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 3 rd 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?