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Literacy Collaborative is a comprehensive school reform model that focuses on improving student literacy through long-term professional development. It promotes data-driven instruction, effective leadership, and a balanced literacy framework. Its positive effects include increased student learning rates and improved teacher expertise.
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Literacy Collaborative in Valley Central School District Putting Children First
Turn and Talk:what comes to mind about literacy education when looking at this picture? Leveled classes Boring Teacher centered No student collaboration Rote memorization “Dick and Jane” Basals
Literacy Collaborative is… Literacy Collaborative is a comprehensive school reform model which includes long term professional development designed to improve student literacy.
The Positive Effects of Literacy Collaborative Students’ average rates of learning on grades K-2 increased by 16% in the first implementation year 28% in the second implementation year 32% in the third implementation year. Teacher expertise increased substantially and the rate of improvement was predicted by the amount of coaching a teacher received. Professional communication amongst teachers in the schools increased over the three years of implementation and the literacy coordinators became more central in their schools’ communication networks.
Data Driven Instruction The Observation Survey in our district includes five literacy tasks: • Letter Identification • Concepts About Print • Hearing and Recording Sounds in Words • High Frequency Words Fountas And Pinnell Benchmark Assessments K-5 A benchmark assessment is a series of texts that can be used to identify a student's current reading level and progress along a gradient of text levels over time.
School Leadership Team The school-based leadership team supports, monitors, and collects data on the implementation of the Literacy Collaborative model. The team is made up of members including the building Administrators, the Literacy Coordinator, classroom teachers, school specialists, and a parent representative.
the Consultant • Initial and ongoing professional development sessions • In-class assistance to teachers through demonstration, consulting, and reflection on teaching • Plans and works collaboratively with the school leadership team • Observing data and preparing reports
Grades K-2 LC Framework Components K-2 Instructional Framework Components • Language/ Word Study • Interactive Read Aloud • 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
WORD STUDY AND BUDDY STUDY 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. Buddy Study- is an individualized spelling program on a five day cycle. Buddy Study Students choose words from personal word lists and word study lessons
LiteracyCenters K-2 Independent Literacy Centers ABC Poetry Social Studies/ Science Writing Art/Sketching Listening Computer Math
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 Independent Reading
Writer’s Workshop • Writing Mini-lessons • Teachers and students study and/or demonstrate the author’s use of craft and conventions in various genres. The authors are the mentors for writing • Independent Writing • Students are writing in many genres exploring the craft and convention techniques learned from studies and mini lessons • Guided Writing • Small, temporary homogeneous groups based on the writers’ needs at the time.
Does Literacy Collaborative meet State Standards...The Common Core Standards? • Yes!!!!!!!!!!!!
Bringing Close Reading Home Common Core Standards
What is Close Reading? It is… • Reading more challenging material closely • Discussing reading using evidence
Close Reading is a central focus of the Common Core State Standards (CCSS). It requires students to get truly involved with the text they are reading. The purpose is to teach them to notice features and language used by the author. Students will be required to think thoroughly and methodically about the details in a text.
Re-Reading of Text Close reading is used by students to dig deeply into a text that requires analysis. For many books, poems, stories, and articles, we can read the piece just once and understand pretty quickly what it is we need to know. At other times, when the text is particularly important or perhaps more complex, one reading is not sufficient. When we read a text closely, we read it multiple times to expose the meanings of the text. In a close reading, we pay very close attention to both what the author says and how the author says it.
Objective for our Workshop Today You can use close reading and engage in rich and rigorous text evidence based conversations with your children when reading to deepen their understanding of a text.
Tell me, I'll forget. Show me, I'll remember. Involve me, I'll understand” Chinese Proverb
Common Core Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Fist, Stick, Knife and Gun When you begin a story what do you expect to pay attention to in the story or think about?
Re-READ Listen as I reread… • You want to think about what is specific and unusual about the characters. Then Turn and Talk to your neighbor about your noticing. The listener may only respond by saying, “What in the story makes you think that?”
