Literacy Collaborative
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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.