Literacy Collaborative
Literacy Collaborative is a nationally recognized, research-based approach to school literacy that is based on the work of early reading experts Dr. Irene Fountas and Dr. Gay Su Pinnell. The content taught within this framework is founded in the Continuum for Literacy Learning, which aligns and exceeds the expectations of the Common Core Standards. The instructional methods of this framework helps increase student achievement through modeling, guided practice, independent application and group sharing and processing as their core literacy instruction.
What does this look like in the classroom? 4K/Early Childhood – Early literacy concepts and language is infused into the center based approach of 4 Year Old Kindergarten and Early Childhood. Students engage regularly in Interactive Writing, Interactive Read Aloud, Shared Reading and Independent Application and discovery though centers. Kindergarten – Second Grade - Students engage in Literacy activities for 2 ½-3 hours a day (I don’t think anyone will get 3 hours a day)in the areas of Word Study, Reading Workshop and Writing Workshop. Within Word Study, daily, they learn literacy concepts through Shared Reading and Interactive Read Aloud. Also, two to three times a week they also learn through Interactive/Shared Writing, Phonics Lessons, and Buddy Study. Daily, they engage Reading Workshop (1 hr.) that consists of a Work Board where students independently practice and apply literacy skills and strategies. During this time, teachers see 3 small groups of students for Guided Reading (I would eliminate 3 small groups of students as things change daily), where they provide instruction that focuses on their specific need areas within the reading process. Lastly, Writing Workshop (1 hr.) students learn writing skills and strategies through a Mini-Lesson, Independent writing, with individual conferences and small group guided writing and a share. Third Grade – Fifth Grade - Students engage in Literacy activities for 2 ½-3 (not three hours per day)hours a day in the areas of Word Study, Reading Workshop and Writing Workshop. Within Word Study, daily, they participate in Buddy Study, to learn a focused spelling pattern or principle. At least two times a week, students learn through Interactive Read Aloud, Interactive Vocabulary, Interactive Edit, and Focus Poetry. Daily they engage in Reading Workshop (1hr.) where students learn reading skills/strategies and how to read and comprehend a variety of genres through a Mini-Lesson, Independent reading, with individual conferences and Guided reading and a large group share. During independent reading, teachers see small groups of students for Guided Reading, where they provide differentiated instruction at the students’ level and specific need areas within the reading process. Lastly, through Writing Litera Workshop (1 hr.), students learn writing skills and strategies through a Mini-Lesson, Independent writing, with individual conferences and small group guided writing and a share.
cy Collaborative (cont.)
On-Going Assessment 4K-5th Grade To assess and inform their Reading and Writing instruction, teachers analyze the notes taken during daily conferences. Teachers take Running Records approximately every two weeks to inform Guided Reading instruction. Additionally, they administer the Benchmark Assessment in fall and spring to receive more in-depth information about their students as readers. Also, teachers regularly look at students’ daily writing and use writing rubrics to assess progress and understanding. Along with this, teachers utilize daily work and Buddy Tests to assess and inform their instruction in Word Study.
Ongoing Teacher Professional Development The success of this teaching approach is deeply-rooted in on-going professional development. Literacy Coaches have been trained through Lesley University in Cambridge, Mass. They each have over 2000 hours in training. Likewise, coaches continue 40 hours of on-going professional development annually to stay up to date on the latest research and techniques. Lastly, coaches continue to teach within the framework, teaching in a regular classroom during a portion of the literacy block. This enables them to continue to hone their application of the latest research and techniques to bring this expertise into their work with teachers. The Literacy Coaches have an essential job in supporting the teachers. In the initial year of implementation, coaches train classroom teachers in these highly effective instructional methods through 40 hours of professional development throughout the year. In the second year of implementation, coaches train teachers for 20 hours. In all subsequent years, teachers engage in 10 hours of training to continue to raise their level of expertise in Literacy content and instructional methods. Coaches offer support to teachers through regular classroom visits. Coaches visit classrooms every few weeks to see how the implementation of their training is going. Coaches meet before a lesson with the teacher to in a “Pre-Conference” to find out what the teacher plans on teaching and how this is fits into what the students need to be learning at that time. Coaches work with teachers to help them make intentional teaching decisions, based on the immediate needs of the students. Coaches then visit the classroom during the lesson. After the lesson, the coach and teacher meet in a “Post-Conference” where they talk about how the lesson went. The job of the coaches is to support the implementation of the teacher. Teachers are learning these instructional methods and applying them daily in their classroom. Coaches offer support through resources, data analysis, co-planning, co-teaching, and sharing strengths and next steps. At the end of the “Post-Conference” the teacher identifies a couple of immediate goals they have for their teaching that will continue to work on. The coach checks in regularly about these goals and the progress teachers are making in their implementation. This is an intensive coaching cycle for teachers, but has proven highly effective in supporting the implementation of Literacy Collaborative
Where can I go for more information? PreK-2
Ann Eberhardt 284 – 4357 ext. 4248
[email protected] Wendy Everson 284-4357 ext. 6113
[email protected]
3rd- 5th
Stephanie Brueggen 284-4357 ext. 1203
[email protected]
Literacy Collaborative Website
www.literacycollaborative.org
