Fountas & Pinnell Leveled Literacy Intervention Purple .

FICTION SERIES BOOKSSeries books feature the same characters and settings to promote thinkingacross texts and the reading of connected texts over time. The plots engagereaders as they learn to solve problems with their favorite characters.It’s A MysteryGet ready to follow the clues! From revealing the woes ofa superhero detective to chasing down a valuable stolenbicycle, these stories will keep readers on the edges oftheir seats as they try to determine “whodunnit.”Sports ActionOfficer JoeThe student athletes in these stories grapple withissues of sportsmanship, teamwork, and friendship.Along the way, they find out what it really means tobe a winner.Being a police officer was always Joe Sullivan’sdream. But once he’s on the job, the youngcop finds he still has a lot to learn, as he copeswith everything from car chases to the quirkycharacters in a small town.The Alliance SeriesIt’s hard to fit in when you have super powers. Luckily, these three Supers have eachother to rely on as they deal with the daily demands of family and school--and ofcourse, with fighting bad guys to save the world.Classic TalesThese traditional folktales include retellings of classic stories from countriesaround the world, including Japan, Mexico, Iran, Kenya, and Greece.7

The LLI Purple System BooksNONFICTIONThe LLI Purple System nonfiction books have a globalfocus and have been developed around high-interest,contemporary topics. The books are highly visual andcontain a wide range of nonfiction text features suchas sidebars, graphs, diagrams, maps and glossaries, allof which appeal to struggling readers. Genres includebiography, narrative nonfiction, expository nonfiction,persuasive and procedural texts.All original books created specifically for the LLI Purple System8

NONFICTION SERIES BOOKSNonfiction series books are connected by a larger theme or idea, and providestudents the opportunity to read connected texts across time to developdeeper understanding.DeliciousUnsolved MysteriesAgainst All OddsAnswers to these mysteries do exist, but right now no oneknows for sure why or how these mysteries occurred.In the face of the impossible, these real-lifeheroes succeeded despite their challenges.Find out more about delectablefood—from truffles to chili peppers to homemadeice cream.Solving ProblemsWonders of NatureArt for AllDiscover a few of the amazing secrets found in naturefrom finding the world’s missing amphibians to divingdeep beneath the earth.Art can be found in surprising places, created for anyoneand everyone to see.Explore the numerous ways people are solvingproblems by building green buildings, puttinglight into homes with soda bottles, and raisingoysters where they once were virtually extinct.What You Should Know About.Sports for AllSports aren’t always the games we are used to playing today.The low down on interesting topics, likepets, inventions, and even monsters.9

The LLI Purple System BooksEngage intermediate readers with graphic texts andtwo-way books. The LLI Purple System contains a varietyof graphic texts, where captivating pictures tell muchof the story or provide the reader with much of theinformation.Two-way books, which are single volumes containingtwo related books, present a topic from two differentperspectives in two different forms. These books allowstudents to compare and contrast key understandingsof related topics.GRAPHIC TEXTSTWO WAYBOOKS“Good readers readregularly, voluntarily, andvoraciously. They read awide variety of material withNOVELSSix carefully selected novels, authored by well-known andaward-winning children’s authors, are also included in theLLI Purple System. Novel study supports students in sustainedreading of longer works of literature, and builds a communityof readers centered on high-interest relevant novels.confidence and enjoyment.”— Irene C. Fountas and Gay Su PinnellAvailable SeparatelyFOUNTAS & PINNELL LLI PURPLE SYSTEM CHOICE LIBRARYIncrease motivation with student choice200 carefully selected fiction and nonfiction trade books atlevels Q–V for students to independently select and read.Many of these high-interest books are from well-known seriesor by familiar authors. An accompanying Guide to IndependentReading for teachers includesa comprehensive list by title,author, genre, and level as wellas detailed summaries withprompts that teachers can useto generate thinking, talking,and writing about the books.Optional Purchase10

