Implementing Our Programs

Coordinated Modules

Though they function as discrete modules, the three core programs that make up the CCC Collaborative Literacy suite—Being a Reader, Being a Writer, and Making Meaning, plus SIPPS for intervention—are coordinated to address all of the central skills traditionally taught in the language arts block. All three core programs share the same pedagogy of the Collaborative Classroom, pairing literacy instruction with activities that foster students’ social and ethical development.

Across the day, students hear high-quality children’s literature read aloud and are provided with daily opportunities to read, write, and discuss ideas in response to texts. Cooperative structures are shared across the programs. These structures help students learn to work together, develop social skills, and take responsibility for their learning. The programs aid teachers in creating classroom communities that help students feel empowered, supported in taking risks, and responsible for themselves and to the group.

Implementation Guide

The programs that make up the CCC Collaborative Literacy suite complement and reinforce one another. Certain elements, such as cooperative structures, social skills instruction, facilitation techniques, and assessment types are common to all three programs. Understanding where these overlaps occur will help you make the most of your instructional time. The Implementation Guide for grades K–6 helps teachers with lesson planning and pacing, based on the length of a teacher’s language arts block.

groups of students at tables in a classroom with a teacher in each group