1. Literacy Coaches October 17, 2017

2. LSKY Literacy Data
Emphasis of presentation: LLI / red level intervention will only take us so far. There is an increasing need to differentiate classroom instruction at the universal level to meet the diverse needs of learners

3. Designing research based programs
What Really Matters for Struggling Readers,
Richard Allington, 2012
Summary Excerpt Jigsaw
Richard Allington is a prominent American scholar in the field of literacy. Research that is often quoted states that 95% of children that can read by the end of grade 3 will graduate. This work comes from Allington. He spoke at a reading conference that I attended about 4 years ago and I found his work very compelling The summary that appears at the beginning of this book highlights some of his key ideas. While the ideas seem simple, the reality is that we continue to struggle with implementation.

4. Six Thinking Hats
Work in groups of 6. Select your role. All read the article but each with a different purpose.
We are going to use the six thinking hats routine as a process to read and discuss the article.
At your table groups of 6 assign the roles (on the screen and on poster on your table. (pick a pipe cleaner or block)
Each person will read the article, but each with a different role and purpose.

5. Six Hats Thinking routine:
White hat will summarize the facts presented in the article to the group…only facts.
Yellow hat will read for the positive aspects of the piece.
Blue hat will focus on actions that need to be taken be taken based on the article.
Green hat will present any new perceptions, new ideas
Black hat focus on questions or cautions
Red hat will explore the feelings (hunches, intuitions) that the content of the article invokes
Use the six hats thinking routine template to record your thinking as you read the article.

6. Debrief in your group:
White: Summarize the facts Black: Questions or cautions Yellow : Positive aspects, benefits Green : New perceptions or ideas Red: Feelings, intuitions Blue: Actions that need to be taken Complete the template Discuss the key message in the article
Jigsaw in your table groups in the order on the screen.
Fill in the rest of your template as each person presents their thinking about the article.
Discuss the key message in the article with your table group.

7. What is the key message in the article?
SYNTHESIS:
What is the key message in the article?
There is no one-size-fit-all program or solution…kids are different, teachers are different. The answer is individualized differentiated expert instruction.

8. 100/100 GOAL: What is the 100/100 goal?
100% of the students are engaged in instruction appropriate to their needs 100% of the day

10. Switch roles this time:
White: Summarize the facts Black: Questions or cautions Yellow : Positive aspects, benefits Green : New perceptions or ideas Red: Feelings, intuitions Blue: Actions that need to be taken
Six hats routine
Switch roles this time
All read the article
Debrief in the order on the screen

11. What is the key message in the text?
SYNTHESIS
What is the key message in the text?
Universal practices need to change….
Large group discussion Key points of the article
Debrief and follow with large group synthesis of the key points of the article : – universal practices need to change. Holistic instruction – Learn to read and write by reading and writing not isolated worksheets and drill. We need Integration across the curriculum to build reading and writing into all curricular areas. Small group guided reading and writing instruction are essential to meet diverse student levels.

12. Achieving the 100/100 goal…
We learn to read and write by reading and writing not isolated worksheets and drill.
Small group guided reading and writing instruction are essential to meet diverse student levels.
We need to build reading and writing into all curricular areas.

13. thinking about nonfiction texts
Reflection
How might the 6 thinking hats thinking routine be used to enhance student learning and achievement in classrooms?
…for problem solving,
literature circles or
thinking about nonfiction texts
Now think about yourself as a learner.

14. How do we move toward the 100/100 goal?
Continuum docs provide scope and sequence to plan student-centered coaching cycles and / or to lead literacy learning in your school…

15. 100/100 - Student-centered goal setting
Using F & P reading skills continuum docs for guided reading
Use F & P Writing continuums to plan guided writing
Write about reading
F & P continuums provide a complete scope and sequence for reading and writing and so are an essential tool to situate student’s skill levels and plan programming.
Use for planning small group instruction and differentiated practice.
Locate on curriculum connections
Use F & P continuum docs to plan student centered coaching cycles and/or to lead literacy learning in your school (F& P levelled checklists, reading, writing, planning for word work continuums) Write about reading and cross curricular integration are important to more holistic instruction. Emphasis oral language, visible thinking, small group instruction is essential in diverse classrooms.

