Orange System, Levels A–C (Kindergarten)assets.pearsonschool.com/asset_mgr/versions/2012...e Locate an easy high-frequency word within continuous print. e Say words slowly and think

Leveled Literacy Intervention

Orange System, Levels A–C (Kindergarten)

www.FountasAndPinnell.com

u Getting Started Lesson 5

u Lesson 11: Odd-Numbered Framework (Mom, Level A, Fiction)

u Lesson 12: Even-Numbered Framework (Dad, Level A, Fiction)

u Recording Form: Mom, Level A, Fiction

u Continuum: Behaviors and Understandings to Notice, Teach and Support, Level A

u Parent Letters (English and Spanish)

u The Relationship Between Response to Intervention (RTI) and LLI

This booklet contains Sample LLI Lessons from the Orange System:

These Sample LLI Lessons are featured on the Orange System Professional Development DVD. To see a preview go to: www.FountasAndPinnell.com

Teaching Within the Leveled Literacy Intervention System LLI lessons include reading, writing, phonics, and word study and the extensive use of oral language throughout.

There are three types of lesson structures in the LLI System:

n Getting Started Lessons

n Odd-Numbered Lessons

n Even-Numbered Lessons

These structures provide for smooth, well-paced 30-minute lessons that will become very comfortable for you. The children also benefit from the predictability of the lesson and learn the routines quickly.

Getting Started LessonsThe first ten lessons in the Orange System are called Getting Started. The Getting Started lessons follow the same

format and engage children in five instructional activities.

Odd-Numbered & Even-Numbered LessonsBoth lesson structures provide important information for preparing, planning, understanding the new text, supporting English language learners, establishing connections to the classroom and home as well as professional development.

Suggested times for 30-min. lessons

5 minutes 5 minutes 15 minutes 5 minutes If time allows

Odd-Numbered Lessons

Rereading Books Phonics/Word Work New Book (Instructional Level)

Letter/Word Work

Even-Numbered Lessons

Rereading and Assessment

Phonics/Word Work Writing About Reading

New Book (easier level)

Optional Letter/ Word Work

Fig. 2. Odd- & Even-Numbered Lessons

Fig. 1. Getting Started Lessons

Suggested times for 30-min. lessons

5 minutes 5 minutes 8 minutes 7 minutes 5 minutes

Lessons 1-10 Rereading Books* Phonemic Awareness/Phonics

Reading a New Book (Lap Book and small books)

Writing About Reading

Letter/Word Work

*In the first lesson, find any text children have read and can reread or skip this component.

1

LLISampler_Orange_Inside APR 2012.indd 1 4/26/12 3:44 PM

Professional Development DVD The LLI Orange System Professional Development DVD features the following:

n What Is LLI and Who Is It For?

n System Components

n Assessment

n Teaching

n Sample LLI Lessons

Getting Started Lesson 5

Lesson 11: Odd-Numbered Framework

Lesson 12: Even-Numbered Framework

Using the Lesson Guide The Lesson Guide Volumes 1 & 2 for the Orange System includes seventy, thirty-minute lessons. At the end of each 20-lesson sequence, the Continuum for the level specifies the important behaviors to notice, teach, and support in your lessons.

Lesson Resources CD

At the beginning of each lesson, there is a list of specific resources that can be printed out from the Lesson Resources CD. The inclusion of these materials will save you valuable preparation time (see the Lesson Resource Preview in this LLI Sampler).

FOUNTAS & PINNELL

Leveled Literacy Intervention

ProfessionalDevelopment

www.heinemann.com

dvd-rom Windows 2000 and above • Mac OS X 10.2 and above

For more information, go to:www.FountasAndPinnellLeveledLiteracyIntervention.com

LLI DVD face DUMMYProf Development/Orange Level2.26.08116mm

4 Colors: PMS 1665, PMS 355, PMS 300,plus White Flood(No print on Mirror Band)

ORANGESYSTEM

2

Goalse Learn to recognize and use names and the letters in them to help in reading and

writing.

e Recognize letters by noticing their distinctive features.

e Hear and say rhyming words.

e Notice and use information in the pictures.

e Read with voice-print match across two lines of text.

e Use crisp pointing under each word on two lines of text.

e Read left to right and return to the left to start a new line.

e Locate an easy high-frequency word within continuous print.

e Say words slowly and think about the initial consonant sound.

e Become aware of upper and lowercase letters.

e Follow several episodes of a simple story with a beginning and an ending.

e Infer why the tree in the story broke.

e Notice the sequence of the story (from smallest to largest animal).

