taken from the text.... beyond what is already listed on the Comprehension Conversation page. If the student makes a connection to the text, the connection should be based on the main idea of the text. We would encourage extensive discussion with your peers to reach agreement regarding when a reponse might qualify for an additional point.

I hope this helps as you pursue this topic with your staff.
3 days ago
Topic:
Additional understandings

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 228
FPUser23537 wrote:
We had a discussion in our last PLC regarding the dialect of some of our students. What if a student continually says look-ed for looked? And they say it that way in their everyday speaking (even though we have tried to teach the correct form and way to say to say the word properly) ?


Refer to Benchmark Assessment Guide 1, page 25: "Phonetic variations (mudder/mother or tree/three..) that are part of their speech and that do not interfere greatly with comprehension or fluency should be recorded but can be ignored when counting errors. Note and record dropped endings and when calculating the accuracy rate, you record the score (including the dropped endings) making a note regarding the cause of the score. Definitely move to the next level if the student would "pass" the assessment without the dropped endings.
5 days ago
Topic:
Additional understandings

FPUser23537
FPUser23537
Posts: 2
We had a discussion in our last PLC regarding the dialect of some of our students. What if a student continually says look-ed for looked? And they say it that way in their everyday speaking (even though we have tried to teach the correct form and way to say to say the word properly) ?
5 days ago
Topic:
Additional understandings

FPUser23537
FPUser23537
Posts: 2
What qualifies the additional point for the additional understandings of the comprehension part of the benchmark assessment?
7 days ago
Topic:
Conversion Chart

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
Irishlass wrote:
I was wondering if anyone knows of any good conversion chart. We use the website but books like Info Trail etc are not listed on the site as well as many others. Sometimes we find them on book wizard others from varies sources. If anyone has any tips I would be grateful.



Use the Literacy Continuum Guided Reading Text Selection section to help guide you in leveling texts. Use the 10 characteristics to make a decision for your students and this text. The levels are not set in stone but are ranges to use in guided reading for instruction so don't get too hung up on a number or letter. Read the blog about Levels are a Teaching Tool found in the Blogs under the ENGAGE tab above.
Debbie
7 days ago
Topic:
System for pre kindergarten readers

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
FPUser26706 wrote:
Hi. We have many kindergarten students that are not even at level A. Our kindergarten teachers are beginning LLI and we have many readers who are not even instructional at A. Do you suggest to still begin those students at level A?
edited by FPUser26706 on 1/13/2017

LLI Orange and Green begin with Getting Started lessons for those not reading Level A at an instructional level.
7 days ago
Topic:
where to find standards that link to the lessons

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
FPUser26706 wrote:
HI,
Were are building lesson plans in a program called edoctrina, and we need to find the standards to add to the lessons. Where can we find the standards for our LLI lessons?


The Literacy Continuum has the objectives if you need those. They are embedded in the Lesson Guide for each level as well as the first page pf each lesson. These standards are also aligned with Common Core in the Resource Library under the Extend tab above.
7 days ago
Topic:
where to find standards that link to the lessons

Mrs. Angie
Mrs. Angie
Posts: 3
http://www.fountasandpinnell.com/shared/resources/FP_FPL_Chart_Instructional-Grade-Level-Equivalence-Chart.pdf
7 days ago
Topic:
where to find standards that link to the lessons

Mrs. Angie
Mrs. Angie
Posts: 3
Mrs. Angie wrote:
FPUser26706 wrote:
HI,
Were are building lesson plans in a program called edoctrina, and we need to find the standards to add to the lessons. Where can we find the standards for our LLI lessons?
7 days ago
Topic:
where to find standards that link to the lessons

Mrs. Angie
Mrs. Angie
Posts: 3
FPUser26706 wrote:
HI,
Were are building lesson plans in a program called edoctrina, and we need to find the standards to add to the lessons. Where can we find the standards for our LLI lessons?
10 days ago
Topic:
where to find standards that link to the lessons

FPUser26706
FPUser26706
Posts: 2
HI,
Were are building lesson plans in a program called edoctrina, and we need to find the standards to add to the lessons. Where can we find the standards for our LLI lessons?
10 days ago
Topic:
System for pre kindergarten readers