The Lesson Structure of the LLI Purple SystemDESIGNED FOR SUCCESS 45 minutes a day, 5 days a week for optimal results and intensity 4 students per group 18–24 weeks of explicit, intensive instruction45-Minute Standard Lesson FrameworkStandard Lesson (Odd-Numbered)Standard Lesson (Even-Numbered)Discussing Yesterday’s New Book5 minutesRevisiting Yesterday’s New BookChoose one: Comprehension Vocabulary Fluency5 minutesRevisiting Yesterday’s New BookChoose one: Comprehension Vocabulary FluencyRereading and Assessment5 minutes5 minutesPhonics/Word Study10 minutesWriting About Reading15 minutesReading a New Book(Instructional Level)Phonics/Word Study10 minutes Introducing the Text Reading the Text Discussing and Revisiting the Text Teaching PointThere are a total of 204 lessons in the System.Each level contains 24 alternating standardlessons, followed by 6 novel study lessons and4 optional test preparation lessons. LLI PurpleSystem lessons are underpinned by the 144precisely-leveled, original books and 6 carefullychosen novels.The Lesson Frameworks 72 odd-numbered standard lessons 72 even-numbered standard lessons 36 novel study lessons 24 test preparation lessons (optional)The lesson frameworks provide smooth, wellpaced lessons that scaffold highly efficient andeffective instruction. Students also benefit fromthe predictability of the lesson and know what toexpect in the instructional routines.Odd-Numbered and Even-NumberedStandard Lessons25 minutesReading a New Book(Independent Level) Introducing the Text Reading the Text“Progress is not enough;The LLI Purple System employs 4 types of lessonframeworks. Each lesson is designed to be 45minutes in duration delivered once per day, 5days per week, to small groups of 4 students.Depending on a student’s reading level at theirtime of entry, the LLI Purple System interventionmay last 18 to 24 weeks.10 minutesstruggling readers need tomake faster progress than theirThe odd- and even-numbered lessons focus onreading, writing about reading, discussion ofmeaning, vocabulary, fluency, phonics, wordstudy and the extensive use of oral languagethroughout.Students read a new book every day alternatingbetween books of their independent readinglevel (even-numbered lessons) and instructionalreading level (odd-numbered lessons.)peers, and that is the wholepurpose of intervention.”— Irene C. Fountas and Gay Su Pinnell11

The LessonsNovel Study LessonsEngage students in an in-depth studyof high-quality, full-length novels thatpromote opportunities for inquiry andtalk about complex texts. Novel Studyprovides students the opportunity to:45-Minute Novel Lesson FrameworkDay 1Days 2 through 5Day 6Discussing Yesterday’s New Book5 minutesRevisiting Yesterday’sReadingRevisiting Yesterday’sReadingChoose one: Comprehension Vocabulary FluencyChoose one: Comprehension Vocabulary Fluency5 minutes5 minutesReading a NewSection Reflections on the Book build stamina for reading longer texts focus on multiple perspectives andwidely divergent cultures support the understanding of textcharacteristics over time draw attention to literary elementsand the writer’s craft focus on comprehension of theRevisiting Yesterday’s New BookChoose one: Comprehension Vocabulary Fluency Introducing the Text Reading the Text Discussing and Revisitingthe Text Introduction to andAssignment of Reading5 minutesdeeper meanings of text.Optional Test PreparationLessonsA sequence of 4 optional testpreparation lessons is provided forschools seeking to help studentsbecome test smart and prepare forstandardized testing. These lessonssupport teachers in deliveringinstruction that: supports the acquisition of thevocabulary frequently used in testitems develops students’ understandingsand strategies for thinking across testselections develops students’ competenciesin writing well-crafted short andextended written responses develops students’ efficiency andability to quickly respond to testitems fosters students’ test-takingconfidence with practice in essentialtest-taking strategies.12Concluding Discussion10 minutes40 minutesWriting About Reading30 minutesReading a New Book Introducing the Text Reading the Text Discussing and Revisiting the Text Introduction to and Assignmentof Reading35 minutes45-Minute Test Preparation Lesson FrameworkDay 1(familiar text)Think togetherDay 2(unfamiliar text)Day 3(familiar text)Day 4(unfamiliar text) multiple-choiceitems multiple-choiceitemsThink togetherThink togetherThink together5 minutes5 minutes5 minutes5 minutesHave a Try10 minutesHave a Try10 minutesHave a Try10 minutesHave a Try10 minutesOn Your Own30 minutesOn Your Own30 minutesOn Your Own30 minutesOn Your Own30 minutes constructedresponse items constructedresponse items

