High Ability Resources
National Association for Gifted Children
Tier II interventions implemented with our Title I support staff:
Leveled Literacy Intervention (LLI)
The Fountas & Pinnell Leveled Literacy Intervention is a powerful, short-term intervention, that provides daily, intensive, small-group instruction, which supplements classroom literacy teaching. LLI turns struggling readers into successful readers with engaging leveled books and fast-paced, systematically designed lessons.
The LLI systems are designed to be used with small groups of students who need intensive support to achieve grade-level competencies in grades K through 5+. It also provides strong support for students who are acquiring English as an additional language and are receiving classroom reading instruction in English.
In forming LLI groups, it is ideal to meet individual needs and provide the very specific instruction each reader needs to move forward. Once the instructional levels of the students are determined, small groups of readers who are similar enough that teachers can begin lessons at a particular level can be formed. The priority should be to group students efficiently and effectively so that you can teach them at the appropriate level.
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.
The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Orton-Gillingham (OG) practitioners design lessons and materials to work with students at the level they present by pacing instruction and the introduction of new materials to their individual strengths and weaknesses. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically.