Literacy Literacy CollaborativeCollaborative

Achievement for Achievement for

Every StudentEvery Student

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

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

Research TestedResearch Tested Lesley University engages in a network of Lesley University engages in a network of

universities nationwide to bring the most universities nationwide to bring the most current research and best practices to current research and best practices to schools implementing Literacy schools implementing Literacy Collaborative. Collaborative.

These universities conduct systematic These universities conduct systematic assessment of model implementation by assessment of model implementation by collecting and analyzing student test collecting and analyzing student test results from Literacy Collaborative schools. results from Literacy Collaborative schools.

Their research results continue to shape Their research results continue to shape the instructional framework of the model the instructional framework of the model and revise the training and implementation and revise the training and implementation process. process.

Aligned with New York State ELA Standards Aligned with New York State ELA Standards and supports the core performance and supports the core performance indicators in the areas of reading, writing, indicators in the areas of reading, writing, listening and speakinglistening and speaking

Addresses the five areas of reading Addresses the five areas of reading instruction stressed in the No Child Left instruction stressed in the No Child Left Behind Act: phonemic awareness, phonics Behind Act: phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, fluency instruction, vocabulary instruction, and comprehension instructioninstruction, and comprehension instruction

School Leadership TeamSchool Leadership Team

The school-based leadership team The school-based leadership team supports, monitors, and collects data on supports, monitors, and collects data on the implementation of the Literacy the implementation of the Literacy Collaborative model. Collaborative model.

The team is made up of 15 members The team is made up of 15 members including the building Administrators, the including the building Administrators, the Literacy Coordinator and Leader, Literacy Coordinator and Leader, classroom teachers, school specialists, and classroom teachers, school specialists, and a parent representative.a parent representative.

Literacy Coordinator (k-2)Literacy Coordinator (k-2)Robin McMillanRobin McMillan

Year 1: Receives 8 weeks of trainingYear 1: Receives 8 weeks of trainingBegins teaching the 2.5 to 3 hour language/literacy Begins teaching the 2.5 to 3 hour language/literacy block in a classroomblock in a classroom

Year 2 & On: Continues to teach the Year 2 & On: Continues to teach the language/literacy blocklanguage/literacy blockProvides staff development including:Provides staff development including: initial and ongoing professional development initial and ongoing professional development

sessionssessions in-class assistance to teachers through in-class assistance to teachers through

demonstration, coaching, and reflection on demonstration, coaching, and reflection on teachingteaching

plans and works collaboratively with the school plans and works collaboratively with the school leadership teamleadership team

Literacy Leader ( 3-5)Literacy Leader ( 3-5)Debra PeetDebra Peet

Year 1: Receives 4 weeks of training.Year 1: Receives 4 weeks of training.Implements components of program in Implements components of program in

classroom as taught.classroom as taught.Begin to implement components of the Begin to implement components of the

Language/Literacy block in class.Language/Literacy block in class.Initial and ongoing staff development.Initial and ongoing staff development.

Writer’s Workshop

45-60 minutes

LanguageAnd

Word Study

30-60 minutes

Reading Workshop

60-90 minutes

Literacy CollaborativeLiteracy Collaborative

K-2Instructional

Framework Components

K-2Instructional

Framework Components

Language/ Word StudyInteractive Read Alouds

Shared ReadingInteractive Writing

Shared WritingWord Study/ Spelling

Language/ Word StudyInteractive Read Alouds

Shared ReadingInteractive Writing

Shared WritingWord Study/ Spelling

Reading WorkshopGuided Reading

Independent Literacy Centers Independent Reading

Reading WorkshopGuided Reading

Independent Literacy Centers Independent Reading

Writer’s WorkshopWriting Mini-lessonsIndependent Writing

Conferences

Writer’s WorkshopWriting Mini-lessonsIndependent Writing

Conferences

Intermediate FrameworkIntermediate FrameworkGrades 3-5Grades 3-5

3-5 Instructional Framework 3-5 Instructional Framework ComponentsComponents

Reading Workshop – 60 Minutes•Independent Reading

•Guided Reading•Literature Study

Writing Workshop – 60 Minutes•Independent Writing

•Guided Writing•Investigations

Language and Work Study – 30 MinutesInteractive 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-6Instructional Framework K-6

Language and Word StudyLanguage and Word Study Word Study- Teacher provides mini-lessons to help Word Study- Teacher provides mini-lessons to help

children learn more about how letters and words work. children learn more about how letters and words work. Students work independently at a word/study center Students work independently at a word/study center

and share learning.and share learning. Teachers help children notice letters and words Teachers help children notice letters and words

throughout the framework.throughout the framework.