NEW BOOK

Over the River, Level B,Lap Book and small books

REREADING

The Baby Animals, Level B,Lap Book and small books

• Take-Home Book,The Baby Animals

• My Writing Book• “Apples,” “I Love

Chocolate,” “Rain onthe Rooftops,” enlargedpoems

• highlighter tape• name puzzle• word bags

• From the CD:• My Poetry Book ✓

• picture cards: bear,chair; boat, coat;van, fan

• word cards: the, like• fold sheet• Parent Letter

Analysis of New Book Characteristics Over the River, Level B

GETTIN

GSTA

RTED

LESSON 5 • SYSTEM OrangeNEW BOOK Over the RiverGENRE Fiction

GETTING STARTEDYOU WILL NEED

LESSON

5

25

GENRE/FORMe Fictione Simple animal fantasy

TEXT STRUCTUREe Story of animals going over a log in

sequence from smallest to largest animale Funny ending

CONTENTe Forest animalse Concept of a rivere Concept of crossing over watere Concept of weight causing something to

break

THEMES AND IDEASe Humore Predictable ending

LANGUAGE AND LITERARY FEATURESe Foreshadowing of end (branch cracking)e Building of simple plot through animals

getting larger and heavier

SENTENCE COMPLEXITYe Nine-word sentence on each pagee Prepositional phrase in each sentencee Repeating pattern, except that over

changes to in on the last page and achanges to the

VOCABULARYe Names of forest animals: mouse, squirrel,

rabbit, skunk, fox, deer, beare Directional word: over

WORDSe High-frequency words: we, can, see, a, go,

the, ine One- and two-syllable wordse Comparison of over and ine See the Word Analysis Charts in the Program

Guide for specific words in each category.

ILLUSTRATIONSe Soft, humorous drawingse Illustrations showing that story is told from

the perspective of two chipmunks

BOOK AND PRINT FEATURESe Large fonte Ample space between wordse Two lines on each page of printe Print on the left page with small picture of

the chipmunks; illustrations on the right,except for last page

e Periods and exclamation point

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Goalse Learn to recognize and use names and the letters in them to help in reading and

writing.

e Recognize letters by noticing their distinctive features.

e Hear and say rhyming words.

e Notice and use information in the pictures.

e Read with voice-print match across two lines of text.

e Use crisp pointing under each word on two lines of text.

e Read left to right and return to the left to start a new line.

e Locate an easy high-frequency word within continuous print.

e Say words slowly and think about the initial consonant sound.

e Become aware of upper and lowercase letters.

e Follow several episodes of a simple story with a beginning and an ending.

e Infer why the tree in the story broke.

e Notice the sequence of the story (from smallest to largest animal).

NEW BOOK

Over the River, Level B,Lap Book and small books

REREADING

The Baby Animals, Level B,Lap Book and small books

• Take-Home Book,The Baby Animals

• My Writing Book• “Apples,” “I Love

Chocolate,” “Rain onthe Rooftops,” enlargedpoems

• highlighter tape• name puzzle• word bags


• picture cards: bear,chair; boat, coat;van, fan

• word cards: the, like• fold sheet• Parent Letter

Analysis of New Book Characteristics Over the River, Level B

GETTIN

GSTA

RTED

LESSON 5 • SYSTEM OrangeNEW BOOK Over the RiverGENRE Fiction

GETTING STARTEDYOU WILL NEED

LESSON

5

25

GENRE/FORMe Fictione Simple animal fantasy

TEXT STRUCTUREe Story of animals going over a log in

sequence from smallest to largest animale Funny ending

CONTENTe Forest animalse Concept of a rivere Concept of crossing over watere Concept of weight causing something to

break

THEMES AND IDEASe Humore Predictable ending

LANGUAGE AND LITERARY FEATURESe Foreshadowing of end (branch cracking)e Building of simple plot through animals

getting larger and heavier

SENTENCE COMPLEXITYe Nine-word sentence on each pagee Prepositional phrase in each sentencee Repeating pattern, except that over

changes to in on the last page and achanges to the

VOCABULARYe Names of forest animals: mouse, squirrel,

rabbit, skunk, fox, deer, beare Directional word: over

WORDSe High-frequency words: we, can, see, a, go,

the, ine One- and two-syllable wordse Comparison of over and ine See the Word Analysis Charts in the Program

Guide for specific words in each category.

