Literacy Coach:

How to Contact Us:  

 Tier I: Core classroom reading instruction that all students receive.  Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., at least every two weeks) that struggling readers receive.  Tier III: More intensive intervention and frequent progress monitoring (e.g., at least every two weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II. (Cyndi Castello-Bratteson, 2011)

 Flexible, fluid grouping based on informal and formal assessments as well as anecdotal note taking.  Meaningful centers using researched based strategies on previously taught subject matter.  PLEASE NOTE: Guided reading should not take place until center management has been implemented!

 Choose 4 centers and create a workboard (optional).  Decide how you want to group your students for centers.  Model the expected activity.  Walk the room during centers to monitor management.  Begin meeting with guiding reading groups when the centers are running well. (Cyndi Castello-Bratteson, 2011)

Materials: Leveled readers Chart paper Composition notebooks for anecdotal note taking Sticky notes (Cyndi Castello-Bratteson, 2011)

 1. Text Introduction  2. Find & Frame  3. Model or review the skill/strategy  4. Listen to students whisper read  5. Take notes on each student  6. Comprehension discussion  7. Make one or two teaching points  Optional extension activities:  Word Work  Comprehension Ideas

 Group your students using both assessment results and your judgment.  Meet with at-risk groups 3-5 days a week  Meet with proficient readers at least 2 times per week.  Try to meet with 2 groups a day, especially during push-in. (Cyndi Castello-Bratteson, 2011)

 Anecdotal note taking! This is imperative as it should be used to drive instruction and is a paper trail of students’ progress and/or struggles.