February 2th 2015

• Sign in, Get name tag & Teacher Info

• Find a seat & get comfortable

• We will start at 5:00p.m.

• Shelley Gomez, Academic Advisor, is with us tonight!

• Submit “Teacher Info” form before you leave tonight

WELCOME TO LCRT 6915:SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL

DEVELOPMENT

Important Information

from

SHELLEY GOMEZACADEMIC ADVISOR FOR LLCRT

STUDENT SERVICES

SCHOOL OF EDUCATION & HUMAN DEVELOPMENT

•Graduation: Application & Timeline

•MA Portfolio

• Philosophy, MA Reflection, Livetext questions?

•CDE Endorsement/PLACE Exam

•CU Email system is official mode of communication

•Your questions?

Shelley Gomez

LLCRT

Academic Advisor

Face-to-Face

WELCOME to

LCRT 6915!

•Face-to-face whip around introductions (your name, grade level you teach, school/district, learners, how is literacy taught? Assessed?)

•Syllabus, Purpose, Learning Experiences & Assignments

•Course Calendar & Important dates

Reading Specialist

Literacy Coach

Literacy Coaching

COMMON THEMES

from the

Threaded Discussion

Common themes in Threaded Discussion

• IRA Standards are confusing!

• Reading Specialist versus Literacy Coach

• IRA Standards started out separating the roles & responsibilities of the two positions while recognizing both required a similar knowledge base about reading research and practices.

WHY THE CONFUSION? • With the implementation of the 2

positions in the field, the distinctions and shared understandings have become “muddied;” Responding to reality.

KEEP IN MIND • It is very important to get

clarification on roles, responsibilities & expectations when interviewing & being hired for a position as Reading Specialist or Literacy Coach.

Common themes in Threaded Discussion

Good Literacy Coaches • Build rapport

• Gather info (before observation)

• Spend time in class before observing to coach

• Watch & record data that aligns with focus set by the teacher

• Let the teacher respond first

• Listen & ask questions*

• Point out positive practices

• Involve teacher in the exchange of observations & reflections

• Remember that the students are the ultimate focus; What did they learn? What evidence supports this? What will be helpful for the students?

Cautions• Clarify the purpose of

observation from the start & destination of the report

• Recognize if/when a coach doesn’t have the knowledge you need

• Coaches can end up being used for “filler” in schools

• Coaches learn as much from the classroom teacher as coach reflects on his/her own teaching

Circulate &

Share Your Info &

Interests

Consider & share: • Who are your students? • What areas of literacy have been a

major focus with your students this year?

• What progress in literacy have you observed your students make? What evidence supports their learning?

Share & Discuss • What literacy goals did you

articulate in LCRT 6910 or LCRT 6911? Are these goals still current?

• What do you need or want to improve NOW in the area of literacy to meet your students’ needs?

Groups of

2s & 3s

Where does your practice needsome fine-tuning?

What aspects of your instruction are you wanting or needing to improve in the areas of reading, writing, text, language?

For example: Activating Ss’ schema? Asking Qs pre-during-post

reading

Emphasizing vocabulary? Using non-fiction text features

Asking quality questions of Ss? Writing conventions

Emphasizing higher level thinking skills?

Determining importance? Close reading?

Making inferences? Other?

Summarizing?

Heads up: During week 5

You will be asked to select a literacy focus for 6915 & digital coaching sessions

• What do you need or want to improve NOW in the area of literacy to meet your students’ needs?

• What specific steps will you take to advance this focus?

• What evidence will you look for to document that you are making progress on this focus?

Foundations of your literacy knowledge

base

&

Your literacy

philosophy

Foundations & Ground work

YOUR COURSE OF STUDY IN THE LLCRT MA PROGRAM

• Writings about foundations of literacy & language (historical perspectives, foundational theory & research, perspectives about literacy & privilege, sociocultural perspectives on literacy, etc.)

• Connections between language & literacy development (primary & K-12);

• Writing development; reading development;

• Linking assessment with instruction;

• Connections between literacy & culture;

• Supporting literacy & language learning with children’s & adolescent literature;

• Think about the pieces of writing you can use or pull from.

