5/1/2021

Literacy Collaborative The Ohio State Universitylc.osu.edu

K–6 Literacy Coach Application for Cross Training

To Have a Single Person Serve as Both the Primary and Intermediate Grades Literacy Coach

Application Deadline:June 11, 2021

Send two copies of application, attached two part self-assessment, & most recent Fidelity of Implementation document to:

Diann Keyes (keyes.122@osu.edu)Literacy Collaborative

1100 Kinnear Road, Suite 102Columbus, OH 43212

Name of Literacy Coach Applicant ___________________________________________

School ________________________________________________________________

Address ________________________________________________________________

School Telephone ________________________________________________________

Applying for: ____Primary Cross-Training

____Intermediate Cross-Training

For office use only.

(Date and/or check)

__________ Application received

__________ Review completed by ____________________________________________________________________

Decision: Accept ______________________ Defer one year _________________Reject _____________________

25/1/2021

Section 1: Record of Experience for Literacy Coach

Professional development, in-class coaching, and assessment of student achievement are hallmarks of Literacy Collaborative. Please refer to the Literacy Collaborative Vision, Mission, & Four Pillars document (see Appendix I). Success in all aspects of the Literacy Coach role (teaching of children and adults, coaching, and leading a literacy team) with the current grade level band (K-2, 3-5, or 6-8) is expected.

In order for the Literacy Coach to successfully complete the Cross Training, the school will:

• Provide adequate instructional time for the Coach to teach children using the LiteracyCollaborative language and literacy framework at the grade level band in which he/she is beingtrained.

• Assure that the Literacy Coach will be responsible for training/coaching a reasonable number ofclassroom teachers during his/her training.

• AssurethatthereissufficientfundingfortheLiteracyCoachtoannuallyattendallrequiredLiteracy Collaborative ongoing professional learning.

Section 2: Assurances

Initial Training Year: ____________ Trainers: _________________________________

Teaching Experience# of Years

K = 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 =

Coaching Experience# of Years

K = 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 =

Experience Leading Literacy Team# of Years/Grade Level Band

Primary = Intermediate = K–6 = Middle Level =

Experience Providing Professional Development for Staff# of Years

K = 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 =

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• Purchase/provide ALL MATERIALS on required list PRIOR TO beginning of training (seeAppendix II or Appendix III, as applicable).

The signature of the Stakeholders listed below indicate that each:• has read this entire document.• approves of the application.• agrees to support the implementation of The Ohio State University Literacy Collaborative at the

school listed on this application.• intends for the district to comply with the assurances listed in this document.• understands the requirements/responsibilities as presented in the Literacy Collaborative Vision,

Mission, and Four Pillars document (Appendix I).• purchases ALL MATERIALS on required list PRIOR TO beginning of training (see Appendix II

& Appendix III).

Literacy Coach

Print Name ________________________________________________________________

Signature ____________________________________ Date _________________________

Note: My signature indicates that I have read and understand the Literacy Collaborative Vision, Mission, & Four Pillars document (see Appendix I). We nominate and support the above applicant’s involvement in The Ohio State University Literacy Collaborative’s Cross Training and agree to follow the requirements as outlined in Appendix I.

District Superintendent or LC District Trainer

Print Name ________________________________________________________________

Signature ____________________________________ Date _________________________

Note: My signature indicates that I have read and understand the Literacy Collaborative Vision, Mission, & Four Pillars document (see Appendix I).

Building Principal

Print Name ________________________________________________________________

Signature ____________________________________ Date _________________________

Note: My signature indicates that I have read and understand the Literacy Collaborative Vision, Mission, & Four Pillars document (see Appendix I).

Person responsible for fiscal matters

Print Name ________________________________________________________________

Signature ____________________________________ Date _________________________

Note: My signature indicates that I have read and understand the Literacy Collaborative Vision, Mission, & Four Pillars document (see Appendix I).

45/1/2021

Approximate totals for each year are listed below. Fees beyond Year 1 are projections and are subject to change.

Note: Registration cancelled prior to or on the first training day of the first training week is subject to a full refund. Registration cancelled on the second training day of the first training week or later results in no refund of affiliation fees and no pro-rating of instructional fees. If you have any questions, please contact Jamie Lipp at lipp.15@osu.edu.

