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Rutgers Center for Literacy Development
Expanding Literacy Bridges: The Califon-Rutgers Connection Professional Development Team: Dr. Lesley Morrow Kenneth Kunz Maureen Hall
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Meet the Coaching Team Kenneth Kunz, Ed.M. Reading Specialist
Affiliations: Rutgers Center for Literacy Development, Bloomfield College, Children’s Literacy Initiative, Rutgers Ed.D. Program Research interests: teacher leadership and professional development Working With Grades: 1-5 Maureen Hall Affiliations: Research interests: Working With Grades: Pre-K, K, 6-8
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Language Arts Throughout the School Day
Objectives to be Accomplished 1. To improve student achievement in Language Arts. 2. Initial observations of the Literacy Program at Califon School conducted by the Center for Literacy Development at Rutgers. Individuals involved are Lesley Morrow, Kenneth Kunz, and Maureen Hall. 3. Observations will describe current instructional trends and practices. 4. Following the observations discussions about goals to achieve in literacy instruction will be set. 5. Coaching throughout the spring will build on teachers’ strengths and focus on literacy instruction in the classroom as aligned with the Common Core.
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An Exemplary School Day
What constitutes “balanced literacy?” Phonemic Awareness & Phonics Fluency Vocabulary Development Comprehension Instruction Writing Motivation A lot of reading of connected text during partner reading, independent reading, whole class reading, and in small group reading in informational and narrative literature. The ultimate goal is the ability to read more complex text with comprehension Independent Activities Upon Entering Your Class Independent Reading and Writing Morning Meeting Morning Message Vocabulary Thematic Storybook Reading Comprehension ( story structure) Complex text Mini-Skill Lesson Comprehension or Word Work (irregular consonants )
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Language Arts Block Small Group Differentiated Instruction Assessment
Stations Activities (or Independent Practice): Providing practice & reinforcement for strategies taught Vocabulary Comprehension Fluency Writing Partner reading, independent reading Word work Small Group Differentiated Instruction Assessment Instruction guided by assessment Writing Workshop Mini Lesson (theme of writing) Draft Conference Revise Edit Publish CORI, Concept Oriented Reading and Writing
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Language Arts Continued…….
\ Always Include Explicit Instruction MOTIVATION Content and Activities that are RELEVANT INTEGRATION Of reading, writing, listening, speaking in content areas and all of the Language Arts taught concurrently and daily in literacy instruction THEMES
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Model for an Exemplary Day
Teachers include Daily: Whole group reading and writing Small group reading and writing One on one reading and writing Guided reading and writing Independent reading and writing Shared reading and writing Interactive reading and writing Content Area Reading and writing
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Teacher_____________________ School _____________________ Grade__________
The room: Is it neat? Is it organized for small group and whole group instruction? Explain Is the environment literacy rich: many literature genre, accessible organized books, writing area. Explain: The organization of the school day: What activities occur, for how long and when?
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Observe for the following Page 2
How are the following taught: Phonics, vocabulary, comprehension, fluency, writing (explain) How is literacy instruction organized throughout the day: small groups based on achievement, whole group explicit instruction, What happens in small group reading instruction?
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Observe for the following Page 3
How are children assigned to station activities or organized for independent work? Are they on task? What activities are children involved in during independent work? Possible work stations: silent independent reading, partner reading, word work, comprehension/vocabulary/fluency, writing. etc.
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What Is Observed Page 4 How is differentiation of achievement handled? ( high, middle low children) When children need intervention how does that take place? Is reading integrated into content areas? If yes how? Is content integrated into the Language Arts block? What roles do the different adults in the room play? (teachers, aides, special teachers) When and how does collaboration with staff and teachers take place?
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Literacy Rich Literature Environment
Multiple books for guided and independent reading. Authentic Children’s Literature Narrative and Informational Text (Common Core: 50/50) Organized by level, interest, genre, author, etc. Literacy Rich Literature Environment
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Multiple Genres Available
Fiction Non-Fiction Picture Books Informational Books Magazines Biography Poetry Novels
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Our Coaching Focus Build on teachers’ strengths
Provide literacy professional development to support teachers’ needs (general needs assessment conducted) Some Possibilities: Planning, Co-Teaching, Modeling Using research-based best practices
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What This Looks Like: Ongoing Communication and Collaboration
Pre-Conference or Setting a Purpose In-Class Support (Working alongside the coach) Sustainability (Trying things on your own) Reflection (Next Steps)
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Contact Information Kenneth Kunz Phone: Maureen Hall Phone:
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