Transcript Coaching as Part of Systematic Professional Development

BALANCED
LITERACY
The Whys and Whats
Lori Butler, Literacy Coach
Harding Elementary School
Realities
In 2007
Within LASS schools, only 60% of all
students in grades 6-8 pass ISTEP.
There is a 20% gap between
economically advantaged students and
economically disadvantaged students,
as well as between Caucasian and
African American or Hispanic students
in all LASS schools.
An extensive survey was conducted by
the LASS Literacy Team in 2007 to
determine literacy instructional practices
being used by teachers. Of the
teachers responding to the survey:
38% did not use vocabulary building
strategies every day
65% did not teach interactive writing
80% did not regularly use guided
reading
In addition, from an assessments
perspective:
61% did not use running records
either weekly or monthly
Only 50% individually conferred with
their students at least monthly
Instructional Practices
Many teachers primarily use whole group
instruction targeted toward the middle of the
class.
Many teachers cannot list an individual
child’s strengths and weaknesses as a
reader.
Many teachers do not have a deep
knowledge of effective literacy practices that
are necessary to help the struggling child.
So where do we go from here
and what is behind the
research?
Lead with questions, not answers.
Engage in dialogue and debate, not coercion.
Conduct autopsies, without blame.
Build red flag mechanisms that turn information into
information that cannot be ignored.
Collins, J. (2001). Good to Great
Creating a growth community
Create a culture wherein people have a
tremendous opportunity to be heard.
Determine the truth of the current
situation and reality.
Hit the realities of the situation head-on.
Respond to adversity in a way that builds
strength.
Collins, J. (2001). Good to Great.
Allington’s research tells us
students need…
Time
Texts
Talk
Tasks
Teaching to each child’s needs
Assessment
Training
Time, Time, Time
Variation in Amount of
Independent Reading in 5th Grade
Test
%-ile
Minutes of Reading Per
Day
Number of Words Per
Year
90
40.4
2,357,000
50
10
12.9
1.6
601,000
51,000
Allington, 2001;Adapted from Anderson, Wilson, & Fielding, 1988
Texts, Texts, Texts
TEXTS
Appropriate texts for student processing
Interesting texts and materials
Varied genre at all levels
Choice
Talk, Talk, Talk
Talk
Conversations, not interrogations
Not traditional question, respond, and
evaluate
Leading children’s thinking, not telling.
Thinking aloud
Tasks, Task, Tasks
Tasks
Children engage in inquiry and
problem-solving
Student generated responses
(Not worksheets and test practice)
Choice
Teach, Teach, Teach
Teach
Explicit teaching with guided practice and
application
Side-by-side teaching
Mix of whole group, small group, and
individual
Bases upon students’ needs
Assessment,
Assessment,
Assessment
Assessment
Ongoing
Imbedded
Drives instruction one-on-one, small
group, and whole group
Qualities of effective classroom
teachers of reading:
Understand reading and writing development and
believe that all children can learn
Assess children's progress and relate instruction
to their experiences
Know a variety of ways to teach reading and how
to combine methods to be effective
Use a variety of materials and texts for reading
Use flexible grouping strategies to meet individual
needs
Provide help to children strategically
IRA, 2000
Training, Training,
Training
Effective Training
Presentation of theory or description of
skill/strategy
Modeling or demonstration
Practice in the classroom
Structured and open-ended feedback
Coaching for application (in-classroom
assistance)
Joyce, B., & Showers, B. (1980, February) Improving inservice training: The
message of research. Educational Leadership, pp. 379-385.
Professional development must
be:
Sustained, ongoing, and intensive
Supported by modeling and coaching
Collective problem solving around
specific problems of practice.
Darling-Hammond & McLaughlin (1995)
Intense support for teachers
Opportunities for reflection
Anders, Hoffman, and Duffy (2000)
With an understanding
of the “whys,” what is
this framework all
about??
Four Kinds of Reading
Interactive Read Aloud
Shared Reading
Guided Reading
Independent Reading
Four Kinds of Writing
Shared Writing
Interactive Writing
Guided Writing (Writer’s Workshop)
Independent Writing
Three Blocks
Reading Workshop:
Students read a variety of self-selected and
teacher selected texts for extended periods of
time. They construct meaning and make
connections as they learn from and about
reading. Students learn effective
comprehension strategies that they apply to
all reading genre.
Guided Reading Groups
MIL’s (Literacy Stations)
Sharing
Writing Workshop:
Students develop writing strategies and skills,
learn about the writer’s craft, and use writing
as a tool for learning and communication.
Writing for sustained periods, they explore
different genres and formats for a range of
purposes and for a variety of audiences.
Mini Lessons
Guided Writing
Individual Writing
Individual Conferences
Sharing
Language and Word Study:
Students explore the intricacies of language
across multiple genres including literature,
informational text, and poetry. They
investigate the meaning and structure of
words and the conventions and forms of
written language.
Interactive Read Aloud
Shared Reading or Performance Reading
Interactive or Shared Writing
Word Study
Vocabulary Instruction
MEANINGFUL & AUTHENTIC
Every assessment, lesson, activity, or task
is both meaningful and authentic.
Is it relevant to the student’s needs and
learning?
Is it presented and completed in a “real-life”
manner?
Is the lesson only pertinent to the particular
task?
Comparisons
Individuals: Using a Venn diagram,
take five minutes and compare your
host classroom framework to this
framework.
Share with your table, discuss the
differences in place, and what you
would change in your own classroom.