COSTS for LITERACY COLLABORATIVE LITERACY COACH TRAINING 2021-2022

Approximate Fees Paid to Literacy Collaborative

Year 1 Training

Year 2 Training &

Implementation Year 3 Year 4

Year 5 (and

beyond)

N/A N/A N/A N/A

N/ A (if needed or requested)

$9,800

$1,600 $1,600 $1,600 $1,600$260

(if needed or requested)

(if needed or requested)

LC Cross-Training Instructional Fee

LC Site Affiliation Fee*Site Visits Fee: 1 day @ $750/day plus travel for Year 1; 1 day @ $750/day plus travel for Year 2 or after (if needed or requested)

$10,060 $1,600 $1,600

(if needed or requested)

$1,600 $1,600

Fees paid to Literacy Collaborative

Related Expenses (will vary from school to school): 1. Release time and travel expenses** for literacy coach for professional development (approx. 10 face-to-face and 8 onlinetraining days in Year 1; 6 days for Professional Development in Year 2 and beyond); 2. Ohio State trainer travel expenses for site visit(s) (two visits during Year 1; two days during Year 2; one day during Year 3and beyond if needed); and

East-Coast Maximum Travel $785.00 per person/per dayFranklin County Maximum Travel $58.00 per person/per dayIn-State (Ohio) Maximum Travel $321.00 per person/per dayMid-West Maximum Travel $599.00 per person/per dayNorth-West Maximum Travel $618.00 per person/per daySouth-East Maximum Travel $600.00 per person/per daySouth-West Maximum Travel $579.00 per person/per daySouthern Maximum Travel $595.00 per person/per dayWest-Coast Maximum Travel $789.00 per person/per day

3. Literacy coach travel expenses** 4. Materials Fee: a. Primary: approximately $4,000 (required material list on pages AII-1 thru AII-8) b. Intermediate: approximately $5,000 (required material list on pages AIII-1 thru AIII-8))

5. Graduate Credit: Approx. $2,000 (2 hours in Year 1); each literacy coach is required to enroll in 2 semester hours during Summer, 2018; tuition fees are paid directly to the OSU Bursar’s Office—NOT TO LITERACY COLLABORATIVE.Note: Anyone who has never taken a Graduate Course at OSU will have to apply to the Graduate School as a non-degree student and pay a $60 non-refundable application fee.

N/A = Not Applicable* Affiliation fee includes national and Ohio State affiliation, 6 days of professional development, information updates, and administrative support. ** Final invoices INCLUDE travel. OSU will NOT pro-rate any fees; pre-paid travel expenses will NOT be reimbursed by OSU.

For discounts on Columbus, OH area hotel and car rental, refer to http://www.lcosu.org or call 1-800-678-6486.

*****All fees subject to change*****Class dates determined in conjunction with acceptance.

AI-15/1/2021

Literacy Collaborative® The Ohio State University

Pillar 1:Collective Ownership of Student Outcomes

Pillar 2: Commitment to Research-Based Instructional Practices

Pillar 3: Utilize Data-Driven Teaching and Decision-Making

Pillar 4:Investment in Building Evidence-Based Professional Capacity

Vision:

Teaching for a Literate Life for All Children

Mission:

Investing in building educator capacity through professional learning to ensure the best preparation for the future of children

Four Pillars of Literacy Collaborative:

© April 2020 Literacy Collaborative® at The Ohio State University®

Appendix I: Literacy Collaborative Vision, Mission, & Pillars

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Pillars of Literacy Collaborative

Pillar 1:Collective Ownership of Student Outcomes

Educators create a common vision for literacy learning in the school, collaborating in teamwork and shared leadership.

Teamwork for LiteracyEducators in the school work as one team responsible for the literacy outcomes of all children. Within the school community, educators form specific action groups for different purposes. Time is dedicated for literacy problem-solving, data analysis, and the implementation of Literacy Collaborative.

The School Literacy Leadership Team may include, but is not limited to: Literacy Coach

School Administrators (Principal, Assistant Principal, etc.)

Grade Level Representatives

Intervention Specialists

School Psychologist

School Counselor

Educators strive to create a home-community-school partnership working together toward a common vision. The School Literacy Leadership Team communicates progress toward the common vision with interested groups including teachers, school administrators, families, community members, the board of education, etc.

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Pillar 2: Commitment to Research-Based Instructional Practices

Educators commit to implementing a coherent set of research-based instructional practices.

Core Instructional Language and Literacy PracticesThe Literacy Collaborative Comprehensive Literacy Framework includes a set of research-based instructional practices.

Students will have daily opportunities to think, talk, read, and write while engaging in whole group, small group, and individualized instruction.

Teachers have daily opportunities to monitor student achievement and respond with immediate instruction.