SampleOddOdd-NumberedLessonSample-Numbered LessonLESSONYou Will Need Delectable Insects, Level VDiving Deep into the Earth, Level Twords (see Appendix A)Visit fountasandpinnell.com/resources to downloadtechnological resources to support this lesson, including: Word Slap! Game139LEVELPurpleNEW BOOK Delectable InsectsGENRE Nonfiction/PersuasiveVSYSTEMLEVEL VGoalsCOMPREHENSIONdInfer a writer’s purpose.dREREADINGDiving Deep into the Earth,Level TLESSON 139NEW BOOKDelectable Insects, Level VAnalyze the information a writer provides to help readers infer people’s motives.WORD STUDY/VOCABULARYdUse morphology and word parts to define a word.dNotice a writer’s definition of a word within a paragraph.dRecognize unique vowel sounds (oi, oy, ou, ow) in multisyllable words.FLUENCYdRead orally with appropriate intonation to reflect the mood and meaning of the text.Analysis of New Book Characteristics Delectable Insects, Level VHOW THE BOOK WORKS This persuasive nonfiction text describes different cultures around the world thatfind insects a delicious choice for food and encourages us to expand our thinking about food choices inEurope and America. The text is organized categorically and embedded text structures include compare/contrast, cause/effect, and argument. Photographs with captions, a chart, graphs, and glossary help the readerunderstand the content.GENRE/FORMdddNonfictionPersuasiveSeries bookTEXT STRUCTUREdddddddInsects as a source of foodWorld hunger problemsContent requiring the reader to take ondiverse perspectives (cultures)Argument for the acceptance of insectconsumption in all culturesTHEMES AND gumentCONTENTdLANGUAGE AND LITERARY FEATURESdInsects are a delicious cuisine in manycultures (cultures in Mexico, SouthAmerica, Africa, Asia)Insects have a small “foodprint” and maybe an answer to future food shortagesInsects are a strong source of protein,which is important for a healthy dietDescriptive language that is importantto understanding the content (After theworm is boiled briefly, it can then bedried and prepared however you prefer.)Persuasive language (If people aroundthe world are ready to expand their dietsand their minds, insects could be theworld’s next favorite main course—and asolution for global malnutrition.)SENTENCE COMPLEXITYddddLonger, more complex sentences, withsome more than twenty wordsSentences with parenthetical material(Stinkbugs, crickets, maguey [muh-GAY]worms (which are actually caterpillars),and ant eggs are all still appreciated inareas of Mexico.)Sentences with nouns, verbs, oradjectives in a series, divided by commasDirect quotes from experts (“In China, thesensation of a thing in your mouth is partof the pleasure of eating it,” explainedFuchsia Dunlop, a cookbook author whospecializes in Chinese cuisine.)ddWORDSddddMany technical words (arthropod,phylum)Mulitsyllable proper nouns that aredifficult to decode (Zapotitlán Salinas,Blásquez)Hyphenated words (deep-fry, talk-show)Long, mulitsyllable words requiringattention to roots to read and understand(inexpensively, popularity, appreciated)ILLUSTRATIONSddPhotographs that extend the textMapsBOOK AND PRINT FEATURESddddddVOCABULARYMany new vocabulary words thatrequire the reader to derive meaningfrom context or use a glossary (cuisines,malnourished, pesticides)Some words from languages other thanEnglish (chapulines, cuchama)ddTable of contentsHeadingsCalloutsGlossaryPie graph, bar graph, and chartPronunciation guides (cha-poo-LEEN-ays)Metric conversions in parenthesesFull range of punctuation as needed forcomplex sentences, including dashes131

