The goal of this comprehensive effort is to significantly raise the level of achievement for all students.
The cornerstone of our project is dynamic, long-term professional development. We train school-based literacy coaches in research-based methods and provide them with ongoing professional development as they continually implement these approaches in their own classrooms, and we support them as they provide on-site training for the teachers in their schools.
Learn more about Literacy Collaborative professional development for literacy coaches literacy leaders, and our responsive literacy framework classes intended as an overview of literacy practices.
Leveled Literacy Intervention:
A small group intervention that aligns most closely with classroom instruction for students below grade level. We offer intensive and refresher courses.
K-8 Literacy Professional Learning:
Our K-8 literacy professional learning opportunities including workshops and institutes.
Literacy Collaborative incorporates all of the elements of effective schools to support improved literacy instruction and student achievement through:
Providing a research-based instructional model that is language-based, student-centered, process-oriented, and outcome-based.
Creating in-school and in-district leadership through the training and support of school-based literacy leadership teams, administrators, and literacy coaches.
Establishing long-term site-based development for every member of the school’s literacy faculty.
Helping schools monitor the progress of every student through systematized assessment, data collection, and analysis.
Teachers provide direct, research-based instruction to guide students in acquiring strategies for maintaining fluency, text comprehension, and vocabulary development.
The Literacy Collaborative framework for literacy lessons consists of elements that provide many opportunities for reading and writing. These opportunities include reading and writing across the curriculum.
Standards are based on research of effective practice and are essential for assuring quality implementation of the framework. Sites that meet the standards are members of the Literacy Collaborative network.
The Literacy Collaborative Standards inform and support personnel who are responsible for the implementation and maintenance of LC schools and classrooms.
Participation in the Literacy Collaborative represents a long term commitment to reshaping literacy education in a school or district.
Implementation takes place in four phases.
For each phase, local planning and decision making is required. Elements for each phase of implementation are accomplished with literacy coach support, school based literacy team input, and staff participation.
Literacy coach training:
Literacy coach training consists of the equivalent of 35 days of coursework distributed throughout the year. The training is a blended model with face-to-face meetings at OSU (1100 Kinnear Rd, Columbus, Ohio) and online learning experiences. Find out more about the application process and Literacy Collaborative training.
Year 2 and Beyond
The literacy coach develops and implements a long-term staff development program for teachers, works with students in a regular classroom for at least 2.5 hours per day, makes presentations to interested groups, collects and analyzes data to inform instruction, and participates in on-going Professional Development at OSU Literacy Collaborative.
Reading Recovery® and Leveled Literacy Intervention are strongly recommended.
Leveled Literacy Intervention
Leveled Literacy Intervention (LLI), developed by Gay Su Pinnell & Irene Fountas, is an intensive, small group intervention designed to accelerate the literacy development of K–2 and 3–8 students who are below grade level in reading and writing achievement.
Explicit instruction is provided in the five essential components of reading identified by the National Reading Panel: phonological awareness, decoding, vocabulary, fluency, and comprehension.
Learn how to effectively use LLI to teach 30-45 min. lessons to small groups of learners that are struggling with reading and writing.
Literacy Leadership Academy
Literacy Leadership Academy explores Administrator’s roles, how children learn to read and write, and how to increase literacy achievement.
K-8 Literacy Professional Learning
K–8 Literacy Professional Development offers options for literacy coaches and teachers to raise achievement in reading and writing. The focus is to implement research-based practices and develop collaborative learning communities. K-8 Literacy PD gives participants the ability to customize their professional development experience.
Responsive Literacy Framework
Prepares educators to improve K–6 reading and writing achievement. Administrators are encouraged to attend with their literacy team.
The Art of Coaching Institutes 1 and 2
These coaching institutes prepare educators to coach K–6 teachers in reading, writing, and word study.
Explore relevant topics such as strategic actions in reading, writing, and word study across multiple classroom contexts in our literacy workshops.
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A Comprehensive Framework
Edited by Dr Patricia L Scharer and written by experts associated with OSU’s Literacy Collaborative project.
This professional text is divided into six sections that represent a comprehensive literacy framework: professional learning, organizing for learning, reading, writing, building blocks of language, and learning community.
The text is foundational for our Responsive Literacy Framework sessions and used extensively in other courses. Literacy professionals will find it a go-to resource for literacy instruction,
Responsive Literacy in Classroom Contexts:
The emphasis in guided reading is on reading increasingly challenging books over time. Students are regrouped according to their needs in a dynamic process involving ongoing observation and assessment.
Interactive Read-Aloud is a critical component of any instructional system for literacy; it informs and supports every other part of the literacy framework. Fountas & Pinnell view IRA as “an essential foundation of a good language and literacy program."
The workshop is designed to offer daily opportunities for learning, for meaningful application to writing pieces, for differentiated support for ongoing growth, and for interactions that develop writers within a literate community.
"Children want to become readers and writers, and it is our job as teachers to know that there are many routes by which literacy can be achieved.”
Gay Su Pinnell
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Intermediate & Middle Level
Intermediate & Middle Level