The Literacy Collaborative Comprehensive Literacy Framework (see image page 4) includes: ○ Interactive Read Aloud (Clay, 2004; Fountas & Pinnell, 2019; Hudson & Test, 2011; Kindle, 2009; Lennox, 2013)

■ Comprehending, Listening, Speaking, Discussing, and Interacting with texts (Beck & McKeown, 2001;

Rosenblatt, 1986)

■ Learning through Inquiry and Integrating the Curriculum (Costley, 2015; Drake, 1993; Sandoval, 2005)

○ Shared/Interactive Writing (McCarrier, 2000; McKenzie, 1985)

○ Shared Reading (Button, Johnson, & Furgerson, 1996; Holdaway, 1979; Hundley & Powell, 1999)

○ Reading Workshop (Clay, 1991; Fountas & Pinnell, 1996/2016; Holdaway, 1979; NAEP, 2008)

■ Reading Minilessons■ Guided Reading/Book Clubs■ Independent Reading/Conferencing■ Share

○ Writing Workshop (Anderson, 2018; Calkins, 2017; Heard, 2013; Ray, 2004)

■ Writing Minilessons■ Guided & Independent Writing/Conferencing■ Share

○ Word Study Workshop (Fountas & Pinnell, 2019; Ganske, 2000/2008; Henderson, 1990; Kaye, 2007; NICHD, 2000; Tempelton & Bear, 1992; Zutell, 1996/2000)

■ Explicit Phonics/Spelling/Word Study■ Application/Conferencing■ Share

○ Ongoing Monitoring of Student Progress (Clay, 1991; Lyons & Moats, 2007; Snow, Burns, & Griffin, 1998)

■ Assessment■ Responsive Teaching

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©2019 Literacy Collaborativeat The Ohio State University

Literacy Collaborative Comprehensive Literacy Framework

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Pillar 3: Utilize Data-Driven Teaching and Decision-Making

Educators use student data to document growth over time, to reflect on the effectiveness of teaching and learning, and to inform decision-making.

Assessment and DataSchools engage in an ongoing process of data collection, analysis, and use. Educators use a variety of data sources to guide teaching, monitor student literacy growth, and inform implementation decisions. Educators meet regularly to review student data and make timely recommendations.

A variety of data sources may include: Student Level Data

○ Classroom observation and assessment

■ Authentic Literacy Assessments may include:● Records of reading accuracy, fluency, self-correction, and comprehension● Documentation of Early Literacy Behaviors● Phonics, Spelling, Word Solving Analysis● Student Writing Analysis

○ District/State Assessments

School/District Level Data

○ School Improvement Plans○ Program Evaluation○ Collaborative Inquiry Cycles○ Action Research

Multi-tiered Systems of SupportSupplemental intervention for some children is essential for them to achieve successful literacy outcomes. Intervention is provided in addition to classroom literacy instruction and includes reading, writing and/or phonics instruction based on the individual needs of students.

The evidence-based (Ohio’s Evidence-Based Clearinghouse, 2020), short-term interventions coherent with the design of Literacy Collaborative are Reading Recovery (1st Grade) and Leveled Literacy Intervention (Grades K-8).

Other short-term and long-term support services should be made available by the school based on individual student need in the form of specialist services as determined by school personnel.

A team of educators meet regularly to review student data and make timely recommendations for appropriate intervention services.

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Pillar 4:Investment in Building Evidence-Based Professional Capacity

Educators engage in a variety of ongoing, job-embedded professional learning opportunities.

Professional LearningLiteracy Collaborative is an evidence-based (Biancarosa, Bryk, & Dexter, 2010) professional learning project where educators value continuous professional learning and commit to being active members of a learning community.

Coaches and literacy leaders play key roles in facilitating the development of literacy expertise in the school.

Responsive, ongoing, job-embedded professional learning is tailored to the needs of the adult learning community and the children they serve.

○ In-depth ongoing literacy training for teachers is designed to develop knowledge of the content that underlies the core instructional contexts that are necessary to develop readers and writers.

○ Educators arrange for and commit to a systematic professional learning plan that includes a predetermined number of days per year.

○ Professional learning days may, for instance, range from 10-40 hours per year, determined by:

■ Student Literacy Needs■ Teacher Literacy Expertise■ School Literacy Vision■ District Literacy Initiatives

○ Professional learning is expanded through a variety of structures to build professional capacity, which may include:

■ Whole staff professional learning sessions■ Grade level professional learning sessions■ Book & Lesson Studies■ Inquiry Studies/Action research ■ Other

Professional learning is expanded through a variety of regularly scheduled coaching structures, which may include:

○ One-to-one coaching○ Cluster coaching○ Peer observation and reflection

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The Role of The Literacy Collaborative CoachEducational improvement requires teamwork, a shared vision, systemic change, and ongoing professional learning. Literacy Coaches are stakeholders who work collaboratively to ensure teacher growth and student achievement.

