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6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)
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6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)

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6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)

6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)

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  • Discuss assignments, online class sessions/work session expectations.
  • SHERRY – HAND OUT “NOTECATCHER” ….. For jotting down your thoughts & ideas!!!!!!!!
  • Transcript

    • 1. Welcome to LCRT 6910 & 6911 Fall 2013 Professor: Sherry Taylor, Ph.D.
    • 2. Seminar 1: August 19, 2013 Welcome! I’m glad you’re here! Considering the current contexts in which we teach & support literacy Course syllabus & overview of assignments Choice book selections: Effective literacy instruction & instructional strategies Looking ahead (pick up handout before you leave tonite):  Video tour of your classroom & narrative  Online Session: Week of August 26-September 1st  Preparing for Seminar 2 on Sept. 16th
    • 3. Considering contexts: Contexts in which we teach & work as literacy leaders  1-minute brainstorm: Shout it out! What are the changes, challenges & goals you face this year?  Skim Denver Post article  On your own: What are the changes, challenges & goals you face this year as you plan & support your students’ literacy?  Silent chalk talk: Color-code your input according to elementary, middle & secondary levels
    • 4. Take a moment to share….  Let’s do a quick whip around to find out your name and current teaching focus, grade level(s), school & district, # of years of teaching experience; Now form a group of 3 or 4:  Introduce yourselves  Share current changes, challenges & goals you are facing this year at the district & school level as you support your students in literacy & language.
    • 5. LCRT 6910 & LCRT 6911 Professional Practicum in Literacy & Language COURSE SYLLABUS Note the seminar meeting dates & online sessions. See course description. Check required books & readings.
    • 6. Seminar dates & online sessions On-campus Face-to-Face Seminar Dates: Aug.19, Sept. 16 & 30, Oct. 21, Nov. 18, Dec. 2 ONLINE SESSIONS: 1. Week of Aug 26 to Sept 1 2. Week of Oct. 7 to 14 3. Week of Nov. 4 to 11
    • 7. LCRT 6910 & LCRT 6911 Course description excerpt: Enhance & apply principles of effective literacy and language instruction in your classroom, in particular, with struggling readers and writers. Practicum & Seminar Focus is three-fold: (1) the application of literacy learning and teaching strategies; (2) learning and practicing use of literacy strategies to improve the learning and achievement of struggling readers and writers; and (3) gaining the knowledge and coaching skills needed by a Reading Specialist and/or Literacy Coach.
    • 8. TEXTBOOKS and READINGS  Knight, Jim. (2007). Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.  Fisher & Frey: Enhancing RTI: How to ensure success with effective classroom Instruction & Intervention. Alexandria, VA: Association for Supervision & Curriculum Development.  “Choice Book” Selection: Your choice!  Various book chapters & articles (provided in seminar & on Canvas)
    • 9. PRACTICUM ACTIVITIES: The classroom-based observation/coaching sessions include:  1 observation that you will complete in a seminar peer’s classroom,  1 observation that a seminar peer will complete in your classroom,  1 observation that the Professor or assisting faculty coach will complete in your classroom, and  1 “digital” observation you will record in your classroom and share in a 6910-6911 seminar session.
    • 10. LCRT 6910 & LCRT 6911 Professional Practicum in Literacy & Language  Please read the remainder of the syllabus on your own.  Highlight any questions that you may have.  Next, let’s discuss the assignments and course calendar.
    • 11. Assignments  Active participation & written responses (f2f & online)  Classroom context: Video clip & Narrative (we’ll discuss tonight after break)  Literacy Teaching Goals: Instruction, curriculum & assessment (we’ll discuss more in Seminar 2)
    • 12. LCRT 6910 & LCRT 6911 Assignments (continued)  Choice Book: Discussion Group & Facilitation of a Professional Dialogue (in seminar with student work samples & one-page handout)  Classroom observations & Coaching sessions (we’ll discuss more in Seminar 2)  Lesson Report & Analysis (we’ll discuss more in Seminar 2)
    • 13. Contributions to semester grade (change typo in syllabus emailed to you) 1. 20 points Active participation & written responses (online and face-to-face sessions) 2. 20 points Classroom context: Video tour & Narrative 3. 30 points Literacy Teaching Goals 4. 30 points Book group discussion and overview 5. 50 points Lesson Report & Analysis 6. 50 points Observations & Coaching Sessions  Total: 200 points
    • 14. LCRT 6910 & LCRT 6911 COURSE CALENDAR
    • 15. Considering your Choice Book Consider the current changes, challenges & goals you are facing this year at the district & school level as you support your students in literacy & language. Consider YOUR professional goals & the changes or progress you are wanting to make as a literacy educator/leader. (now & during break)…Peruse the choice books, submit your top 3 preferences with a 1-2 sentence rationale for each title before you leave tonight.
