Literacy Collaborative Achievement for Every Student

Literacy Collaborative is a comprehensive school reform model which includes long term professional development designed to improve student literacy. Literacy Collaborative is a comprehensive school reform model which includes long term professional development designed to improve student literacy.

It provides an instructional model that is student-centered, language-based, and process- oriented. It provides an instructional model that is student-centered, language-based, and process- oriented.

Research Tested Lesley University engages in a network of universities nationwide to bring the most current research and best practices to schools implementing Literacy Collaborative. Lesley University engages in a network of universities nationwide to bring the most current research and best practices to schools implementing Literacy Collaborative. These universities conduct systematic assessment of model implementation by collecting and analyzing student test results from Literacy Collaborative schools. These universities conduct systematic assessment of model implementation by collecting and analyzing student test results from Literacy Collaborative schools. Their research results continue to shape the instructional framework of the model and revise the training and implementation process. Their research results continue to shape the instructional framework of the model and revise the training and implementation process.

Aligned with New York State ELA Standards and supports the core performance indicators in the areas of reading, writing, listening and speaking Aligned with New York State ELA Standards and supports the core performance indicators in the areas of reading, writing, listening and speaking Addresses the five areas of reading instruction stressed in the No Child Left Behind Act: phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction Addresses the five areas of reading instruction stressed in the No Child Left Behind Act: phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction

School Leadership Team The school-based leadership team supports, monitors, and collects data on the implementation of the Literacy Collaborative model. The school-based leadership team supports, monitors, and collects data on the implementation of the Literacy Collaborative model. The team is made up of 15 members including the building Administrators, the Literacy Coordinator and Leader, classroom teachers, school specialists, and a parent representative. The team is made up of 15 members including the building Administrators, the Literacy Coordinator and Leader, classroom teachers, school specialists, and a parent representative.

Literacy Coordinator (k-2) Robin McMillan Year 1: Receives 8 weeks of training Year 1: Receives 8 weeks of training Begins teaching the 2.5 to 3 hour language/literacy block in a classroom Year 2 & On: Continues to teach the language/literacy block Year 2 & On: Continues to teach the language/literacy block Provides staff development including:  initial and ongoing professional development sessions  in-class assistance to teachers through demonstration, coaching, and reflection on teaching  plans and works collaboratively with the school leadership team

Literacy Leader ( 3-5) Debra Peet Year 1: Receives 4 weeks of training. Year 1: Receives 4 weeks of training. Implements components of program in classroom as taught. Implements components of program in classroom as taught. Begin to implement components of the Language/Literacy block in class. Begin to implement components of the Language/Literacy block in class. Initial and ongoing staff development. Initial and ongoing staff development.

Writer’s Workshop minutes Language And Word Study minutes Reading Workshop minutes

Literacy Collaborative K-2 Instructional Framework Components Language/ Word Study Interactive Read Alouds Shared Reading Interactive Writing Shared Writing Word Study/ Spelling Reading Workshop Guided Reading Independent Literacy Centers Independent Reading Writer’s Workshop Writing Mini-lessons Independent Writing Conferences

Intermediate Framework Grades 3-5 Language and Literacy Framework Writing Workshop Language/ Word Study Reading Workshop

3-5 Instructional Framework Components Reading Workshop – 60 Minutes Independent Reading Guided Reading Literature Study Writing Workshop – 60 Minutes Independent Writing Guided Writing Investigations Language and Work Study – 30 Minutes Interactive Read Aloud, Modeled or Shared Reading/Writing, Readers’ Theatre, Choral Reading, Poetry Sharing/Response, Current Events, Interactive Edit, Interactive Vocabulary, Handwriting, Word Study

Instructional Framework K-6 Reading Workshop K-2 Guided Reading Independent Literacy Work Primary to Intermediate – late grade 2 Guided Reading Independent Literacy Work- More sustained and independent tasks. 3-6 Independent Reading Guided Reading Literature Study

Writing Workshop K-2 Independent Writing Guided Writing – Small group Interactive Writing – Small group Primary to Intermediate- Late grade 2 Independent Writing Interactive Writing –Small group Guided Writing – Small group 3-6 Independent Writing Guided Writing Investigations

Language/Word Study K-2 Interactive Read Aloud Language/Word Play Modeled/Shared Reading & Writing Phonics/Word Study Interactive Writing Handwriting Primary to Intermediate – Late grade 2 Interactive Read Aloud Literature Discussion Language/Word Play Modeled/Shared Reading & Writing Interactive Writing Phonics/Word Study Lesson 3-6 Interactive Read Aloud Modeled or Shared Reading/Writing Readers’ Theatre Choral Reading Poetry Sharing/Response Current Events Interactive Edit Interactive Vocabulary Handwriting Word Study

Language and Word Study Word Study- Teacher provides mini-lessons to help children learn more about how letters and words work. Word Study- Teacher provides mini-lessons to help children learn more about how letters and words work. Students work independently at a word/study center and share learning. Students work independently at a word/study center and share learning. Teachers help children notice letters and words throughout the framework. Teachers help children notice letters and words throughout the framework.