Literacy Collaborative Coach Qualifications

The Literacy Coach holds a full time position.

The Literacy Coach candidate provides evidence of successful teaching appropriate for his/her assignment.

The Literacy Coach candidate will have a master’s degree or equivalent experience.

The Literacy Coach candidate will be interviewed and accepted by the school district.

Literacy Collaborative Coach Training

Coach(es) commit to a blended training model across the school year including:

Prepares the coach for implementing the Literacy Collaborative Comprehensive Literacy Framework

Prepares the coach for coaching across grade levels

Prepares the coach for designing and facilitating on-site professional learning

Participates in:

○ Four weeks of training at The Ohio State University○ Fifteen days of online training ○ Site visits with a Literacy Collaborative University Trainer

Teaches students using the Literacy Collaborative Comprehensive Literacy Framework

Completes course assignments

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Literacy Collaborative Coach Training and Beyond

Works with the school leadership team to guide, monitor, and communicate the implementation of Literacy Collaborative and student achievement (see Pillar 1)

Provides whole group, small group and individual professional learning opportunities for the staff using The Literacy Collaborative Comprehensive Literacy Framework

Teaches students using The Literacy Collaborative Comprehensive Literacy Framework

Contributes to problem-solving and decision-making related to assessment and data (see Pillar 3)

Literacy Collaborative Ongoing Professional Learning for Literacy Coaches Beyond the Training Year

Coaches commit to six days (three in the fall and three in the spring) that includes:

Refinement of classroom teaching practices

Refinement of coaching and professional learning practices

Development of new understandings related to implementation

Development of the school system through sharing progress and inviting administrator stakeholders

Plans for and participates in a minimum of two site visits by the Literacy Collaborative University Trainer that includes:

Support for high quality implementation

Provides a shared experience around coaching, reflection, problem solving, and refinement of classroom practice

Provides opportunity for collaboration with administration, coach, and Literacy Collaborative University Trainer

AII-15/1/2021

Primary

The following pages contain required and recommended materials lists. ALL MATERIALS on appropriate required lists MUST be purchased PRIOR TO beginning of training.

1. Required Professional Texts & Resources for Primary (K-2) Coach Training page AII-2

2. Resources to Support F & P Teaching Library page AII-3

3. Technical Materials Needed During Training page AII-4

4. Literacy Collaborative: A Guide for Getting Started with a Multi-Text Approach to Responsive Literacy page AII-5

5. Recommended Publishers for Interactive Read Aloud, Shared Reading, & Independent Reading page AII-5

6. Establishing a Centralized School Bookroom page AII-6

a. Guided Reading Recommendations page AII-7

b. Interactive Read-Aloud Recommendations page AII-7 to AII-8

Appendix II: Primary (K-2) Materials

AII-25/1/2021

Primary

Primary (K-2)

Required Professional Texts & ResourcesPrimary (K-2) Coach Training

TITLE AUTHOR / PUBLISHERAbout the Authors: Writing Workshop with Our Youngest Writers Ray, K.W.

An Observation Survey, 3rd Edition Clay, M.

Art of Coaching Aguilar, Elena

Benchmark Assessment System 1, Grades K-2, levels A-N Fountas & Pinnell

Coaching for Equity Aguilar, Elena

Genre Study Fountas & Pinnell

Guided Reading 2nd Edition Fountas & Pinnell

How's It Going? Anderson, C.

Interactive Writing: How Language & Literacy Come Together McCarrier, Fountas, &Pinnell

The Leadership Handbook (COMING FALL 2021) Fountas & Pinnell

Powerful Book Introductions: Leading with Meaning for Deeper Thinking Fay, Moritz, Whaley

Phonics Lessons Bundles Grades K, 1 &/or 2 (Purchase is determined by the grade level(s) taught by the coach during training year) Fountas & Pinnell

Prompting Guide 1 (online app available) Fountas & Pinnell

Prompting Guide 2 (online app available) Fountas & Pinnell

Readers Notebooks (one per student for coach's classroom) Fountas & Pinnell

Responsive Literacy: A Comprehensive Framework Scharer, Patricia

Systems for Change in Literacy Education Lyons, C. & Pinnell, G.

Talking, Drawing, and Writing Horn, M. & Giacobbe, M.

