1. C R E A T I N G A N D O R G A N I Z I N G
A L I T E R A T E E N V I R O N M E N T C O N D U C I V E T O L E A R N I N G
GETTING STARTED WITH THE
COMPREHENSIVE LITERACY MODEL
LEANNE BONGERS CANDICE JOHNSON
CLM MODEL CLASSROOM TEACHER GRADES 3-5 LITERACY COACH
bongersl@fortschools.org johnsonc@fortschools.org
School District of Fort Atkinson - Wisconsin
www.fortschools.org and www.fortschoolspcl.org
June 2013
GO!

2. MEET THE PRESENTERS

3. GETTING A PULSE:
HEARING ALL VOICES

4. GETTING STARTED WITH CLM:
CREATING AND ORGANIZING A LITERATE
ENVIRONMENT
• The purpose of this document is to help you get
started setting up your CLM classroom. The ESAIL
tool, developed by Dr. Linda Dorn, describes the
criterion required for you to create and organize
your “model classroom.” The following information
aligns to the ESAIL criterion to help you make sure
you have all the components needed to ensure
students progress and achieve in literacy.
*ESAIL published in Interventions That Work (Dorn & Soffos, 2011a)

5. GETTING STARTED WITH CLM :
CREATING AND ORGANIZING A LITERATE
ENVIRONMENT
• You may already have some of these components in
place, which is great! You may find the need to “tweak”
a few things to better align with criteria, or you may
need to open your mind to start something new!
Whatever the case, you will have the support of a
coach and other model classroom teachers to help you
along the way!
• Many people find the process of redesigning their
classrooms to be a breath of fresh air. The key is always
“less is more,” so many people purge and start with a
blank slate. Opening your mind to rearranging your
classroom to better support literacy instruction is the key
to starting anew!

6. T H E H E A R T B E A T O F T H E C L A S S R O O M
DESIGNING THE
CLASSROOM LIBRARY:

7. IMPLEMENTATION OF AN
ORGANIZED CLASSROOM LIBRARY
• ESAIL CRITERION 2: ORGANIZES THE CLASSROOM
• Descriptor 6: Classroom libraries contain an abundant amount
of reading material across genres, authors and topics.
• Descriptor 8: Books in classroom library are organized and
labeled according to genre, topic and/or by author.
• PURPOSE:
• Provides students with easy access to rich, diverse, high-quality
literature
• CLM MODEL CLASSROOM GOAL:
• Create a space for the classroom library to become the
“heartbeat” of the classroom with rich, diverse, high-quality
literature as the central focus

8. HOW TO GET STARTED:
Use $500 stipend to purchase books to build up and diversify your classroom library
• Focus on purchasing nonfiction and persuasive/
argumentative texts to align with CCSS
expectations
• Purchase texts that align with genre focus/units of
study

9. HOW TO GET STARTED:
Design and create an inviting classroom library space
Organize library with shelving easily accessible to students
Things to add to your library….
• rugs
• lamps
• couch/chairs/futon
• flowers/plants
• art
• stuffed animals of book
characters

10. HOW TO GET STARTED:
• Lamps
• Rugs
• Shelving
• Books easily
accessible

11. HOW TO GET STARTED:
• Lamps
• Gaming Chairs

12. HOW TO GET STARTED:
•Maybe a bathtub?!
Ask: What makes your
space special yet
promotes learning and
literacy?

13. HOW TO GET STARTED:
Rotate who
sits in the
tub or
special
chairs each
week so
there is
never any
question!

14. HOW TO GET STARTED:
* Old chairs

15. HOW TO GET STARTED:
Organize books into bins (1 color fiction, 1 color nonfiction,
and 1 color mixed fiction/nonfiction)
white baskets for fiction
grey baskets for mixed
fiction and nonfiction
blue baskets for nonfiction

16. HOW TO GET STARTED:
Organize book bins by applying appropriate labels
purple labels for genre/topic/themes
yellow labels for authors/series
white labels for
mixed fiction
and nonfiction