What did you learn the second time I read? May Have Noticed: • Unusual that the narrator is 4, • Older brothers are 5 and 6 • Goes to the playground alone • Must do some inferring..
What is the text going to be about? Think about what you’ve learned so far. Speaker language: • So far this I what I know…. • Make it about logic ( reason/judgment) • Say it like an idea.. • (Evidence ) the way she….. • As a listener, you may only respond with the phrase, “What in the story makes you think that?”
Idea and Evidence • So far, this is what I know… • Say it like an idea… • The reason the mom is so tough on… is because… Connecting ideas across the text… not holding on to one idea. Letting an idea grow as new things are happening in the story.
What is the Overall meaning or Lesson? • Think as I read… • What is the overall meaning or lesson? • What in the story makes me think that? • For example…
There should be more than One Theme Shy away from the main idea but hone in on the central theme… The main idea refers to the plot and characters of the narration. In contrast, the theme involves the lesson or concepts learned as a result of the story.
Hard to parent • Fast growing up • Kids learn violence
Point of View • Who is telling the story? • Distinguish between your point of view from that of the narrators or the characters. • What is the same/different between you and the characters? • What are similarities/differences between the characters?
Text Connections • Text to Yourself • Text to Text • Text to the World • Turn and Talk… Make a cultural connection between the text and yourself
Reflect • How did your talk with others help to deepen your understanding of the text? • How has your thinking and understanding of close reading and rich conversation help you too think about how you can help your child with Close Reading.
How Can you help with close Read? • Parents can help by having text-based discussions at home; they can discuss books and ask children open-ended questions about their readings pushing for clarification. • Parents can also help by reading several texts about the same topic and by reading and rereading those texts carefully and strategically.
These are some simple questions to help prompt children to think about textual evidence: K-2 • How do you know that? • How is this character like or different from you? • What evidence do you have to support your thinking? • What does the writer tell you about that? • What in the story makes you think that? • What do you think the lesson is in this story? • Are there any connections you can make with the story? • Are there any phrases that you don’t understand? • Who is telling the story?
These are some simple questions to help prompt children to think about textual evidence: 3-5 • What does the text tell you about that? • What in the story makes you think that? • What was the writer’s message? • What do you think the theme or lesson is in this story? • What does the author’s message make your think about in your own life? • What evidence do you have to support your thinking? • What do you think the lesson is in this story? • Are there any connections you can make with the story? • Are there any phrases that you don’t understand? • From who’s point of view is the story being told? • Are there many points of views?
Standards per Grade Level Kindergarten • Asking and answering questions about key details in stories or other information read aloud • Understanding and using question words (e.g., who, what, where, when, why, how) in discussions First Grade • Taking part in conversations about topics and texts being studied by responding to the comments of others and asking questions to clear up any confusions. • Describing people, places, things, and events with relevant details, expressing ideas and feelings clearly and with complete sentences Second Grade • Taking part in conversations by linking his or her comments to the remarks of others and asking and answering questions to gather additional information or deepen understanding of the topic • Retelling key information or ideas from media or books read aloud
Third Grade Reading closely to find main ideas and supporting details in a story Describing the logical connection between particular sentences and paragraphs in stories (e.g., first, second, third; cause and effect) Asking and answering questions about information he or she hears from a speaker or while participating in classroom discussions, offering appropriate elaboration and detail that build on what others have said Fourth Grade Describing the basic elements of stories — such as characters, events, and settings — by drawing on specific details in the text Paying close attention to key features of informational books and articles: these include understanding the main and supporting ideas; being able to compare and contrast information; and explaining how the author uses facts, details, and evidence to support particular points Comparing ideas, characters, events, and settings in stories and myths from different cultures
Fifth • Summarizing the key details of stories, dramas, poems, and nonfiction materials, including their themes or main ideas • Identifying and judging evidence that supports particular ideas in an author’s argument to change a reader’s point of view • Coming to classroom discussions prepared, then engaging fully and thoughtfully with others (e.g., contributing accurate, relevant information; elaborating on the remarks of others; synthesizing ideas)
