1. Nancy K. Hopkins Literacy Coach/Intervention Specialist

2. Roaming the Known 3 rd -5 th Individual Reading Inventory Scholastic Reading Inventory State exam in reading and writing Interests Inventory

3. Classroom Management Content Planning with Literacy Instructional Strategies Assessment for Learning

4. Provide structure by listing activities and transition times Explicitly teach students their expectations (voices for different activities) Praise more than they criticize Self reflective activities

5. Are students engaged? Actively or passively? How many disruptions occur during instructional time? Do students know how they are expected to act during activities and transitions?

6. Student Engagement Do students know what they are going to be learning about and why? Is teacher prepared or just pulling it out of the hat? Does the teacher hold the students accountable for their own learning? Has the teacher considered the level of engagement they might expect from this activity?

7. Content Planning and Literacy Be intentional about what you teach- develop essential questions, map out your lessons Let students know what is to be learned and why Vary the depth of knowledge- from simple recall and retell to strategic thinking GPS- know where you’re going and how to get there- don’t keep it a secret

8. Coaches Role: Observe and Ask What unit are you working on? Is it part of the curriculum for your grade? Providing conceptual maps- planning backwards Identifying major teaching points and making those transparent to students Incorporating reading, writing and content- providing resources

9. Instructional Strategies Mechanical- students learn information that has very clear, correct information- taught through direct, intensive-explicit approach Modeling, practice, checks, feedback, precise monitoring Metaphorical- “Isn’t this a beautiful poem?”- best taught through constructivist structures Cooperative learning, experiential and inquiry based learning, HOTS, journaling

10. Assessment for Learning Reading and Writing Response Logs One-to-One Conferences Change over time in reading and writing behaviors Checking for misconceptions Listening to Literature Discussion groups Graphic organizers Paper and pencil

11. Coaching Conversations= Change

12. Going to their Zone- Planning Great read-aloud to use as a mentor text to hold attention, give us a visual, help us make a connection, provide enjoyment and point us toward the learning content

13. Getting their attention Demonstration Hands-on Science as Inquiry Fun and factual

14. Writing to understand Then… I wonder what would happen if… Or a new investigation that is inquiry based Or a new fictional text written that goes along with the Mentor text Science Notebooks

15. Reading to Learn More Guided reading texts on the same topic Guided reading texts in genre- non-fiction Independent reading to learn more about topic Reading Response logs to continue wondering, questioning, summarizing, etc.