Teaching for Comprehension and Fluency Fountas & Pinnell

The Continuum of Literacy Learning Teaching Library K-8* Fountas & Pinnell

The Fountas and Pinnell Literacy Continuum (Expanded Edition) Fountas & Pinnell

Word Journeys: Assessment Guided Phonics, Spelling, Vocabulary (2nd Edition) Gankse, Kathy

Word Sorts and More Gankse, Kathy

Writing Minilessons K and/or 1 (COMING FALL 2021, purchase is determined by the grade level(s) taught by the coach during training year) Fountas & Pinnell

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Primary

*Resources to Support F & P Teaching LibraryThese texts are used in the F & P Teaching Library. We recommend access to these

materials as a support for using the F & P Teaching Library but they are not required.

TITLE AUTHOR / PUBLISHERChester's Way Henkes, Kevin

Grandma's Purple Flowers Burrowes, Adjoa J.

My Best Friend Rodman, Mary Ann

One Tiny Turtle Davies, Nicola

Roller Coaster Frazee, Marla

Sheila Rae, The Brave Henkes, Kevin

Spots, Feathers, and Curly Tails Tafuri, Nancy

The Moon Simon, Seymour

The Snowy Day Keats, Ezra Jack

Tops and Bottoms Stevens, J.

Clean My Teeth! (Level C) Rigby Sails Magenta (6-pack) Rigby/Houghton Mifflin Harcourt

Elephants (6 pack) Rigby PM Collection

Emergency Vehicles (Level K) Rigby PM Plus Turquoise (6-pack) Rigby/Houghton Mifflin Harcourt

Frog and Toad Are Friends Selections Book Fairs

Henry & Mudge and the Careful Cousin Selections Book Fairs

How Animals Move Around (Level G) Rigby PM Plus Purple (6-pack) Rigby/Houghton Mifflin Harcourt

Lions and Tigers (Level K) Rigby PM Collection Turquoise (6-pack) Rigby/Houghton Mifflin Harcourt

Locked Out (Level G) Rigby PM Platinum Blue (6-pack) Rigby/Houghton Mifflin Harcourt

Mom (6-pack) Rigby PM Collection Platinum

Plop (6-pack) McGraw-Hill Ryerson

Sally and the Sparrows (6 pack) Rigby PM Collection

Sam's Picnic (6-pack) Rigby PM Plus

The Farm Concert (6-pack) McGraw-Hill Ryerson

The Hungry Giant (6-pack) Mcgraw-Hill Ryerson

Tim's Favorite Toy (Level F) Rigby PM Platinum Blue (6-pack) Rigby/Houghton Mifflin Harcourt

AII-45/1/2021

Primary

Technical Materials Needed During Training

Item Supplier PRICE

USB Headphones & Microphone varies not included in material fee

Webcam - If you do not have a built-in webcam varies not included in material fee

A means of recording classroom video varies not included in material fee

Reliable Internet Connection - Wired Preferred not included in material fee

Computer or Laptop (Mac/PC/Chromebook) not included in material fee

Updated Internet browser

Capable of joining Zoom meetings

AII-55/1/2021

Primary

Below is a guide to support decision making about text categories, text quantity, and quality text selection.

A Guide for Getting Started with a Multi-Text Approach to Responsive Literacy

Literacy Collaborative supports a cohesive, multi-text approach to literacy instruction for all students in grades K–8. This multi-textual approach is

designed to support whole-group, small-group and independent learning opportunities. A wide range of high-quality, culturally-responsive texts are needed to support interactive read-aloud, shared reading, guided reading,

and independent reading.

Literacy Collaborative recommends that these materials be purchased over time with input from building professionals based on the needs of students.

Grade Level Interactive Read Aloud(Titles per classroom)

Shared Reading(Titles per classroom)

Independent Reading(Titles per classroom)

K 120 65 150+

1 120 65 150+

2 120 30 150+

Recommended Publishers for Interactive Read Aloud, Shared Reading, & Independent Reading

Benchmark Education

Heinemann (Fountas and Pinnell Classroom)

Hameray Publishing Group

Houghton Mifflin (Rigby)

Kaplan

Scholastic

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Primary

Guided Reading

Establishing a Centralized School Bookroom

Short, appropriately leveled texts are essential resources for guided reading lessons at all grade levels. Quality guided reading texts will

contain the same complexity as longer texts. Their use avoids staying in a particular level for too long, which could slow down reading progress considerably. Shorter texts also allow for ease of planning for teachers.

Reading Levels Number of Titles(in sets of 6)

Number of Teachers(to share)

A-H 200 Up to 3

I-S 200 Up to 3

T-Z 200 Up to 3

Guided Reading Recommendations

AUTHOR / PUBLISHERBlueberry Hill

Heinemann (Fountas and Pinnell Classroom)

Houghton Mifflin Harcourt (Rigby PM & PM Plus Collection)

Kaplan

Mary Ruth Books

Pioneer Valley

Scholastic (Guided Reading Program)

Seedling

SongLake Books

AII-75/1/2021

Primary

Trainer Recommendations

Interactive Read-Aloud Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERAlphabeasties Werner, S.

