nancy k. hopkins literacy coach/intervention specialist
TRANSCRIPT
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Nancy K. HopkinsLiteracy Coach/Intervention Specialist
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Roaming the Known 3rd-5th
Individual Reading InventoryScholastic Reading InventoryState exam in reading and writing Interests Inventory
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•Classroom Management•Content Planning with Literacy•Instructional Strategies•Assessment for Learning
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•Provide structure by listing activities and transition times•Explicitly teach students their expectations (voices for different activities)•Praise more than they criticize•Self reflective activities
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•Are students engaged? Actively or passively?
•How many disruptions occur during instructional time?
•Do students know how they are expected to act during activities and transitions?
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Student Engagement • Do students know what they are going to be
learning about and why?• Is teacher prepared or just pulling it out of
the hat?• Does the teacher hold the students
accountable for their own learning?• Has the teacher considered the level of
engagement they might expect from this activity?
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Content Planning and LiteracyBe intentional about what you teach- develop
essential questions, map out your lessons
Let students know what is to be learned and why
Vary the depth of knowledge- from simple recall and retell to strategic thinking
GPS- know where you’re going and how to get there- don’t keep it a secret
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Coaches Role: Observe and AskWhat unit are you working on? Is it part of
the curriculum for your grade?Providing conceptual maps- planning
backwardsIdentifying major teaching points and making
those transparent to studentsIncorporating reading, writing and content-
providing resources
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Instructional StrategiesMechanical- students learn information that
has very clear, correct information- taught through direct, intensive-explicit approachModeling, practice, checks, feedback, precise
monitoringMetaphorical- “Isn’t this a beautiful poem?”-
best taught through constructivist structuresCooperative learning, experiential and inquiry
based learning, HOTS, journaling
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Assessment for LearningReading and Writing Response LogsOne-to-One ConferencesChange over time in reading and writing
behaviorsChecking for misconceptionsListening to Literature Discussion groupsGraphic organizersPaper and pencil
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Coaching Conversations= Change
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Going to their Zone- PlanningGreat read-aloud to use as a mentor text to
hold attention, give us a visual, help us make a connection, provide enjoyment and point us toward the learning content
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Getting their attentionDemonstrationHands-onScience as InquiryFun and factual
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Writing to understandThen… I wonder what would happen if…Or a new investigation that is inquiry basedOr a new fictional text written that goes
along with the Mentor textScience Notebooks
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Reading to Learn MoreGuided reading texts on the same topicGuided reading texts in genre- non-fictionIndependent reading to learn more about
topicReading Response logs to continue
wondering, questioning, summarizing, etc.