Literacy Collaborative

1. Literacy Collaborative Achievement for Every Student

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

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

4. 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. • 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.

5. 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

6. School Leadership Team • 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.

7. Literacy Coordinator (k-2)Robin McMillan • 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 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

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

10. Literacy Collaborative

11. Intermediate FrameworkGrades 3-5

12. 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

13. Instructional Framework K-6

16. Language and Word Study • 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. • Teachers help children notice letters and words throughout the framework.

17. Individualized Spelling:Buddy Study • 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

18. Buddy Study

19. Interactive Writing and Shared Writing • 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.

20. 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.

21. 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.

22. Reading Workshop • 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.

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

24. Centers in ActionStudents learn to work independently.

25. Independent Reading • Students read on their own. • They learn to choose “Just Right” books. • 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

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

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

28. 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 • Students take the author’s chair and read for the class for discussions.

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

30. Our K-2 Bookroomcreated by Donna Signorella (Para), Joan Papapietro and Susan Donovan (Parent Volunteers)

31. Highlights • The program accommodates the varying needs of students. • 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. • 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.