An Egg is Quiet Aston, D. H.

Big Fat Hen Baker, K.

Bigmama's Crews, D.

Binky the Space Cat Spires, A.

Borreguita and the Coyote Aarema, V.

Chalk Thomson, B.

City Dog, Country Frog Willems, M.

Each Kindness Woodson, J.

Enemy Pie Munson, D.

Forget-Me-Nots Hoberman, M.

Girl Wonder Hopkinson, D.

Goldilocks and Just One Bear Hodgkinson, L.

Goldilocks and the Three Dinosaurs Willems, M.

Goin' Someplace Special McKissack, P.

Huff & Puff Rueda, C.

Interrupting Chicken Stein, D. E.

Just a Minute! A Trickster Tale Morales, Y.

Kitten's First Full Moon Henkes, K.

"Let's Get a Pup!" Said Kate Graham, B.

Lilly's Purple Plastic Purse Henkes, K.

Love and Roast Chicken Knutson, B.

Marc Brown's Playtime Rhymes Brown, M.

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Primary

Interactive Read-Aloud Recommendations (continued)

TITLE / COLLECTION AUTHOR / PUBLISHERMe…Jane McDonnell, P.

My First Day Jenkins & Page

National Geographic Book of Animal Poetry Lewis, J. P.

Outside Your Window Davies, N.

Owl Babies Waddell, M.

Saturdays and Teacakes Laminack, Lester

Scaredy Squirrel Watt, M.

Shortcut Crews, D.

Sophie's Masterpiece: A Spider's Tale Spinelli, E

The Other Side Woodson, J.

The Empty Pot Demi

The Gingerbread Baby Brett, J.

The Gingerbread Man Loose in the School Murray, L.

Thunder Cake Polacco, P.

The Three Bears Barton, B.

The Little Red Hen Galdone, P.

The Little Red Hen Pinkney, J.

The Little Red Hen Makes a Pizza Sturges, P.

The Lotus Seed Garland, S.

The Three Pigs Wiesner, D.

The True Story of the Three Little Pigs! Scieszka, J.

Town Mouse, Country Mouse Brett, J.

Where in the Wild? Schwartz, D.

Who Lives Here? Davies, N.

Z is for Moose Bingham, K.

AIII-15/1/2021

Intermediate / Middle Level

Appendix III: Intermediate / Middle Level (3-8) Materials

The following pages contain required and recommended materials lists. ALL MATERIALS on appropriate required lists MUST be purchased PRIOR TO beginning of training.

1. Required Professional Texts & Resources for Intermediate / Middle Level (Grades 3-8) Coach Training page AIII-2

2. Technical Materials Needed During Training page AIII-3

3. Literacy Collaborative: A Guide for Getting Started with a Multi-Text Approach to Responsive Literacy page AIII-4

4. Trainer Recommendations page AIII-5 to AIII-7

a. Interactive Read Aloud page AIII-5 to AIII-6

b. Shared Reading page AIII-7

c. Independent Reading page AIII-7

5. Establishing a Centralized School Bookroom page AIII-7 to AIII-8

a. Guided Reading Recommendations page AIII-7

b. Book Club Recommendations page AIII-8

AIII-25/1/2021

Intermediate / Middle Level

Intermediate / Middle Level (Grades 3-8)

Required Professional Texts & ResourcesIntermediate / Middle Level (Grades 3-8) Coach Training

TITLE AUTHOR / PUBLISHERArt of Coaching Aguilar, Elena

A Teacher’s Guide to Writing Conferences Anderson, Carl

Awakening the Heart Heard, Georgia

Benchmark Assessment System 2, 3rd Edition Grades 3-8, levels L-Z Fountas & Pinnell

Coaching for Equity: Conversations that Change Practice Aguilar, Elena

Genre Study Bundle Fountas & Pinnell

Guided Reading, 2nd Edition Fountas & Pinnell

Guiding Readers and Writers Fountas & Pinnell

The Leadership Handbook (coming Fall 2021) Fountas & Pinnell

Mindful of Words Ganske, Kathy

Prompting Guide 1 (online app available) Fountas & Pinnell

Prompting Guide 2 (online app available) Fountas & Pinnell

Reader’s Notebooks (one per student for coach's classroom) Fountas & Pinnell

Reading Minilessons (various grade levels) Fountas & Pinnell

Responsive Literacy: A Comprehensive Framework Scharer, Patricia

Systems for Change Lyons, C. & Pinnell, G.