17. HOW TO GET STARTED:
Add labels to books so they can easily be returned to the correct bins
• Book label should
match label on
bin/basket
• Consider having a
“Help Me” basket
where students can
place books if they
cannot find the
bin/basket where
the book belongs

18. HOW TO GET STARTED:
Organize book bins by applying appropriate labels

19. HOW TO GET STARTED:
Organize book bins by applying appropriate labels
•White baskets with purple
labels (fiction genres)
•Blue baskets with purple
labels (non-fiction genres)
* Truly the „heartbeat‟ of our
classroom – we spend a lot of
time in our classroom library…

20. HOW TO GET STARTED:
Add labels to books so they can easily be returned to the correct bins
* Red Dot: Indicates it is
a mentor text. Students
may read but the book
cannot leave the room!

21. Learning from
different
mentor texts
transfers into
students‟
Thoughtful Logs
for students to
practice
strategies
independently.
Mentor Texts

22. HOW TO GET STARTED:
Organize book bins by applying appropriate labels
* Grey baskets for
mentor texts used
throughout the year for
6-traits and genres

23. HOW TO GET STARTED:
Establish routines for using the classroom library, checking out books, and selecting texts

24. HOW TO GET STARTED:
Establish routines for using the classroom library and checking out books by creating a
check-out schedule/day to use the library
• Create a check-out
schedule for
students to use the
library
• Helps to foster
purposeful use of
library and purposeful
selection of texts
• Students can then
use most of
independent reading
time every day for
READING

25. HOW TO GET STARTED:
*Consider
closing off
your
classroom
library until
students learn
how to use it.
*Having a
library in the
classroom is a
PRIVILEGE!

26. HOW TO GET STARTED:
*Co-construct a
letter to your
principal to invite
him or her to be
the ribbon cutter at
the opening of
your classroom
library!

27. C R E A T E A N D D E S I G N S P A C E S F O R P L A N N I N G ,
T E A C H I N G , A N D L E A R N I N G
IMPLEMENTATION OF A
WELL-ORGANIZED CLASSROOM:

28. IMPLEMENTATION OF A
WELL-ORGANIZED CLASSROOM
• ESAIL CRITERION 2: ORGANIZES THE CLASSROOM
• Descriptor 2: Classroom is designed for whole group, small group and
individual teaching and learning.
• Descriptor 3: Teachers’ workspace and instructional materials are
organized for teaching and learning.
• Descriptor 4: Students’ materials are organized and easily accessible.
• Descriptor 7: Literature for daily instruction is organized and accessible.
• PURPOSE:
• Provides students with organizational skills and strategies needed to meet
the rigorous demands and daily routines of the reading and writing
workshop
• CLM MODEL CLASSROOM GOAL:
• Design and organize the classroom environment to reflect the value and
importance of literacy learning to facilitate easy access to literacy tools for
teacher and students

29. HOW TO GET STARTED:
Design and organize whole group learning area to accommodate space for all learners with
supplies readily and easily accessible (i.e. easel, anchor chart paper, markers, highlighter tape,
mentor texts)
• Design space for
whole-group
instruction
• close to SMARTBoard
• close to document
camera
• area rug for students to
gather
• organize space in easel
to have makers,
highlighter tape, post-its,
mentor texts etc. (desk
drawer organizers work
well on the shelf in the
easel)

30. WHOLE-GROUP
INSTRUCTION
•Back carpet area w/
easel -or-
• Desks facing
Smartboard

31. HOW TO GET STARTED:
Design and organize small-group teaching area to accommodate all learners with
supplies readily and easily accessible (i.e. table, chairs, tabletop easel, guided
reading/literature discussion group texts, pencils)
• Design space
next to table
to organize
materials for
small-group
instruction
• pull-out
drawers for
each group
• bins for each
group
• drawers with
post-
its/pens/tape
easily
accessible

32. HOW TO GET STARTED:
Design and organize teacher instructional materials
(teacher manuals, lesson plan book, formative assessment binders, teacher
desk/bookshelves, etc.)