ILLUSTRATIONSe Soft, humorous drawingse Illustrations showing that story is told from

the perspective of two chipmunks

BOOK AND PRINT FEATURESe Large fonte Ample space between wordse Two lines on each page of printe Print on the left page with small picture of

the chipmunks; illustrations on the right,except for last page

e Periods and exclamation point

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33

LESSON


26

e Invite children to reread as many books as time allows from the following:The Baby Animals, Funny Things, Rex. Vary using shared reading with theLap Books and having the children point under each word and read thesmall books softly.

e After reading each text, have the children locate a word or two on some ofthe pages.

e Using shared reading, have children reread poems on the charts as time allows.

e Reinforce reading left to right with crisp pointing under each word.

• The Baby Animals, Level B, Lap Book and small books• Funny Things, Level A, Lap Book and small books• Rex, Level A, Lap Book and small books

PROMPTING GUIDE 1Refer to Prompting Guide 1as needed.

e PRINCIPLE Hearing and saying rhyming words

RereadingBooks

Phonics/WordWork

“Some words sound alike at the end. They rhyme.”

e Reread the familiar poems on charts. Then have children reread them intheir individual poetry books, My Poetry Book.

e Introduce a new poem, “Rain on the Rooftops” (poem 3). Read the poem tochildren, and invite them to join in on a second and third reading, lookingat the chart. Talk about the meaning of the poem with the children.

e Have children identify, say, and highlight the rhyming words tree and me.

e Ask the children to locate the words the and me. You can use highlightertape to show the words.

Rhyming Picturese Have the children quickly match pairs of rhyming pictures on the pocket

chart, e.g., bear, chair; boat, coat; van, fan.

e Give the children the individual pictures of the rhymes and have themmatch and glue them on the back of a page in My Poetry Book.

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4

GETTIN

GSTA

RTED

LESSON

5

New Book

Over the River,Level B, Lap Book andsmall books


Read Toe As you introduce the children to the Lap Book, encourage them to

notice and use information in the pictures and invite conversationaround the text. Build on their comments to expand the amount oflanguage used.

e Suggested language: “The name of this book is Over the River. In thisbook, the little chipmunks are sitting at the edge of the river and tellingall the things they can see go over the river.”

e “What are some things that might go over the river?’ Children respond.“Anything else?”

e Turn to pages 2 and 3. “What can the chipmunks see go over the river?”“Yes, a mouse—so they say, ‘We can see a mouse go over the river.’ ”Point under each word, and read the page to the children.

e Then turn to pages 4 and 5 and ask, “Now what can the chipmunkssee?” Children respond. Point under each word, and read the page.

e Repeat the process until you get to page 14. Then ask the children whatthey notice. Invite them to predict what will happen.

e Then read the last pages. Point out that the word in is in dark blackletters so the children should read it loudly.

e Talk about the story with the children.

Read Withe Reread the Lap Book with the children as you point crisply under

each word.

e Turn to a few different pages, and have the children say a particularhigh-frequency word (can, see, over, go, the). Ask, “What letter wouldyou expect to see first?” (except for the)

e Then have children find the word using a masking card, highlightertape, or a flag. Notice how quickly and easily they can find the word.

Read Bye Give children the small book version of the story.

e Ask them to point under each word and read the book with you.

27

LLI_K_01-10.qxp 5/31/08 11:02 AM Page 27


26

e Invite children to reread as many books as time allows from the following:The Baby Animals, Funny Things, Rex. Vary using shared reading with theLap Books and having the children point under each word and read thesmall books softly.

e After reading each text, have the children locate a word or two on some ofthe pages.

e Using shared reading, have children reread poems on the charts as time allows.

e Reinforce reading left to right with crisp pointing under each word.

• The Baby Animals, Level B, Lap Book and small books• Funny Things, Level A, Lap Book and small books• Rex, Level A, Lap Book and small books


e PRINCIPLE Hearing and saying rhyming words

RereadingBooks

Phonics/WordWork

“Some words sound alike at the end. They rhyme.”

e Reread the familiar poems on charts. Then have children reread them intheir individual poetry books, My Poetry Book.

e Introduce a new poem, “Rain on the Rooftops” (poem 3). Read the poem tochildren, and invite them to join in on a second and third reading, lookingat the chart. Talk about the meaning of the poem with the children.

e Have children identify, say, and highlight the rhyming words tree and me.

e Ask the children to locate the words the and me. You can use highlightertape to show the words.

Rhyming Picturese Have the children quickly match pairs of rhyming pictures on the pocket

chart, e.g., bear, chair; boat, coat; van, fan.

e Give the children the individual pictures of the rhymes and have themmatch and glue them on the back of a page in My Poetry Book.