Teaching for Comprehending and Fluency Fountas & Pinnell

The Fountas and Pinnell Literacy Continuum (Expanded Edition) Fountas & Pinnell

The Fountas and Pinnell Literacy Continuum DVD Library, Grades 3-6 Fountas & Pinnell

Word Journeys: Assessment Guided Phonics, Spelling, Vocabulary (2nd Ed.) Ganske, Kathy

Word Sorts and More Ganske, Kathy

Word Study: Spelling, Phonics, & Vocabulary System (recommended, but not required) Fountas & Pinnell

AIII-35/1/2021

Intermediate / Middle Level

Technical Materials Needed During Training

Item Supplier PRICE

USB Headphones & Microphone varies not included in material fee

Webcam - If you do not have a built-in webcam varies not included in material fee

A means of recording classroom video varies not included in material fee

Reliable Internet Connection - Wired Preferred not included in material fee

Computer or Laptop (Mac/PC/Chromebook) not included in material fee

Updated Internet browser

Capable of joining Zoom meetings

AIII-45/1/2021

Intermediate / Middle Level

Below is a guide to support decision making about text categories, text quantity, and quality text selection.

A Guide for Getting Started with a Multi-Text Approach to Responsive Literacy

Grade Level Interactive Read Aloud(Titles per classroom)

Independent Reading(Titles per classroom)

3 120 200+

4 120 200+

5 120 200+

6 120 200+

Literacy Collaborative supports a cohesive, multi-text approach to literacy instruction for all students in grades K–8. This multi-textual approach is

designed to support whole-group, small-group and independent learning opportunities. A wide range of high-quality, culturally-responsive texts are needed to support interactive read-aloud, shared reading, guided reading,

and independent reading.

Literacy Collaborative recommends that these materials be purchased over time with input from building professionals based on the needs of students.

AIII-55/1/2021

Intermediate / Middle Level

Trainer Recommendations

Interactive Read-Aloud Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERBirdsong Flett, Julie

Carnivores Reynolds, Aaron

Crow Call Lowry, Lois

The Day You Begin Woodson, Jacqueline

Dreamers Morales, Yuyi

A Different Pond Phi, Boa

After the Fall Santat, Dan

All Because You Matter Tami Charles

Dreamers Morales, Yuyi

Each Kindness Woodson, Jacqueline

Elvis is King! Winter, Jonah

Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah Thompson, Laurie Ann

For Beautiful Black Boys Who Believe in a Better World Michael W. Waters

Fourteen Cows for America Deedy, Carmen Agra

Frybread: A Native American Family Story Maillard, Keven Noble

Giant Squid Fleming, Candace

The Harmonica Johnston, Tony

I Am Every Good Thing Derrick Barnes

I, Too, Am America Hughes, Langston

The Invisible Boy Ludwig, Trudy

The King of Bees Laminack, Lester

Knock Knock: My Dad’s Dream for Me Beaty, Daniel

Muslim Girls Rise: Inspirational Champions of Our Time Mir, Saira

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Intermediate / Middle Level

Interactive Read-Aloud Recommendations (continued)

TITLE / COLLECTION AUTHOR / PUBLISHERMy Heart Luyken, Corinna

My Man Blue Grimes, Nikki

One Well: The Story of Water on Earth Strauss, Rochelle

The Proudest Blue: The Story of Hijab and Family Muhammad, Ibtihaj

Shooting at the Stars: The Christmas Truce of 1914 Hendrix, John

This is Just to Say: Poems of Apology and Forgiveness Sidman, Joyce

The Undefeated Alexander, Kwame

Unspeakable: The Tulsa Race Massacre Carole Boston Weatherford

The Wall in the Middle of the Book Agee, Jon

Welcome to the River of Grass Yolen, Jane

Shared Reading Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERFountas & Pinnell Classroom Shared Reading Collections, Grade 3 Heinemann

Independent Reading (Classroom Library) Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERFountas & Pinnell Classroom Independent Reading Collection, Grades 3, 4, 5, and 6 Heinemann

Laura Robb Library, Grades 3-8 Scholastic

Intermediate students need a variety of texts within their classroom libraries. They will engage in reading just-right texts during independent reading daily, taking on behaviors taught during reading minilessons.