Individualized Spelling:Individualized Spelling:Buddy StudyBuddy Study

Students choose words from personal Students choose words from personal word lists and word study lessonsword lists and word study lessons

Five Day ActivitiesFive Day Activities

Day #1: Choose, Write, and BuildDay #1: Choose, Write, and Build

Day #2: Look, Say, Cover, Write, CheckDay #2: Look, Say, Cover, Write, Check

Day #3: Buddy CheckDay #3: Buddy Check

Day #4: Making ConnectionsDay #4: Making Connections

Day #5: Buddy Test Day #5: Buddy Test

Buddy StudyBuddy Study

Interactive Writing and Shared Interactive Writing and Shared WritingWriting

Interactive Writing – Teacher and students Interactive Writing – Teacher and students compose authentic writing pieces that are written compose authentic writing pieces that are written using a “shared pen” technique.using a “shared pen” technique.

Shared Writing- Teacher and students work Shared Writing- Teacher and students work together to compose writing pieces; teacher together to compose writing pieces; teacher supports process as scribe.supports process as scribe.

Interactive Read AloudInteractive Read Aloud

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

Shared ReadingShared Reading

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

Guided ReadingGuided Reading• The teacher works with a small group of The teacher works with a small group of

students who have similar reading processes. students who have similar reading processes. Teacher supports students in fluency, reading Teacher supports students in fluency, reading strategies, vocabulary and comprehension.strategies, vocabulary and comprehension.

Reading WorkshopReading Workshop

Literacy CentersLiteracy Centers

Independent Independent Literacy Literacy CentersCenters

• ABCABC• PoetryPoetry• Social Studies Social Studies

/Science/Science• WritingWriting• Art/SketchingArt/Sketching• ListeningListening• ComputerComputer

Centers in ActionCenters in ActionStudents learn to work independentlyStudents 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, Students learn to respond through pictures, journals,

Reader’s Notebook, letters to teachers, and small and Reader’s Notebook, letters to teachers, and small and whole group discussions-Literature Study whole group discussions-Literature Study

Independent ReadingIndependent Reading

Writer’s WorkshopWriter’s Workshop

Begins with storytellingBegins with storytellingSketchingSketchingStudents write from their own Students write from their own

experiencesexperiencesStudents learn to write different Students learn to write different

genresgenres

Writer’s Workshop 3-5Writer’s Workshop 3-5Begins each morning with Writer’s Begins each morning with Writer’s

NotebookNotebook Independent WritingIndependent Writing

Begins with mini-lesson based on needs Begins with mini-lesson based on needs of writers. “Individual”of writers. “Individual”

Guided WritingGuided WritingSmall, temporary groups based on the Small, temporary groups based on the

writers’ needs at the time. writers’ needs at the time. “Homogeneous”“Homogeneous”

InvestigationsInvestigationsExploring topics in depthExploring topics in depthResearch skills – examine works of Research skills – examine works of

literature, study authors, content areasliterature, study authors, content areas

Writing Mini-lessonsWriting Mini-lessons• Teachers demonstrate the author’s craft in various Teachers demonstrate the author’s craft in various

genre.genre.

Independent WritingIndependent Writing• Students write in books they’ve made. Authors are their Students write in books they’ve made. Authors are their

mentors.mentors.

SharingSharing• Students take the author’s chair and read for the class Students take the author’s chair and read for the class

for discussions. for discussions.

ConferencesConferences• Individualized attention to needs of writing, Individualized attention to needs of writing,

from mechanics to the author’s language from mechanics to the author’s language to achieve growth as writersto achieve growth as writers

Our K-2 Bookroomcreated by Donna Signorella (Para), Joan Papapietro

and Susan Donovan (Parent Volunteers)

HighlightsHighlights The program accommodates the varying needs The program accommodates the varying needs

of students. of students. It offers many opportunities for the integration It offers many opportunities for the integration

of content area learning. of content area learning. Each day discussion focuses on making Each day discussion focuses on making

statements and asking questions, elaborating statements and asking questions, elaborating and explaining, listening and responding, and explaining, listening and responding, expanding and respecting ideas of others. expanding and respecting ideas of others.

The teacher guides students as they integrate The teacher guides students as they integrate their new learning into automatic literate their new learning into automatic literate behaviors. behaviors.

The Literacy Collaborative framework provides The Literacy Collaborative framework provides an expansion of VCSD’s current literacy an expansion of VCSD’s current literacy initiatives with a long-term research based initiatives with a long-term research based professional development program.professional development program.