LLI_K_01-10.qxp 5/31/08 11:02 AM Page 26

GETTIN

GSTA

RTED

LESSON

5

New Book

Over the River,Level B, Lap Book andsmall books


Read Toe As you introduce the children to the Lap Book, encourage them to

notice and use information in the pictures and invite conversationaround the text. Build on their comments to expand the amount oflanguage used.

e Suggested language: “The name of this book is Over the River. In thisbook, the little chipmunks are sitting at the edge of the river and tellingall the things they can see go over the river.”

e “What are some things that might go over the river?’ Children respond.“Anything else?”

e Turn to pages 2 and 3. “What can the chipmunks see go over the river?”“Yes, a mouse—so they say, ‘We can see a mouse go over the river.’ ”Point under each word, and read the page to the children.

e Then turn to pages 4 and 5 and ask, “Now what can the chipmunkssee?” Children respond. Point under each word, and read the page.

e Repeat the process until you get to page 14. Then ask the children whatthey notice. Invite them to predict what will happen.

e Then read the last pages. Point out that the word in is in dark blackletters so the children should read it loudly.

e Talk about the story with the children.

Read Withe Reread the Lap Book with the children as you point crisply under

each word.

e Turn to a few different pages, and have the children say a particularhigh-frequency word (can, see, over, go, the). Ask, “What letter wouldyou expect to see first?” (except for the)

e Then have children find the word using a masking card, highlightertape, or a flag. Notice how quickly and easily they can find the word.

Read Bye Give children the small book version of the story.

e Ask them to point under each word and read the book with you.

27

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5

LESSON


GETTIN

GSTA

RTED

e Give children the fold sheet. Across the bottom, a sentence from thebook is printed: We can see a bear go over the river. (See LessonResources CD.)

e Have the children draw a picture of the bear going over the river onthe left half.

e On the right half, have them draw a picture of what happened next.

e Have them take the Take-Home Book The Baby Animals to reread.

e Have the children take home their fold sheets to read.

e Have them take their name puzzles to do at home.

e Have them read The Baby Animals to their family.

e Have children put together the name puzzle without a model andthen check it.

e Have them take home the name puzzle. (See the Lesson ResourcesCD for the letter to families on how to use it.)

Word Bagse Ask the children to read new word cards from the word bag (name,

I, the, can, see).

e Have the children read the word cards the and like.

e Practice going through the word cards again; help children with theand like if needed.

e Have children lay out their cards. Play a game: “Find the word______.” They find the word and place it in the word bag.

e If time allows, you may want them to find the word the in the poem“Rain on the Rooftops” and I in the poem “I Love Chocolate.”

Letter/WordWork

Classroom Connection

Home/School Connection

LESSON

5

29

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28

e Talk with the children about the things the little chipmunks said they couldsee go over the river.

e Compose a sentence or two together such as

We can see a fox go over the river.

e Ask the children to say words slowly and tell the first sound in words thathave easy-to-hear consonants or vowels.

e Work for quick writing of easy high-frequency words such as we, can, see, a, go.

e Emphasize spacing, and break the sentence at the phrase break to start anew line.

e If time allows, have children draw a picture from the story in My WritingBook and write a “We can see a _________” sentence.

Writing AboutReading

Interactive Writing


LLI_K_01-10.qxp 5/31/08 11:02 AM Page 28

6


GETTIN

GSTA

RTED

e Give children the fold sheet. Across the bottom, a sentence from thebook is printed: We can see a bear go over the river. (See LessonResources CD.)

e Have the children draw a picture of the bear going over the river onthe left half.

e On the right half, have them draw a picture of what happened next.

e Have them take the Take-Home Book The Baby Animals to reread.

e Have the children take home their fold sheets to read.

e Have them take their name puzzles to do at home.

e Have them read The Baby Animals to their family.

e Have children put together the name puzzle without a model andthen check it.

e Have them take home the name puzzle. (See the Lesson ResourcesCD for the letter to families on how to use it.)

Word Bagse Ask the children to read new word cards from the word bag (name,

I, the, can, see).

e Have the children read the word cards the and like.

e Practice going through the word cards again; help children with theand like if needed.

e Have children lay out their cards. Play a game: “Find the word______.” They find the word and place it in the word bag.

e If time allows, you may want them to find the word the in the poem“Rain on the Rooftops” and I in the poem “I Love Chocolate.”

Letter/WordWork

Classroom Connection

Home/School Connection

LESSON

5

29

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7

LESSON

28

e Talk with the children about the things the little chipmunks said they couldsee go over the river.

e Compose a sentence or two together such as

We can see a fox go over the river.

e Ask the children to say words slowly and tell the first sound in words thathave easy-to-hear consonants or vowels.

e Work for quick writing of easy high-frequency words such as we, can, see, a, go.

e Emphasize spacing, and break the sentence at the phrase break to start anew line.

e If time allows, have children draw a picture from the story in My WritingBook and write a “We can see a _________” sentence.

