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 ann.eberhardt@brf.org
Wendy Everson 284-4357 ext. 6113 wendy.everson@brf.org
3rd- 5th
Stephanie Brueggen 284-4357 ext. 1203 stephanie.brueggen@brf.org
Literacy Collaborative Website
www.literacycollaborative.org