The purpose of Literacy Support Groups is to provide supplemental
short-term literacy support for low-achieving students in
grades K-3 in a small-group program. Intervention occurs
before confusions are habituated and self-esteem falls.
The goal is to develop self-generating oral and written
language competencies that enable the child to become an
independent reader and writer.
Features
of Literacy Support Groups include:
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Balanced Literacy Instruction in reading
and writing
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Supplemental to quality classroom instruction
in reading
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Meaningful literacy experiences that provide
children with both the skill and desire to become proficient
and lifelong learners.
-
Provide literacy support for K-3 students
in a small group setting
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On-going assessment of performance through
systematic observation of authentic literacy behaviors
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Quality instruction delivered daily by
a highly-trained teacher
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Materials include developmentally appropriate
literature for the children's instructional reading level.
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Teachers receive on-going professional
development and support
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Based on research and standards
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Decisions are made in cooperation with
the school's literacy team
First graders needing extra support in reading and
writing in addition to classroom instruction are placed in
Early Literacy Groups.
Second and third graders needing short-term services
are placed in flexible "Booster" Groups for
eight to ten weeks. Services can continue beyond 10 weeks,
if needed, to meet their instructional needs.
Kindergarten students that need additional support
in the development of oral and written language are placed
in Emergent Literacy Groups.
Children are assessed formally and informally with standardized
tests, running records of text reading, writing samples, anecdotal
records, and checklists. Data are analyzed to observe the
changes over time in literacy development and the levels of
proficiency the child exhibits in reading and writing.
Year-end assessments show that 70% of at-risk children in
first grade literacy groups reach a proficient level in reading
and writing, reducing the need for additional intervention
in subsequent grades.
The graph illustrates the average distribution of children
being served by Reading Recovery/Literacy teachers in supplemental
literacy support services.
Small group literacy lessons include meaningful and authentic
literacy activities that provide children with both the skill
and desire to become proficient and lifelong readers and writers.
Components of Literacy Group Lessons
Familiar, Independent Reading
Shared Reading
Letter and Word Work
Read Aloud
Interactive Writing
Write Aloud
Independent Writing
Revising and Editing, Writing Process
Guided Reading
Literacy teachers using the Literacy Group model are trained
as Reading Recovery® teachers. This consists of year-long
apprenticeship training in the principles of literacy and
cognition while working with children in both one-to-one and
small group settings. Included is a 3 semester-hour course
in small group methods.
Additional classes and workshops are offered through the University
of Arkansas at Little Rock's Early Literacy Training Center.
An Early Literacy Conference, sponsored by UALR and the Arkansas
Department of Education, is held each spring to further enhance
Literacy Instruction for teachers, administrators, and literacy
specialists.
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