Writing AboutReading

Interactive Writing


LLI_K_01-10.qxp 5/31/08 11:02 AM Page 28


When Readers Struggle: Teaching that WorksChapter 7: Language Matters: Talking, Reading, and Writing. Use this chapter to understand how language supports processing in reading.

Professional Development and Tutorial DVD, Orange SystemView the Getting Started lesson on the DVD to notice how the teacher involved the children inrereading texts and locating easy high-frequency words in the text.

Voices on Word Matters: Teaching Phonics and Spelling in the Literacy Classroom Chapter 13 (pp. 155–159). Use this chapter to explore how shared reading supports children’slearning about letters and words.

Interactive Writing: How Language and Literacy Come Together Chapter 2 (pp. 16–21). Use this chapter to explore the role of interactive writing and shared readingin supporting the building of a reading/writing process.

To support English language learners, you can:

e say and demonstrate what you mean by “Some words sound the same at theend. They rhyme.”

e be sure children understand and can name the objects on the picture cards andthe words in the word bag.

e have children give close attention to the pictures to help them understand theactions in the text. Have children point to and say the names of the animals.

e have them say sentences with prepositional phrases several times to understandthe language structure.

e help children understand the word river, if needed.

e be sure children understand the difference between on and in.

e support children in saying the words slowly so they can hear the first sound ofthe word.

e support children in thinking about what would happen next (after the bear falls inthe water).

e be sure children understand their class/homework. Remind them to read tosomeone at home even if the person doesn’t speak English.

Supporting English Language Learners

Professional Development Links

Observe to find evidence that children can:

e search for information in the pictures.

e begin to achieve control of voice-print match and point crisply under each wordacross more than one line of text.

e locate an easy high-frequency word within continuous print.

e understand the concept of rhyme.

e say words slowly, think about the initial consonant sound, and write some letters.

e write letters and words quickly.

Assessing Reading and Writing Behaviors

30

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8

GENRE/FORMe Fictione Realistic

TEXT STRUCTUREe Each page showing actione Ending showing affection between girl and

mom

CONTENTe Everyday activities

THEMES AND IDEASe Recreational and work activitiese Mother and daughter relationship

LANGUAGE AND LITERARY FEATURESe NA

SENTENCE COMPLEXITYe Simple three-word sentence on each page

of print, except last page that has a four-word sentence

e Present participle verb: is hugging

VOCABULARYe Action words with -ing

WORDSe High-frequency words: is, mee One-syllable words with one two-syllable

word on each page e See the Word Analysis Charts in the

Program Guide for specific words in eachcategory.

ILLUSTRATIONSe Simple drawingse Close match between pictures and texte Communication of mother-daughter

relationship through drawings

BOOK AND PRINT FEATURESe Large fonte Ample space between wordse One line on each page of printe Print on the left on a blank page;

illustrations on the right, except for lastpage

e Periods

• Take-Home Book, Mop• “Windshield Wiper,”

enlarged poem• Alphabet Linking Chart,

enlarged version • magnetic letters: g, o, t,

h, e• word bags


• Verbal Path ✓

• Letter Minibooks:f, g, w ✓

• Alphabet LinkingChart picture set ✓

• Letters Made in Similar Ways document

• word cards: go,the, to

• fold sheet • Parent Letter

Analysis of New Book Characteristics Mom, Level A

LEVELA

LESSON

11

11 AYOU WILL NEED

LESSON LEVEL

SYSTEM OrangeNEW BOOK MomGENRE Realistic Fiction

61

Goalse Read with voice-print match across one line of text.

e Use crisp pointing under each word.

e Use pointing to self-monitor voice-print match.

e Locate high-frequency words is and me.

e Hear the sounds of consonants at the beginning of a word.

e Match pictures to beginning consonant sounds.

e Use the Verbal Path to trace letters.

e Read Letter Minibooks.

e Read easy high-frequency words.

e Make the, left to right, with magnetic letters.

e Discuss a familiar topic.

e Connect the story to everyday lives.

NEW BOOK

Mom, Level A

REREADING

Mouse, Level C,small books

Mop Level C,small books

LLI_K_11-25 5/31/08 11:27 AM Page 61


Orange System, Levels A–C (Kindergarten)assets.pearsonschool.com/asset_mgr/versions/2012...e Locate an easy high-frequency word within continuous print. e Say words slowly and think

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