Reading Clinic Struggles and Triumphs

Endless Possibilities Program SUNY Geneseo and Rush Henrietta School District

Who do we serve?

Literacy Master’s Candidates seeking certification in Literacy B-6 and Literacy 5-12 in New York State

(Candidates hold a prior teaching certification)

Candidates must take two sections of Clinic- two levels are offered- elementary and middle school

Struggling Readers in two settings: Rural Elementary

School near campus

Urban/Suburban Middle School 25 minutes from Campus located near 3rd largest city in NY State

What does the Endless Possibilities clinic look like?

Master’s candidates come to the Middle School site- and meet in the Library. 3:45-4pm middle school students

arrive, have snack, listen to a read aloud

4-5pm one on one tutoring 5:15-6:15 pm critical reflection and

instruction

How does this support interns to better understand scaffolded literacy instruction?

Presentations from district reading teachers, administrators and coaches on literacy curricular mapping

Study and application of Miscue Analysis and Running Records

Record keeping- lesson planning, assessment memos

Instructional time includes reflection and modeling of specific instructional strategies in writing, fluency, comprehension, word work and vocabulary development

How are reflection and peer coaching nurtured?

Reflective memos Daily observations with written

feedback Focus on Choice Words Two audio tape reflections Video Tape presentation and

reflection Literate Knowledge focus

How have programs evolved to include coaching and small group instruction to align with the IRA Standards?

Coaching: Video presentations Collaborative sharing environment Presentation of strategies

Small group: This is done at the Elementary level more Portions of tutoring time with peers- not all

Struggles

Administrative struggles: Small group with

Adolescents Better use of “two

clinics” Observing enough Lack of parent

communication Lack of response from

content area teachers Lack of balance

between reading, writing and word work

Learner struggles: Constructivism in

context Application of running

records- assessment based instruction

Instruction vs. activities If only there were more

time Moving beyond the

model Lack of word work

instruction Lack of writing

instruction

In their own voice:

“But I thought you wanted us to be constructivist. How can I provide direct instruction within a constructivist framework?”

Triumphs

Critical reflection- through “fishbowl” effect

Language used- Choice Words

Professional interactions

Confidence with upper grade levels

Variety of strategies- Creating texts for

mp3 players Voice soft ware Research- expository

text Candidates area able

to grapple with complexity of core elements- eg. fluency

Lingering questions…

How can I ensure my coaching is constructivist?

How do I guide candidates to see the import of their work?

How can I ensure that candidates balance instruction?

How can I ensure that candidates develop assessment based instruction?

How can I support increased instruction with parents and teachers?