16. The 100/100 goal… Cross curricular integration
Visible thinking, small group instruction

17. Fiction and Nonfiction
Write About Reading
Using the Write about reading continuum to build independent writing activities connected to small group instruction
Examples
Fiction and Nonfiction
Writing extension activities can be designed for guided reading selections.
Use the Tilly’s tantrum and non-fiction examples to explain the process of using the write about reading continuum to design writing tasks.

18. Write about reading
1. Divide the books between the people in your table group. (Emergent, early, developing and fluent)
2. Use the “Write about reading” skills continuum to select a writing task that will work with your book.
3. Use the template to record your ideas.

19. Integrating literacy across the curriculum
Guided reading and writing instruction are necessary but not sufficient. Students need to spend much of the say engaged in meaningful reading and writing activities. How do we encourage teachers to integrate reading and writing activities into their content units?
Tracy Anseth shared a UBD unit that she created on the Arctic. It is a wonderful unit that incorporates lots of interesting material over several days. This kind of unit is engaging and allows students to build background knowledge and deepen their understanding which in turn builds vocabulary and comprehension and gives them something interesting to read and write about.
Stage 3 in a UBD plan outlines the learning activities related to learning goals. There are already lots of reading skills built into the unitIt is relatively easy to add additional writing extensions to a unit such as this.
Mentor texts such as When I was Eight and A Promise is a Promise would work really well with this unit.
Show the example If you find a Rock…
Turn to the learning activities in Tracy’s plan and I will work through a few potential examples of writing extensions with you…
Go through the first 3 or so….
Work at Table groups
Share back and compile the ideas on the board to share with Tracy.
The Arctic Unit

20. Literacy Action Planning Pods

21. Summary of Literacy Action Plans
Analyze data
Intervention
Collaboration / Team building
Universal level classroom instruction
Professional Learning / PLCs
All schools have included actions related to analyzing data, intervention and collaboration but still need to enhance and add detail to last two.

22. Pull out or push in?
We want to continue to build on our Intervention programs including LLI. Some sites are using a push-in coaching model for guided reading.
What schools are using this?
How is it working?
This can be an effective way to shift practice and to model small group instruction. It is important to use the “gradual release” with teachers to move them towards implementation without support.

23. Literacy Coach Reflection
Guiding questions: Personal reflection piece:
Every Child, Every Day” Reflection –
IMPROVING UNIVERSAL LEVEL CLASSROOM INSTRUCTION
___________________________________________________________________
As a literacy leader in your school how can you facilitate implementation of the 100 / 100 goal?
Reference: SK READS universal classroom practices rubric. Consider student engagement, differentiation and independence.
How can Richard Allington’s “Every child every day” recommendations be accomplished in your school? With reference to the SK reads rubrics and your school action plan consider these guiding questions:
As a literacy leader in your school how can you facilitate:
Increased student choice
Increased volume of high success reading
Increased reading comprehension
Meaningful writing
Opportunities for literate conversations
What is working? Share examples that might be sites where we can obtain video documentation to share.
What needs to change? (professional learning / PLC work to be done)

24. Literacy Coach Planning Pods
In your table groups:
Share ideas from your personal reflection
Work collaboratively to brainstorm new actions/ initiatives to complete the charts
Exemplary practices: Potential learning lab sites (peer observation or video)
New actions / initiatives / Plan for implementation
For each of your charts record examples of sites with exemplary instructional practices that might allow us to do some video documentation and brainstorm and record new actions or initiatives that you could implement to move toward the 100/100 goal.

25. Agenda assessment

26. Catching Readers blog:
ts-and-levels/
How to organize your reading groups:
w-to-organize-your-small-groups-to.html
Purpose and stages of coaching