33. Desks
Desks (24 Kids)
Desks
Desks
Desks
Storage Small-Group
Work Table
Shelving
Small-Group
Instruction
Tub
Whole-
Group
Carpet
Area
Shelving
Shelving
Storage
Teacher
Desk
Storage
Small-Group
Work Area/
Comfy Chairs
Door
Smartboard

34. HOW TO GET STARTED:
Design and organize storage and display of mentor texts for easy access
(bins, bookshelves, display ledge, crates, etc.)

35. HOW TO GET STARTED:
* Have space for
students to access
mentor texts after you
use them.

36. HOW TO GET STARTED:
Provide organizational tools for students (i.e. independent reading boxes, writing
process binders/portfolios, published writing portfolios, seat chair covers)
• Provide students with
independent reading
boxes/literacy bins to
store…
• read-to-self books
• thoughtful logs
• writing process binders
• Provide students with
seat chair covers to
store…
• whiteboards
• erasers
• markers
• clipboards

37. HOW TO GET STARTED:
Provide a space for a “writing center” so students can easily access writing process
tools independently and a writing process binder for independent writing
• Provide students with…
• dictionaries
• thesauri
• drawers/bins for writing process
tools
• prewrite sheets
• draft paper
• revising/editing checklists
• Provide students with a writing
process binder or folder to
help them organize supplies
and texts for independent
writing
• folder/sleeve for each stage of
the process
• pouch for draft/revise/edit pens

38. HOW TO GET STARTED:
* Bins with
students
writing
binders,
Thoughtful
Logs, and
ind. reading
books

39. H O N O R A N D V A L I D A T E T H E I M P O R T A N T W O R K
O F R E A D E R S A N D W R I T E R S
DISPLAYING STUDENT WORK:

40. DISPLAYING STUDENT WORK
• ESAIL CRITERION 1: CREATES A LITERATE ENVIRONMENT
• Descriptor 1: Reading responses through writing (thoughtful log
entries) are displayed on walls and in hallways.
• Descriptor 2. Writing drafts and/or published pieces are
displayed on walls and in hallways.
• PURPOSE:
• Honors students and validates their work as readers and writers
• Makes learning and thinking visible to a larger community of
readers and writers
• CLM MODEL CLASSROOM GOAL:
• Change displayed worked quarterly (minimally)

41. HOW TO GET STARTED:
Find wall space in classroom and hallway to display thoughtful log entries
and writer’s workshop pieces
• Find space in classroom
and hallway to display
writing from writer‟s
workshop
• consider adding “Meet
the Author” biographies
next to work to validate
work as real authors
• change work minimally
once a quarter

42. HOW TO GET STARTED:
Find wall space in classroom and hallway to display thoughtful log entries
and writer’s workshop pieces
• Find space in classroom
and hallway to display
writing about reading /
thoughtful log entries
• consider titling space
“Thoughtful Responses”
• provides students with
“mentor texts” of quality,
deep, thick written
responses to writing
• consider posting
thoughtful log responses
from LDGs

43. HOW TO GET STARTED:
Find wall space in classroom and hallway to display thoughtful log entries
and writer’s workshop pieces

44. HOW TO GET STARTED:
* Thoughtful Responses

45. HOW TO GET STARTED:
Find wall space in classroom and hallway to display thoughtful log entries
and writer’s workshop pieces

46. M A K E T H I N K I N G A N D L E A R N I N G V I S I B L E
IMPLEMENT CO-CONSTRUCTED
ANCHOR CHARTS:

47. IMPLEMENTING CO-CONSTRUCTED
ANCHOR CHARTS
• ESAIL CRITERION 1: CREATES A LITERATE ENVIRONMENT
• Descriptor 4: Co-constructed language charts embrace student
language and are displayed on walls and in students’ notebooks.
• PURPOSE:
• Makes learning and thinking visible
• Promotes acquisition and transfer of skills as learning moves from the
wall (anchor chart), to the thoughtful log (resource tool for
help/problem-solving), to the brain (self-regulation)
• CLM MODEL CLASSROOM GOAL:
• Create co-constructed anchor charts across the curriculum in ALL
subject areas
• Organize display of anchor charts to make them easy to find and
access

