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February 13. 2018

9 Tips for Introducing New Words to Learn

As you help children learn new words, use some of the following teaching suggestions:

  1. Use language that makes it clear you are talking about a word (not a letter): “This word is [word].” (Some children confuse letters and words and may be focusing on only a part.)
  2. Encourage children to look at the beginning of the word and show them what that means.
  3. Read the word as you run your finger under it, left to right.
  4. Ask children to look closely at the word and say what they notice at the beginning.
  5. Ask children to look at the word and then read it as they run a finger under it, left to right.
  6. Use another word to help children remember a new word: an, and; the, then.
  7. Help children notice the first letter and then look across the word left to right to notice more.
  8. Give children magnetic letters in order to build the word left to right.
  9. Using magnetic letters, have children break a word by pulling down the first letter and then the rest of the letters. Then have them put it together again.

From Leveled Literacy Intervention Orange System Guide, Second Edition by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.

February 9. 2018

FAQ Friday: What Is the Purpose of the Getting Started Lessons in LLI?

Q: What is the purpose of the Getting Started lessons in Leveled Literacy Intervention (LLI)?

A: The 10 Getting Started books are pairings of lap books and student books used at the beginning of the LLI Orange and Green Systems to provide maximum support for children for whom the world of print is very new. The books are introduced and read using a shared reading approach: reading to, reading with, and then reading by the students. The goal of the Getting Started lessons is to help children become active, engaged learners and to build a foundation of early reading and writing behaviors. 

Since they are reading the books with such a high level of support, children are able to read levels A, B, C, and D. During this time they are exposed to multiple text features and literacy concepts in a small group setting. 

Then, following the Getting Started lessons in LLI Orange, children begin instruction at Level A. After having experienced higher-level books, they will have a great deal of confidence in their own ability as well as a strong foundation to begin to learn and practice strategic actions needed for the reading process.

The Getting Started lessons can be used for a variety of purposes: students who are instructional at level A, B or below, students who need high support in establishing early literacy concepts, English Language learners, students who need to get a strong fast review of early literacy concepts, students who need to establish routines, and older Special Education students who are reading at lower levels.