FPUser26706
FPUser26706
Posts: 2
Hi. We have many kindergarten students that are not even at level A. Our kindergarten teachers are beginning LLI and we have many readers who are not even instructional at A. Do you suggest to still begin those students at level A?
edited by FPUser26706 on 1/13/2017
10 days ago
Topic:
Conversion Chart

Irishlass
Irishlass
Posts: 1
Irishlass
Irishlass
Posts: 1
Topic: Conversion Chart
I was wondering if anyone knows of any good conversion chart. We use the website but books like Info Trail etc are not listed on the site as well as many others. Sometimes we find them on book wizard others from varies sources. If anyone has any tips I would be grateful.
11 days ago
Topic:
Guide for Observing & Noting Oral Reading Behavior

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
Lisa F. wrote:
I am getting myself a bit confused using the "Guide for Observing" form as I use my students' data to decide my next teaching points. If I look at the coding on my BAS running record, and students are making errors in Meaning, Structure, and Visual, that means that they are saying an incorrect work because it makes sense, sounds right, or looks similar. Correct?

My next question involves looking at all of the other data as I code the students' reading. How might I decide if the student needs assistance with solving words or self-monitoring, or self-correcting? If a child is "hesitating" they are self-monitoring? How do I know if a child does not self-monitor? If a child is "actively working" to solve words, they are solving words? How do I now if a child is not solving words?

I just cannot wrap my mind around using the Guide at this time, but I want to use my data to inform my guided reading instruction. Thank you.



Don't just use the Guide (GONRB). It is helpful to guide your thinking as you analyze a record but it is more important to use the Literacy Continuum to note the behaviors that are controlled consistently, partially, or not observed (that should be for the level being read). Your Continuum has more specific bullets that are more precise to actually guide your planning for instruction and the language to use. Each bullet can be turned into teaching language to support or prompt or reinforce.

If the MSV is confusing you I would suggest watching that part of the video collection again. You circle the source of information the student is using. If the answer to the question is yea then circle it. For example the question might be.."Does that substitution make sense in this story?" Does that substitution sound right in this sentence?" Does that letter or word substituted look right (or sound right phonetically) in this word?"

If you have the Benchmark Assessment Guide I also suggest looking at the Case Studies in Section 5. There are several cases across grade levels that demonstrate the teachers' thinking while analyzing a record then going to the Continuum to plan for instruction and using the Prompting Guide to select facilitative language for teaching.

Hope this helps! Let me know!
Debbie
11 days ago
Topic:
LLI Red

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
Gilda wrote:
I've been using the blue system for a year and absolutely love this intervention. I received the red system last week and have started to look over the lessons and stories. My question is, why is the introduction of the stories so extensive? They seem to give students to much information about the story.


The introductions provide suggestions for the teacher to choose from based on his or her analysis of the text characteristics and the groups' needs. You do not need to address everything but select your teaching priorities for your group. Readers at this level have gaps for such varied reasons so the suggestions are provided to help teachers in many ways. However it is always up to the teacher to determine what the group needs.


Debbie
11 days ago
Topic:
Overlapping Levels

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
Daydream Believer wrote:
I started a student in the Red system, which ends at level Q. However, when he moves up to the Gold system, it starts at Level O, which he will already have read and been successful with. Do I need to start at Level O in the Gold system or can I proceed directly to the level he should be at ( R)? Thank you!!



It doesn't look like this question got a reply so I apologize for being late in providing one. You are exactly correct. You start the next round of lessons at the level needed next. There is no need to use LLI from lesson 1 to the end like a program.

Debbie
11 days ago
Topic:
coding errors: multiple attempts, one word in text

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 97
FPUser25380 wrote:
I have a question about coding an error when a child makes a few attempts at identifying one word of text. For example, if a child comes to the word "house" and says "his", then hesitates for a few seconds and says "him", then hesitates again and says "home", is that counted as 1 error? The coding table in the BAS guide says "one error per word in text". Am I correct in coding 3 attempts at that one word as one error? I am not referring to reading "house" as "home" in 3 different sentences on 3 different pages; I know that would be counted as 3 errors. Thank you!



I agree with Sarah's response. It is always helpful to analyze all of the evidence provided even though it is not scored as an error! Debbie




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