Individualized Spelling: Buddy Study Students choose words from personal word lists and word study lessons Students choose words from personal word lists and word study lessons Five Day Activities Day #1: Choose, Write, and Build Day #2: Look, Say, Cover, Write, Check Day #3: Buddy Check Day #4: Making Connections Day #5: Buddy Test

Buddy Study

Interactive Writing and Shared Writing Interactive Writing – Teacher and students compose authentic writing pieces that are written using a “shared pen” technique. Interactive Writing – Teacher and students compose authentic writing pieces that are written using a “shared pen” technique. Shared Writing- Teacher and students work together to compose writing pieces; teacher supports process as scribe. Shared Writing- Teacher and students work together to compose writing pieces; teacher supports process as scribe.

Interactive Read Aloud The teacher reads aloud to the whole class. A carefully selected body of children’s literature is used in a variety of genres for enjoyment, language, writer’s craft and comprehension. The teacher reads aloud to the whole class. A carefully selected body of children’s literature is used in a variety of genres for enjoyment, language, writer’s craft and comprehension.

Shared Reading Students join the teacher to read aloud ( poetry, big books, songs, etc.) in unison from an enlarged text for the purpose of support in language, vocabulary, fluency, book features, content, and comprehension. Students join the teacher to read aloud ( poetry, big books, songs, etc.) in unison from an enlarged text for the purpose of support in language, vocabulary, fluency, book features, content, and comprehension.

Guided Reading Guided Reading The teacher works with a small group of students who have similar reading processes. Teacher supports students in fluency, reading strategies, vocabulary and comprehension. Reading Workshop

Literacy Centers Literacy Centers Independent Literacy Centers ABC Poetry Social Studies /Science Writing Art/Sketching Listening Computer

Centers in Action Students learn to work independently.

Students read on their own. Students read on their own. They learn to choose “Just Right” books. They learn to choose “Just Right” books. Teachers conference with students Teachers conference with students Students learn to respond through pictures, journals, Reader’s Notebook, letters to teachers, and small and whole group discussions-Literature Study Students learn to respond through pictures, journals, Reader’s Notebook, letters to teachers, and small and whole group discussions-Literature Study Independent Reading

Writer’s Workshop Begins with storytelling Begins with storytelling Sketching Sketching Students write from their own experiences Students write from their own experiences Students learn to write different genres Students learn to write different genres

Writer’s Workshop 3-5 Begins each morning with Writer’s Notebook Independent Writing Independent Writing Begins with mini-lesson based on needs of writers. “Individual” Begins with mini-lesson based on needs of writers. “Individual” Guided Writing Guided Writing Small, temporary groups based on the writers’ needs at the time. “Homogeneous” Small, temporary groups based on the writers’ needs at the time. “Homogeneous” Investigations Investigations Exploring topics in depth Exploring topics in depth Research skills – examine works of literature, study authors, content areas Research skills – examine works of literature, study authors, content areas

Writing Mini-lessons Writing Mini-lessons Teachers demonstrate the author’s craft in various genre. Independent Writing Students write in books they’ve made. Authors are their mentors. Sharing Sharing Students take the author’s chair and read for the class for discussions.

Conferences Conferences Individualized attention to needs of writing, from mechanics to the author’s language to achieve growth as writers Individualized attention to needs of writing, from mechanics to the author’s language to achieve growth as writers

Our K-2 Bookroom created by Donna Signorella (Para), Joan Papapietro and Susan Donovan (Parent Volunteers)

Highlights The program accommodates the varying needs of students. The program accommodates the varying needs of students. It offers many opportunities for the integration of content area learning. It offers many opportunities for the integration of content area learning. Each day discussion focuses on making statements and asking questions, elaborating and explaining, listening and responding, expanding and respecting ideas of others. Each day discussion focuses on making statements and asking questions, elaborating and explaining, listening and responding, expanding and respecting ideas of others. The teacher guides students as they integrate their new learning into automatic literate behaviors. The teacher guides students as they integrate their new learning into automatic literate behaviors. The Literacy Collaborative framework provides an expansion of VCSD’s current literacy initiatives with a long-term research based professional development program. The Literacy Collaborative framework provides an expansion of VCSD’s current literacy initiatives with a long-term research based professional development program.