Educational Administration Artifact Reflection

Artifact Title: Fountas and Pinnell Leveled Literacy Intervention (LLI) Lesson
Date of Experience Completed: October 2014
Artifact Description:
My artifact is a copy of a Fountas and Pinnell Leveled Literacy Intervention
(LLI) Lesson. Versions of this artifact are used daily during Response to
Intervention (RtI) time. There are three groups receiving intensive RtI time
for 30 minutes each day. LLI is a reading, writing, fluency, and vocabulary
based supplemental program that focuses on Fountas and Pinnell
instructional guided reading levels. Throughout a lesson, there could be up
to three areas that provide a script or set of prompts to allow the teacher to
communicate clearly. There are pre-established comprehension questions,
pre-reading questions, and examples of post-reading activities/prompts. The
possibility of clear and effective communication with students improves with
the use of the LLI system.
Wisconsin Administrator Standard Alignment:
This Fountas and Pinnell Leveled Literacy Intervention (LLI) Lesson best
aligns with Wisconsin Administrator Standard 1.6 which states: The teacher
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
This Fountas and Pinnell Leveled Literacy Intervention (LLI) Lesson best
aligns with Standard 1.6 because it demonstrates understanding and use of
effective verbal, nonverbal, and media communication techniques. Evidence
of verbal communication is demonstrated throughout the LLI artifact. Many
portions of the lesson are scripted, including introducing text, revisiting text,
and working on vocabulary and fluency. Media communication is evident
with the supplemental handouts suggested on the final page of the artifact.
The handouts are included on a CD-ROM or through the Fountas and Pinnell
website. This LLI artifact also aligns with Standard 1.6 because it
demonstrates thoughtful and responsive listening. While conducting the
lesson, the instructor is required to prompt students using the script.
Students should be able to answer in a manner that is similar to suggested
answers within the LLI lesson. In order for the lesson to be successful, the
instructor must actively listen to the students responses. Through active
and thoughtful listening, the instructor has ability to respond appropriately
with additional scripted prompts or impromptu remarks. Alignment with
Standard 1.6 is also demonstrated through modeling of effective
communication strategies to convey ideas, information, and ask questions. If
student confusion occurs during the LLI lesson, the instructor has the ability

to model appropriate informing and questioning techniques. Additionally,

the instructor has the ability to model correct worksheet/workbook
completion. Through modeling for students, the instructor is practicing
effective communication strategies to convey ideas, information, and ask
questions. This, in turn, will allow the students to be successful participants
during Leveled Literacy Intervention (LLI) Lessons.
What I learned about administration/teaching/learning from this
experience:
As an educator, I learned asking professional questions can result in great
things. I was very overwhelmed when we first received this LLI program in
the mail. It was three sets of at least five boxes each that I had to organize,
label, and store by myself. However, I am very pleased that we have this
program. It alleviated additional lesson planning, but on top of that, it had
pre-established comprehension questions and discussion starters. There are
questions within the lessons that I would never have thought to ask. There
are a couple of higher-level questioning techniques for those students who
enjoy a bit of a challenge. Using LLI forces me to reflect upon my own
teaching. For example, I do not believe I was asking the right questions
when conducting comprehension questions. I have a habit of asking more
close ended questions than open ended questions. I need to do a better job
of incorporating a variety of comprehension/discussion questions into my
curriculum. I would like to spark a discussion or debate within my small
group. Too often my students complete the minimum amount of work. I
need to not only teach higher level thinking strategies, but I also need to
continuously prompt for greater in-depth discussions.
While using this LLI resource, I learned nonverbal communication skills are
difficult to include in lesson plans and communication can occur during any
human interaction. I write extensive lesson plans which usually involve a
quick script of the introduction or conclusion. Verbal communication skills
are simple for me to include in a lesson plan. I have a problem including
nonverbal communication, because I do not think it is always necessary to
include it. I include nonverbal communication skills when I demonstrate or
show, but it is slightly pointless to write smile here or point to the
poster on the board in lesson plans. I believe nonverbal communication is
not something you can necessarily plan for, because it is simply part of life. I
know when I am teaching I will give a student an approving smile, a pat on
the back, or a high-five. These three examples of nonverbal communication
techniques are not ones I would write in my lesson plans. They occur
naturally during the school day. During these lessons, I also learned that
communication occurs throughout any human interaction. It is nearly
impossible to communicate without using nonverbal communication. For
example, after asking a question of the student, Who is the main character?,
I may point to the student I want to call upon, nod my head in agreement or

frown in disagreement, give a thumbs up or a high-five with a surprising

answer, or even shift my weight to appear more interested in what they have
to say. I would be doing my students a disfavor if I did not communicate
nonverbally with them. Not only that, but I would also be the boring,
unfavorable, monotone teacher. None of those characteristics fit with my
teaching style.
What I learned about myself as a prospective administrator as a
result of this artifact:
As a prospective administrator, this Fountas and Pinnell Leveled Literacy
Intervention (LLI) Lesson taught me nonverbal communication skills are just
as important, if not more important, than verbal communication skills. An
administrator needs to be able effectively control and use their nonverbal
communication skills and verbal communication skills when interacting with
a student, parents, staff member, administrator, community member, etc.
Too often body language tells a different story than the mouth does. This is
an area I personally need improvement in. Upon hearing exciting,
disappointing, or surprising news, my face and body language say more
than my mouth does. I believe, as an administrator, you need to be in
control of your feelings while working with professionals. You need to take
into consideration your audiences sensitivity and point of view. I will
continue to monitor and reflection upon my nonverbal skills as I actively seek
out an administrative position.