LLI Training / Learning in the Fast Lane

LLI Training:

"If you have 8 hours to chop wood, spend 6 hours sharpening your ax and 2 hours chopping." ~Abe Lincoln

• PD, assessment, and planning = sharpening your ax!
• Why:  your "teaching" will be more accurate, intentional and productive

Trajectory:  Teach - Prompt - Reinforce

Keys to a successful intervention program:

1. understand reading process
2. work closely with good classroom instruction
3. 45 min/day
4. 4:1 (allows for FA all the time)
5. 18-24 weeks
6. fidelity to need
7. break the code to read VS decoding only
8. provide language to participate (social intelligence)

Classroom Instruction = RtI

• Intervention implicates both settings
• How do you "debug" a book?  Identify the level and determine.... What is the characteristic of the level they are independently reading?  What is the characteristic of the next level up?  What needs taught?
• Repeated exposure to within, beyond, and about instruction in both settings

Odd Days:  Instructional

• 5 min: Discussion - yesterday's reading
• 5 min: Revisit comprehension, vocabulary, or fluency
• 10 min:  Phonics or word study
• 25 min: set up reading, instructional level: Close Reading/Guided Reading

Even Days:  Independent

• 5 min:  Revisit comprehension, vocabulary, or fluency
• 5 min:  Reread and Assess
• 15 min:  Writing about reading
• 10 min:  Phonics or word study
• 10 min:  IR

F&P Levels:

• LM
• NOP - 3rd grade
• QRS - 4th grade
• TUV - 5th grade
• WXY - 6th grade
• Z - 7th grade

Word Work Strategies:

• say and sort - common features, connections
• share common principle or pattern
• search for patterns
• articulate principle or pattern
• work with partners
• teacher summarizes
• break words
• match pairs
• add and remove parts - notice
• words to know (high frequency and odd balls)

Word Learning:

• Letter sounds
• Spelling patterns
• High frequency words
• Vocabulary and meaning
• Structure
• World solving actions

Learning in the Fast Lane by Suzy Pepper Rollins:

• Standards on the Wall
• Learning Progression/Concept Map:
• Break them down to create a learning progression, 
• include student work, 
• creates short-term and long-term goals, 
• use the arrow
• TIP:  term (say it), info (define/example) and Picture (diagram, visual)
• supports academic vocabulary
• giant foldable
• 34% increase in remembering and using the word
• add to it throughout the unit
• open and close class with the wall
• Scaffolding for Rigor
• Success Starters
• Students learn the most in the beginning and end of class.  Be purposeful during these times.
• Create success during the first and last parts of class (build momentum)
• LT/SC
• Kinesthetic
• Engagement is key: hook, survey, ABC brainstorm, sorts (predictions, fact or fib, +/-, sometimes, always, never, etc...
• FA:
• Quick Ideas:
• BowTies (individual word on the sides and final group work in the center circle)
• Cubes
• Sorts again
• Feedback should come from  many sources (teacher, peers, parents, self...)