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Intermediate / Middle Level

Guided Reading

Establishing a Centralized School Bookroom

Reading Levels Number of Titles(in sets of 6)

Number of Teachers(to share)

A-H 200 Up to 3

I-S 200 Up to 3

T-Z 200 Up to 3

Guided Reading Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERFountas and Pinnell Classroom (Grades 3-6) Heinemann

Leveled ReadersBenchmark Education, Capstone

Classroom, Houghton Mifflin Harcourt, Red Brick Learning

Short Reads Scholastic

Short, appropriately leveled texts are essential resources for guided reading lessons at all grade levels. Quality guided reading texts will

contain the same complexity as longer texts. Their use avoids staying in a particular level for too long, which could slow down reading progress considerably. Shorter texts also allow for ease of planning for teachers.

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Intermediate / Middle Level

Book Clubs

Grade Levels Number of Titles(in sets of 6)

Number of Teachers(to share)

K-3 32 Up to 3

4-8 48 Up to 3

Book Club Recommendations

TITLE / COLLECTION AUTHOR / PUBLISHERFountas and Pinnell Classroom (Grades 3-6) Heinemann

Scholastic Book Clubs Scholastic

AIV-1

Appendix IV: Reflective Decision-Making Tools for the Consideration of Cross-Training

Tool 1: Self-Reflection for Literacy Coaches

1. Doesanypreviousteachingexperiencereflectworkwithbothprimaryandintermediate/middlelevel?

2. Have I had experience working with teachers at the level where I propose to train (for example,with the leadership team, professional learning, committees, etc.)? Describe below.

3. Has my work with primary/intermediate/ML teachers resulted in a high-quality implementationof the language and literacy framework in most of the classrooms at that level? Include allteachers (classroom and other) that you support.

#1- Number of teachers who are using all components of the literacy framework in a way that is generally consistent with Literacy Collaborative.

#2- Number of teachers who are using many components of the literacy framework in a way that is generally consistent with Literacy Collaborative and are working on other components.

#3- Number of teachers who are just getting started using the components of the literacy framework and still need a great deal of support in their teaching.

New to School New to School New to School

Comments on evidence of implementation:

Tool One can be used by previously LC trained coaches who are considering Cross Training. Tool Two can be used by administrators and literacy teams

who are considering having one coach to serve all grades levels at their school. These are optional tools for your own reflection; however, you may

choose to submit them with your Cross Training application.

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AIV-2

4. Have I overseen the data collection on students in a systematic and timely way, submitting databy the deadline, and completing a Fidelity of Implementation document by the deadline?

• Am I willing and prepared to take on data collection responsibilities of K-6, which willessentially double the task?

5. Have I provided an initial course of 40 hours, plus yearly follow-up supports, for the grade levelband (primary/intermediate/ML) group of teachers for which I was initially trained?

• DoIhaveaplanforprovidingprofessionallearningforanentirestaff?Describehowyouwill accomplish this and/or what it might look like.

6. Have I provided coaching regularly to teachers since my implementation year?

• Am I willing and prepared to expand the number of teachers I coach? Have I discussed aplan for my coaching with the literacy team and principal?

It is highly recommended that you discuss the responses to this Self-Reflective Tool with your principal and literacy leadership team. Clear, open lines of communication will help to make the best decisions and increase the support for your transition.

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AIV-3

Tool 2: School Reflection for Principal and Literacy Leadership Team

1. Assessthestatusoftheschoolrelativetothefirstphase(eitherprimaryorintermediate/middlelevel) of Literacy Collaborative implementation. To what extent is the Literacy Collaborativelanguage and literacy framework implemented with high quality?

#1- The framework is well-established in almost all classrooms (primary or intermediate/ML)

#2- Some teachers are still working to implement all components of the framework.

#3- Some teachers are only beginning to implement the framework and still need a great deal of help.

Comment: Comment: Comment:

2. Who are the members of the school literacy leadership team? Describe how they function in theimplementation of Literacy Collaborative. Describe changes in team that will take place in orderto support the K-6 implementation.

3. How many teachers will the Literacy Coach ultimately work with to provide initial/ongoingprofessional learning and coaching? Is this a reasonable expectation?

4. What is your plan for supporting the Literacy Coach as you expand your data collection andreporting for grades K-6?

5. How do you plan to support the Literacy Coach during his/her transition of working with thecurrently grades to all grade levels at your school?

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6. AreyoupreparedtosupporttheLiteracyCoachfinanciallyandwithreleasetimetoattendprofessional learning provided by Literacy Collaborative @ The Ohio State University?

It is highly recommended that you discuss the responses to this School-Reflection Tool with the appropriate stakeholders (Literacy Coach, Literacy Leadership Team, Assistant Admin, etc.). Clear, open lines of communication will help to make the best decisions and increase the support for the transition.

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For more information, please visit us at lc.osu.edu.