Clinton Literacy

What is Maine Literacy Partnership (MLP)?

Maine Literacy Partnership is a model developed out of the University of Maine to support comprehensive literacy instruction in K-6 classrooms.  

Clinton Elementary School is part of the Maine Literacy Partnership (MLP), which is a model developed in collaboration with the University of Maine to support comprehensive literacy instruction within the context of effective school practices. In a MLP school, administrators and faculty make a long-term commitment to school change and improvement of literacy learning for every child. This is accomplished through on-site professional development, school-based leadership, and ongoing support for improved literacy teaching. Clinton teachers engage in reflective assessment to inform their instruction and monitor student progress over time. At Clinton Elementary there are two literacy coaches who offer graduate-level training courses and ongoing professional development to teachers. Ms. Deb Schuller works with teachers in grades K-2 and Mrs. Carol Crothers supports teachers in grades 3-6. Coaches gather and analyze student assessment data, and help teachers carefully monitor the reading progress of their students. They support teachers with their implementation of their literacy instruction. Sometimes literacy coaches work with students who would benefit from supplemental reading instruction.

In the Maine Literacy Partnership instructional framework, teachers use and integrated approach to teaching reading, writing, and word study (which includes phonics and spelling). The framework provides flexibility and variety of instruction. It allows for integration of the content areas, flexible student groupings, ample daily time frames, and changes in the level of teacher-directed based on student need.

Primary (K-2) Literacy Instructional Framework

Four Contexts for Reading:
Reading Aloud
Shared Reading
Guided Reading
Independent Reading

Four Contexts for Writing:
Shared Writing
Interactive Writing
Writing Workshop
Independent Writing

The Primary Framework includes:
Attention to letters, words, and how they work
Integration with content areas through themes and extensions
Assessment through documentation of progress
Links to families through home and community involvement

Intermediate (3-6) Literacy Instructional Framework
Reading Workshop: Independent Reading Guided Reading Literature Study
Writing Workshop: Independent Writing Guided Writing Investigations
Language/Word Study: Interactive Language and Literacy Word Study
Conventional Use of Written Language

The Intermediate Framework includes:
Exploration of the intricacies of language across multiple genres
Attention to the meaning and structure of words and the conventions and forms of written language
Connection to literature using self-selected and teacher-selected texts
Construction of meaning and effective comprehension during extended periods of reading time
Development of writing strategies and skills, opportunities to learn about the writer's craft, and support in using writing as a tool for learning and communication

Guided Reading Library

Clinton Elementary has developed an extensive Guided Reading Library over the past 10 years. Teachers access this library to choose books for their classroom guided reading groups. With a wide array of levels and genres, it is easy for teachers to find just the right book for instruction with a small group of students with similar learning needs. This library covers all the grades (K-6) and teachers can access the inventory on their computers and search by level, title, author, and genre. The GRL is inventoried each spring and teachers provide input into ordering new books to cover gaps and replace worn copies.

Literacy Teams

Clinton Elementary has a dedicated group of teachers that meet over the course of the year. 
Their task has many facets:
  • Work closely with the Literacy Coordinators and Principal monitoring the reading progress of students by analyzing their assessment data;
  • Establish Intervention Team Meetings for meeting specific student needs within the classroom;
  • Maintain a Literacy Wall of Progress for K-3 and 4-6;
  • Help write an annual Literacy Report;
  • Plan for literacy events and activities throughout the school year;
  • Help support teachers’ professional development in literacy;
  • Promote home/community/school literacy connections;
  • Help inventory and up-date the Guided Reading Library each year.