DiscussingYesterday’sNew BookInvite students to share their thinking about Diving Deep into the Earth. Some keyunderstandings they may express:dThinking Within the TextddREREADINGDiving Deep into the Earth,Level TddPROMPTINGGUIDE, PART 2Refer to pages 21and 40 as neededdIn 2004, cavers set outto explore Krubera, thedeepest-known cave in theworld.They faced many obstacleslike sumps and blockedpassages.The first expedition reacheda new depth of 1,840meters.A month later, a secondexpedition passed the2,000-meter mark.In 2012, another cavermade it to a depth of 2,197meters, and scientistsbelieve the cave goesdeeper.Thinking Beyond the TextdddBy exploring new depthsof the cave, scientists learnimportant informationabout Earth.Cavers continue on in spiteof their fears.It takes a special kind ofperson to be a caver.Thinking About the TextdddThe writer uses bothchronological and temporalsequence to shareinformation.The writer includes a rangeof graphics to enhance themeaning of the text.The writer uses descriptivelanguage to make the bookmore interesting.MESSAGES Through persistence, courage, and teamwork, scientists can make discoveries that change howwe understand the world. Cavers are explorers and adventurers.RevisitingYesterday’sNew BookComprehension Infer and AnalyzeLet’s look back at your reading from yesterday to talk about your thinking.dOptions andSuggestedLanguage3 Choose one:ComprehensionVocabularyFluencydREREADINGDiving Deep into the Earth,Level Td142Let’s take a look at how the writer starts the book. Read aloud the lasttwo sentences on page 2 and then ask the students to look at the photograph onpage 2 and the graphic on page 3. What is the writer, Jacqueline Adams, trying to tellreaders when she starts with the information on pages 2 and 3? [Students respond.] Thephotograph shows how dirty and difficult the job of cavers is; the graphic compares thedepth of Krubera Cave to the height of the Empire State Building. The writer wantsreaders to recognize the challenges of caving. Now, read the sidebar on page 3 and thefirst two paragraphs on page 4. When you finish reading, let’s talk about why caverswant to explore. [Students read and respond.]Close ReadingYou noticed that the writer provides some facts about how caveshelp scientists learn about Earth and about the unique creatures that live in thesedeep caves. Studying these creatures might help scientists learn how to treat humandiseases. Those are good reasons to explore caves. On page 4, the writer describes someemotional reasons people might want to explore caves. They love adventure and thechance to discover places that no one else has ever been. So, the writer describes bothscientific and emotional reasons for exploring caves. Do you think both are needed?Why? [Students respond.]Confirm ThinkingIf you write about something challenging—for example, running a marathon—youmight want to describe both scientific and personal reasons behind it.

Vocabulary Use Morphology and Word Parts: impasseLet’s look back at your reading from yesterday to think together about word meaning.dThe writer defines the word in the next sentence, and the heading on page 10 also helps.In addition, the word impasse is also in the glossary, so you can check your thinkingwith this reference tool. Do you think that this word makes the adventure sound moreinteresting instead of just saying “he couldn’t go any farther”? [Students respond.]Fluency Assisted Reading: IntonationSAMPLE ODD NUMBERED LESSONPROMPTINGGUIDE, PART 1Refer to page 19as neededAsk pairs to share their thinking with the group. The base word is a form of pass,which means “to move on ahead” or “to proceed.” It’s related to a French word, passer(pronounced pa-SAY). The prefix im- means “not.” So, an impasse is a situation inwhich a person cannot keep going or cannot proceed. Read the sentence that containsthe word impasse and then read the rest of the paragraph. What does the writer do inthe text to help readers understand the word? [Students read and respond.]LESSON 139dLEVEL VdGo to page 11 and find the word impasse. Work with a partner to divide the word intosyllables and to talk about the meaning of each word part. Students take apart im/passe and write it in the word study section of their Literacy Notebooks. Ask themto use the two parts to determine the word’s meaning.Let’s look back at your reading from yesterday to think about how your reading sounds.dddRead the first paragraph on page 22 to the students and then ask what they noticeabout how your reading sounds.The first part of the paragraph emphasizes how important this moment was inKlimchouk’s life. I used my voice to show excitement. Then, I used my voice to showin the quote how he felt about it afterwards. Let’s read it again together. Read with meand if I drop out, you keep reading.Have the students read the paragraph again with you. Drop out when you feelstudents have momentum.153

Phonics/Word StudyPrinciple Some words have two letters that together represent a unique vowelsound (oi, oy, ou, ow).Phonogramswith UniqueVowel Soundsin eyebrowannouncesundownaroundlighthouseSay and SortdddShow and say the following words: appoint, annoy, discount, hometown. Use anyword that the students might

Fountas & Pinnell Leveled Literacy Intervention (LLI) is a small-group, supplementary intervention designed for students who find reading and writing difficult. These students are the lowest achievers in literacy at their grade level and are not receiving another literacy intervention. The goal of LLI is