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Level One Literacy Coaching Reflective Summary
Description of Level One Literacy Coaching Instructional Strategy
I chose to present “an example of how to differentiate instructional approaches, as well as materials, to meet the language proficiency needs of (a) students who struggle with learning to read and write, and (b) students who are not fluent with the English language.” (Module 11 Activity Directions). My mode of delivery was a one-on-one conference with an English teacher via video conferencing presenting evidence-based research on these instructional strategies. The differentiation strategies I focused on were audio books to accompany written texts for struggling readers, read-aloud, and assessments on comprehension.
I began the conference with a question asking her to define RtI in her own words. She stated the acronym, and what the letters stood for. She then shared what she considered it to be, and gave one example of what she does in her classroom. I suggested the strategy of read-aloud for struggling readers. We talked about the notion of this strategy being elementary among her departmental peers. However, she did agree with the value of reading aloud to students to show tone and fluctuation. I suggested using the strategy of reading the same passage to the students a second or even third time using different emotions. This helps students recognize how tone can change the meaning of a passage (Reading Rockets). As a teacher of AP English as well, she commented that this strategy could be used with her struggling readers, as well as avid readers.
I also suggested another strategy of using audio books to accompany written texts for struggling readers or even English Language Learners. She said she does have a few of her assigned books on audio for this purpose, and also suggested books in digital format. This way, computers can read the book to them; they can listen to it on their iPod, etc. We then had a brief discussion about how to encourage the digital/audio formats as accompanying tools while these students read, rather than an alternative to actually reading the book.
Next I showed a personally selected portion of the video clip from this course; an interview with Stephen Krashen. In particular I used his reference of grammar having a general linguistics value in the classroom, and yet it should not be the focus of high school English classrooms. This prompted my discussion on assessing comprehension rather than devaluing a paper solely because of grammatical errors. We talked about the importance of applauding proper comprehension, especially for learners who struggle to read and write, or are not fluent in the English language. We exchanged ideas on how to make this happen in the classroom, and this was a lengthy portion of our discussion.
What Went Well/Needs Improvement
Overall, this presentation went very well. It became collaborative and together we improved the quality of information and designed an even better presentation for a broader group of people in the near future. We exchanged and pooled resources, and discussed the best ways to implement these and other strategies in the classroom. I would admit that this presentation could use some improvement in the area of teacher direction. For example, if I was to be acting as the literacy coach, I should have provided more direction, yet the collaboration seemed more conducive to our learning exchange.
Resources Shared:
Billmeyer, Rachel. Strategies to engage the mind of the learner: building strategic learners. 2nd ed. Omaha, NE: Rachel & Associates, 2006. Print.
Krashen, Stephen (interview)
Stephen Krashen Interview
Reading Rockets Website. Reading Rockets
My Professional Development Plan
My current plan includes completing the Reading Teacher Certification Program through UW-Stout. My intention is that this will help me in the classroom with all of my students, and especially those in my Alternative Education program. I am also a part of a team at our school involved in creating a district-wide Title I program. This is a great opportunity for me to gain exposure to the world of literacy education from the view of administration, as well as collaborate with educators in our building from all content areas and grade levels.
With the implementation of the Common Core State Standards, I will be reassessing my curriculum and the areas where I need to improve content literacy. I have already started the process of aligning what I currently teach with the new standards and making necessary changes to improve student learning and comply with the CCSS.
I am a current member of WAAE (Wisconsin Association of Agriculture Educators), which provides resources for improving Agricultural Literacy on a regular basis. I attend the annual WAAE Conference in June for professional development, where I also obtain membership and literacy materials from the NACTE (National Association of Career and Technical Educators). It is also my intention to continue membership with NARENWICH (National At-Risk Education Network – Wisconsin Chapter). This organization offers great professional development in all areas for struggling learners, especially literacy and language learners.
I will continue to implement the strategies from the texts I have received through this course, as well as other courses through UW-Stout. My classmates have also provided some phenomenal learning activities that I have saved for future reference, and can change to meet the needs of my students and content area. I am not interested in obtaining a Master’s Degree, but I have continually dedicated my time to adding certifications and staying abreast of what is happening in the world of education through furthering my own. I am currently certified in Agriculture Education, Alternative Education, Online Education and working toward a Reading Teacher Certification. My professional goal is to provide my students with the best learning opportunities and resources available.
Last Updated: 5/10/17