Transcript Literacy Collaborative - Valley Central School District

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.

It provides an instructional model
that is student-centered,
language-based, and processoriented.
Research Tested
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Lesley University engages in a network of
universities nationwide to bring the most
current research and best practices to
schools implementing Literacy Collaborative.
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These universities conduct systematic
assessment of model implementation by
collecting and analyzing student test results
from Literacy Collaborative schools.
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Their research results continue to shape the
instructional framework of the model and
revise the training and implementation
process.
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Aligned with New York State ELA Standards and
supports the core performance indicators in the
areas of reading, writing, listening and speaking
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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.
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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
Begins teaching the 2.5 to 3 hour language/literacy block
in a classroom
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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
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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.
Reading
Workshop
Writer’s
Workshop
60-90 minutes
45-60 minutes
Language
And
Word Study
30-60 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/
Word Study
Reading
Workshop
Writing
Workshop
Language and Literacy
Framework
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
3-6
• Independent
• Guided Reading
Reading
• Independent
• Guided Reading
Literacy Work-More • Literature Study
sustained and
independent tasks.
Writing Workshop
K-2
• Independent
Writing
• Guided Writing –
Small group
• Interactive Writing
– Small group
Primary to
IntermediateLate 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
3-6
Primary to
Intermediate – Late Interactive Read Aloud
• Modeled or Shared
grade 2
• Interactive Read
Aloud
• Literature Discussion
• Language/Word Play
• Modeled/Shared
Reading & Writing
• Interactive Writing
• Phonics/Word Study
Lesson
Reading/Writing
• Readers’ Theatre
• Choral Reading
• Poetry Sharing/Response
• Current Events
• Interactive Edit
• Interactive Vocabulary
• Handwriting
• Word Study
Language and Word Study
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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.
Individualized Spelling:
Buddy Study
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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
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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.
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.
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.
Reading Workshop
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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.
Literacy Centers
Independent
Literacy Centers
•
•
•
•
•
•
•
ABC
Poetry
Social Studies /Science
Writing
Art/Sketching
Listening
Computer
Centers in Action
Students learn to work independently.
Independent Reading
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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
Writer’s Workshop
Begins with storytelling
 Sketching
 Students write from their own
experiences
 Students learn to write different
genres
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Writer’s Workshop 3-5
Begins 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”
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Investigations
 Exploring
topics in depth
 Research skills – examine works of literature,
study authors, content areas
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.
Conferences
• Individualized attention to needs of writing, from
mechanics to the author’s language to achieve
growth as writers
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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.
 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.
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