48. HOW TO GET STARTED:
Organize display of anchor charts to make them easy to find and access by
labeling/grouping them and designating wall space for each subject area
• Use
sentence
strips to
organize
and
display
anchor
charts

49. HOW TO GET STARTED:
Organize display of anchor charts to make them easy to find and access by
labeling/grouping them and designating wall space for each subject area
•Anchors teaching point
•Co-constructed

50. HOW TO GET STARTED:
Organize display of anchor charts to make them easy to find and access by
labeling/grouping them and designating wall space for each subject area
* Displayed in
layers for
easy access

51. HOW TO GET STARTED:
Organize display of anchor charts to make them easy to find and access by
labeling/grouping them and designating wall space for each subject area

52. area
* „Anchor‟
learning
from all
subject
areas

53. Anchor charts eventually transfer into Thoughtful Logs to promote
independence.

54. W H A T T O T E A C H T H E F I R S T 2 0 D A Y S
MOVING INTO EXPLICIT,
HIGH-QUALITY INSTRUCTION:

55. WHAT TO TEACH THE FIRST 20 DAYS
• CLASSROOM ROUTINES/PROCEDURES
• Teach Independent Reading Expectations (See slide 62.)
• 1. Find a spot to read.
• 2. Start reading right away.
• 3. Read the whole time (independent book or LDG text).
• 4. Be strategic…use strategies to help you comprehend!
• 5. Flag thinking or respond in thoughtful log.
• Teach Independent Writing Expectations
• 1. Find a spot to write.
• 2. Start writing right away.
• 3. Write the whole time.
• 4. Use the writing process and think about the 6 Traits.
• 5. Conference and reflect to make your writing stronger.
• Teach Turn and Talk Expectations
• 1. Sit elbow-elbow-knee-knee.
• 2. Make eye contact.
• 3. Think about what is being said.
• 4. Say something meaningful.
• 5. Use a 1-2 voice level.

56. WHAT TO TEACH THE FIRST 20 DAYS
• CLASSROOM ROUTINES/PROCEDURES
• Teach use of classroom library and selecting/previewing text.
• (See slides 23 and 24.)
• Teach purposeful use of the thoughtful log.
• 1. How to write about your thinking. (See slides 57-62.)
• 2. How to use each section of the log. (See slide 63.)
• Teach use of purposeful talk (See slide 64.)
• 1. Hear All Voices (See slide 65.)
• 2. Say Something Meaningful
• 3. Listen with Intent
• 4. Keep the Lines of Thinking Alive (See slide 66.)
• 5. Be Flexible with Your Thinking.
• Develop Common Expectations for Whole-Group Meeting/Instruction
Space
• 1. Sit criss-cross with hands in lap.
• 2. Zero voice level.
• 3. Supplies on the floor in front of you.
• 4. Sit by someone who will help you learn.
• 5. Eyes on the speaker and think about the learning.

58. Guided Practice: Students „try
on the skill‟ in close proximity to
the teacher moments after you
teach it
GUIDED
PRACTICE:

63. Grades K-2 Thoughtful Log
TABS:
- My Thoughts
- Genre Learning
- Powerful Words & Phrases
- Word Work
Grades 3-5 Thoughtful Log
TABS:
- My Thoughts
- Genre Learning
- Powerful Words & Phrases
- Author’s Craft
- My Strategies

64. -Explicitly teach each
of these using mini-
lesson protocol
-Teach each skill
without text first
-Then teach each skill
using text
Purposeful
Talk

65. HEARING ALL VOICES

66. Keep the Lines of Thinking Alive
- Model weak and
strong examples

67. WHAT TO TEACH THE FIRST 20 DAYS
• Teach the 10 STRATEGIC READING BEHAVIORS,
Teaching for Deep Comprehension, CHAPTER 4, P. 42
• Reread
• Preview and survey text
• Ask questions before, during, and after reading
• Read aloud to clarify thinking
• Use story structure, text genre, and writing conventions
• Use text aids to extend meaning
• Mark texts and record notes (flag thinking)
• Use context clues to infer meaning
• Write about your thinking in your thoughtful log. Discuss ideas
with others