CONSIDER THE COURSE WORK & THEORETICAL UNDERPINNINGS OF YOUR BELIEFS

You’ve taken course work in:

Foundations of literacy, language & culture

Literacy teaching & learning Primary literacy Writing development process Language development Literacy across the curriculum Child/adolescent literature Literacy assessment linked to

instruction Multiculturalism & education Educational research

Carousel Brainstorm: • Whose work have you

read?

• What is the research that grounds your practice?

• What theories & research ground your beliefs?

BREAK!

Historical Perspectives for Teaching Reading

•Examining the Historical Context for Teaching Reading (Vogt & Shearer)

• Four Ages of Reading Philosophy & Pedagogy (Turbill article)

Historical Perspective Four ages of Reading

FRAMEWORK

1. Age:

2. Time period:

3. Focus in teaching reading

4. Features of this Approach to reading

Historical Context for Teaching Reading

1. The early years

2. First half of 20th

century

3. Second half of 20th

century

4. Twenty-first century

Why is it important for you to understand the historical influences of methods & approaches to

teaching literacy used in the US?

Team up with 1-2 classmates, brainstorm & jot down what you know about the history of literacy instruction in the US?

What features from which eras are evident in your context today?

Follow up: • What label would you give the current age of reading (today)?

Literacy

Language

Culture

Culturally responsive instruction

WHOSE WORK, WHAT RESEARCH, WHAT THEORIES GROUND YOUR KNOWLEDGE & BELIEFS ABOUT LITERACY

TEACHING & LEARNING?

(SEE CHARTS)

Getting Started on the Philosophy

Consider aspects of literacy teaching and learning that are important to you. These may be general, such as

The importance of using assessment to inform instruction;

The importance of planning & delivering instruction that is responsive to students’ broad cultural backgrounds; or

Learners’ language, learning & thinking are interrelated.

These aspects could be specific, such as

The importance of small group instruction; or

The importance of supporting learners’ in-class discussion about new content; or

The importance of using formal & informal assessments.

Your philosophy may include beliefs about teaching & learning that are not directly related

to literacy, such as

working with second language learners of English;

advocating for students & families;

providing students with choice; or

including multiculturalism in your curriculum;

Other?

Literacy

Language

Culture

Culturally responsive instruction

Curriculum & Assessment

What else?

ON YOUR OWN:

DRAFT 5 TO 8 STATEMENTS ARTICULATING YOUR BELIEFS ABOUT LITERACY TEACHING &

LEARNING

For next week, As you advance your philosophy…

1. Re-read the academic papers and reflections you have written in the MA course work. Reflect on your learning journey and knowledge base.

1. Advance the 5 to 8 beliefs you have generated here & add a paragraph to each belief articulating why you feel this is important to you and to your students’ literacy learning.

2. After each paragraph, list the primary resources from the professional literature for the essential concepts that back up your beliefs.

1. Bring 3 paper copies & post this on Canvas (Week 3: See Canvas).

LCRT 6915, Week 3, Feb. 9th Face-to-Face

Reading Research, Instruction, & Leadership

-Philosophy Paper Workshop #1

-Determine Philosophy Paper Reading Partners

DO YOU NEED/WANT THIS?

-Academic Writing & APA Style 6th Edition (CU WRITING CENTER)

- Livetext support???

Complete these readings for today’s class:

-Long & Seldon’s Chapter “Reading Research & Federal Policy Over the Past 35 Years” (in Edited book by Samuels & Farstrup) (See Canvas)

-Vogt & Shearer Textbook: Ch. 3 “Leading a Collaborative Vision;” Ch. 4 “Determining a School’s Literacy Needs”

Post Reading Notes to Canvas by 2/9, 5pm for Long & Seldonchapter and Vogt & Shearer Ch. 3 & 4

-Post on Canvas & bring 3 paper copies of your philosophy belief statements. Develop 5-8 belief statements with a 1-paragraph narrative to ground each belief. After each paragraph, list primary resources for major concepts addressed in each paragraph

BEFORE YOU LEAVE, SUBMIT

Teacher information form!!

YOUR QUESTIONS?