Rio Rancho Unified
School District
Professional Development Presentation
The Literacy Coaching Cycle
By Diane L. Styma
Gra...
Collaboration and
Communication
● Reading fluency and comprehension in the
middle school level, grades 6-8 is portentous.
...
FROM A BOOK ...
● Jolene Reed
Rio Rancho Schools in New Mexico began Reading Recovery around 10
years ago. They placed two...
New Mexico Highlands University adjunct faculty
ts.nmhu.edu/includes/onlinedocs/display.html?
quicklink
● Jolene Reed
“K-5...
● Reed trained and hired Mrs. King and Mrs.
Roberts at Vista Grande Elementary. This is one of
the six Rio Rancho Elementa...
The Cycle When Meeting
with A Classroom Teacher
● Pre-conference
● Observation
● Conference
● Reflection
● Problem-Solving...
The Cycle: Year-Long
Process
● Set up office space.
● Observe.
● Meet teachers, open opportunities to talk
● Request list ...
Rio Rancho Middle School
Standards Relating to
Reading
“Power Standard 8 (Benchmark 1-D)
Increase fluency, comprehension, ...
References
● Johnston, Peter H. Ed.(2010). RTI in Literacy: Responsive and
Comprehensive. Newark, Delaware: International ...
References
● RRPS District. (2010). RRPS District Standards:
Language Arts. Retrieved at
http://curriculum-instruction-and...
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Literacy coaching cycle

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Literacy coaching cycle

  1. 1. Rio Rancho Unified School District Professional Development Presentation The Literacy Coaching Cycle By Diane L. Styma Grand Canyon University, Reading 523 November 7, 2012
  2. 2. Collaboration and Communication ● Reading fluency and comprehension in the middle school level, grades 6-8 is portentous. ● Our statistics show that we can make great gains from working towards progress. ●
  3. 3. FROM A BOOK ... ● Jolene Reed Rio Rancho Schools in New Mexico began Reading Recovery around 10 years ago. They placed two individuals at each of the 9 elementary schools. As the demand increased, due to the city population increasing, not all students in need got served. Ms. Reed and the Special Ed. Director held meetings and decided to train all the Special Ed. Teachers to also be skilled at Reading Recovery. Called “Literary Processing Specialists,” the Special Ed. Teachers now know the literacy acquisition process. This began in the 2006-2007 year. During that year, these teachers were in a sort of one-to-one open program of training, helping first graders, and education. The next year they returned to their Special Ed. Jobs with knowledge, skills, and expertise. Meanwhile, they served the population and the school.
  4. 4. New Mexico Highlands University adjunct faculty ts.nmhu.edu/includes/onlinedocs/display.html? quicklink ● Jolene Reed “K-5 Literacy Coordinator/District Reading Recovery Teacher Leader. Rio Rancho Public Schools, Rio Rancho, NM. Duties include supervision and coordination of district-wide literacy curriculum and activities, training and supervising Reading Recovery teachers, monitoring the district Reading Recovery program, district-level staff professional development and consultation.”
  5. 5. ● Reed trained and hired Mrs. King and Mrs. Roberts at Vista Grande Elementary. This is one of the six Rio Rancho Elementary schools. ● Dramond Smith oversees the secondary levels. She hires and trains as well.
  6. 6. The Cycle When Meeting with A Classroom Teacher ● Pre-conference ● Observation ● Conference ● Reflection ● Problem-Solving ● Modeling Mini-Lesson ● Flexibility with students and with staff. ● Knowledge of the Reading Research and Wisdom ●
  7. 7. The Cycle: Year-Long Process ● Set up office space. ● Observe. ● Meet teachers, open opportunities to talk ● Request list of struggling readers/students from each staff member. ● Reflect on when and how to intervene. ● Problem-Solve how to aid students and staff. ● Volunteer to do Mini-Lessons ● Publish and explain district and school test scores.
  8. 8. Rio Rancho Middle School Standards Relating to Reading “Power Standard 8 (Benchmark 1-D) Increase fluency, comprehension, and insight through meaningful and comprehensive reading instruction by: using effective reading strategies to match type of texts; reading self-selected literature and other materials of individual interest; reading selections and other materials assigned; discussing selections in teacher-student discussions and small groups; taking an active role in whole- class seminars; discussing and analyzing the effects on texts of literary devices such as figurative language, dialogue and flashback; interpreting text by explaining elements such as plot, theme, point of view, characterization, mood and style; investigating examples of distortion and stereotypes; recognizing underlying messages in order to identify recurring themes. Power Standard 9 (Benchmark 1-D) Use specific strategies to clear up confusing parts of a text (e.g., re-read the text, consult another source, ask for help)” (RRPS, 2012).
  9. 9. References ● Johnston, Peter H. Ed.(2010). RTI in Literacy: Responsive and Comprehensive. Newark, Delaware: International Reading Association, Inc. ● L'AlIier, S., Elish-Piper, L., and Bean, R. M. (2010).”What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement.” The Reading Teacher Vol. 63, No. 7 April 2010. ● NMHU. (nd). New Mexico Highlands University. Microsoft Word doc. Adjunct faculty. Found online at its.nmhu.edu/includes/onlinedocs/display.html?quicklink ●
  10. 10. References ● RRPS District. (2010). RRPS District Standards: Language Arts. Retrieved at http://curriculum-instruction-and-assessme.rrps.net/modules/locker/fi ● Webcast. (2009). Many schools are using Reading Recovery as a part of the response to intervention (RTI) required under the 2004 Individuals with Disabilities Education Improvement Act (IDEA). http://fdf.readingrecovery.org/rti-webcast

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