    • 16. Take a BREAK, peruse choice books & try Canvas Do you know how to log-in to your Canvas account?  Go to www.cuonline.edu  Select COURSE LOGIN from top menu bar.  Select the Canvas icon.  Enter your USER ID and your PASSWORD from your University of Colorado email.  Select COURSES from top menu bar.  Click on our course.
    • 17. Looking ahead:  Order your textbooks.  Submit top 3 preferences for Choice book tonight before you leave.  Submit the Teacher Info form tonight.  Reflect on the changes, challenges & goals you face; this links to the assignment on your literacy goals.
    • 18. Getting started: Classroom video “tour”  Plan and develop a 1 to 2 minute audio-visual recording of your classroom context.  Select a time when students are not present to record a “visual tour” of your room.  Narrate & explain the ways you have planned effective use of the physical classroom space to support literacy and language instruction.
    • 19. Getting Started: Descriptive Narrative of Your Context Address the following questions: What is the sociocultural context of your school? What is unique about your school? About your classroom? Who are your students? What are their current literacy and language strengths? Their needs? How well have students performed on TCAP/CSAP and other mandated district/state assessments? What is the current literacy model of instruction used at your school? What is the current literacy assessment[s] used in your school/district? What are the current challenges in literacy and language? What kinds of pressures are you facing in the school context? What supports would help you in the area(s) of literacy instruction? Literacy curriculum? Literacy assessment? SEPT. 9th Submit narrative (double- spaced, 3-5 pages) by uploading it to CANVAS. Bring 2 paper copies to Seminar 2.
    • 20. Log-on to Canvas after Thursday, August 22nd Begin assigned readings for ONLINE SESSION that begins August 26th READINGS YOU WILL FIND ON CANVAS  Dagen, A. S. & Nichols, J. (2012). Teachers as literacy leaders. In Best practices of literacy leaders: Keys to school improvement (pp. 21-42). New York, NY: Guilford Press.  Hanson, L. (2011). The life of a literacy coach. Educational Leadership, 69 (2) pp.78- 81.  Knight, J. (2007). Why coaching? (pp.1 – 18) and What does coaching look like? (pp. 19-36) Instructional coaching: A partnership approach to improving instruction (these chapters are available on Canvas in case you do not yet have the required textbooks)
    • 21. AS WE CONCLUDE TONIGHT….. - Submit your Teacher Info Form - Submit your choice book preferences - Pick up “looking ahead” handout - Ask your individual questions
    • 22. EXTRA SLIDES FROM PREVIOUS SEMESTERS
    • 23. Reflecting on the classroom context, students & your work Consider your current classroom context (get a mental image of it!).  How have you arranged your classroom or work context  What steps have you taken to create an educational and social climate to support literacy? That is, to create the learning environment you want for learners & learning?  In what ways does your classroom serve as an “extra teacher” to support literacy learning?
    • 24. Reflecting on the classroom context, students & your work  Who are the students in your classroom or work context?  What do you know about their broad personal culture? E.g., Family background? Family culture? Cultural heritage? Ethnic/racial background(s)? First language & additional languages? Socio-economic levels? Religion?  What are the students’ current literacy needs and language needs? Learning abilities? Learning strengths? Learning preferences? Learning needs?
    • 25. Reflecting on the classroom context, students & your work  What literacy instruction do you use in your classroom? In the school building?  What literacy assessment(s) do you use? Formal assessments & informal assessments?  How do YOU use information gained from these assessments?  What challenges do you face this year as you prepare to support the literacy learning of the students in your classroom?
    • 26. Initiatives  What are current initiatives at the school level, especially Initiatives in the area of literacy?  In what ways do these initiatives influence your decisions about how to support learners’ literacy instruction, curriculum and assessment?  What challenges do you face this year as you prepare to support the literacy learning of the students in your classroom?
    • 27. As you get started this year…  What supports, knowledge, skills, strategies …. would help your work to address your students’…..  Literacy instruction?  Literacy curriculum?  Literacy assessment?  What resources will support YOU?
    • 28. LCRT 6910 and LCRT 6911: Professional Practicum in Literacy & Language Course focus, 2-fold: Reading Specialist: Working with students, supporting their needs in reading, writing, and language; Literacy Coach: Working with teachers to support their work as reading specialist with students;  And, always the option to remain in the classroom applying your enhanced knowledge & skills to support students’ literacy & language.

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