First f2f LCRT 6915

1. February 2th 2015
• Sign in, Get name tag & Teacher Info
• Find a seat & get comfortable
• We will start at 5:00p.m.
• Shelley Gomez, Academic Advisor, is
with us tonight!
• Submit “Teacher Info” form before
you leave tonight
WELCOME TO LCRT 6915:
SEMINAR & PRACTICUM IN
LITERACY PROFESSIONAL
DEVELOPMENT

2. Important
Information
from
SHELLEY GOMEZ
ACADEMIC ADVISOR FOR LLCRT
STUDENT SERVICES
SCHOOL OF EDUCATION & HUMAN
DEVELOPMENT

3. •Graduation: Application & Timeline
•MA Portfolio
• Philosophy, MA Reflection,
Livetext questions?
•CDE Endorsement/PLACE Exam
•CU Email system is official mode
of communication
•Your questions?
Shelley
Gomez
LLCRT
Academic
Advisor

4. Face-to-
Face
WELCOME
to
LCRT 6915!
•Face-to-face whip around
introductions (your name,
grade level you teach,
school/district, learners, how is
literacy taught? Assessed?)
•Syllabus, Purpose,
Learning Experiences &
Assignments
•Course Calendar &
Important dates

5. Reading
Specialist
Literacy Coach
Literacy
Coaching
COMMON THEMES
from the
Threaded Discussion

6. Common themes in Threaded Discussion
• IRA Standards are confusing!
• Reading Specialist versus
Literacy Coach
• IRA Standards started out
separating the roles &
responsibilities of the two
positions while recognizing
both required a similar
knowledge base about
reading research and
practices.
WHY THE CONFUSION?
• With the implementation of the 2
positions in the field, the
distinctions and shared
understandings have become
“muddied;” Responding to reality.
KEEP IN MIND
• It is very important to get
clarification on roles,
responsibilities & expectations
when interviewing & being hired
for a position as Reading
Specialist or Literacy Coach.

7. Common themes in Threaded Discussion
Good Literacy Coaches
• Build rapport
• Gather info (before observation)
• Spend time in class before
observing to coach
• Watch & record data that aligns
with focus set by the teacher
• Let the teacher respond first
• Listen & ask questions*
• Point out positive practices
• Involve teacher in the exchange
of observations & reflections
• Remember that the students are
the ultimate focus; What did they
learn? What evidence supports
this? What will be helpful for the
students?
Cautions
• Clarify the purpose of
observation from the start
& destination of the report
• Recognize if/when a coach
doesn’t have the knowledge
you need
• Coaches can end up being
used for “filler” in schools
• Coaches learn as much from
the classroom teacher as
coach reflects on his/her
own teaching

8. Circulate
&
Share Your
Info &
Interests
Consider & share:
• Who are your students?
• What areas of literacy have been a
major focus with your students this
year?
• What progress in literacy have you
observed your students make?
What evidence supports their
learning?
Share & Discuss
• What literacy goals did you
articulate in LCRT 6910 or LCRT
6911? Are these goals still current?
• What do you need or want to
improve NOW in the area of literacy
to meet your students’ needs?
Groups of
2s & 3s

9. Where does your practice need
some fine-tuning?
What aspects of your instruction are you wanting or needing to
improve in the areas of reading, writing, text, language?
For example:
Activating Ss’ schema? Asking Qs pre-during-post
reading
Emphasizing vocabulary? Using non-fiction text features
Asking quality questions of Ss? Writing conventions
Emphasizing higher level thinking skills?
Determining importance? Close reading?
Making inferences? Other?
Summarizing?

10. Heads up: During week 5
You will be asked to select a literacy focus for 6915 &
digital coaching sessions
• What do you need or want to improve NOW in the
area of literacy to meet your students’ needs?
• What specific steps will you take to advance this
focus?
• What evidence will you look for to document that
you are making progress on this focus?

11. Foundations of your
literacy knowledge
base
&
Your literacy
philosophy

12. Foundations & Ground work
YOUR COURSE OF STUDY IN THE LLCRT MA PROGRAM
• Writings about foundations of literacy & language (historical
perspectives, foundational theory & research, perspectives about
literacy & privilege, sociocultural perspectives on literacy, etc.)
• Connections between language & literacy development
(primary & K-12);
• Writing development; reading development;
• Linking assessment with instruction;
• Connections between literacy & culture;
• Supporting literacy & language learning with children’s &
adolescent literature;
• Think about the pieces of writing you can use or pull from.

13. CONSIDER THE COURSE WORK & THEORETICAL
UNDERPINNINGS OF YOUR BELIEFS
You’ve taken course work in:
 Foundations of literacy, language &
culture
 Literacy teaching & learning
 Primary literacy
 Writing development process
 Language development
 Literacy across the curriculum
 Child/adolescent literature
 Literacy assessment linked to
instruction
 Multiculturalism & education
 Educational research
Carousel Brainstorm:
• Whose work have you
read?
• What is the research that
grounds your practice?
• What theories & research
ground your beliefs?

14. BREAK!

15. Historical Perspectives for Teaching Reading
•Examining the Historical
Context for Teaching
Reading (Vogt & Shearer)
•Four Ages of Reading
Philosophy & Pedagogy
(Turbill article)

16. Historical Perspective
Four ages of
Reading
FRAMEWORK
1. Age:
2. Time period:
3. Focus in teaching
reading
4. Features of this
Approach to reading
Historical Context for
Teaching Reading
1. The early years
2. First half of 20th
century
3. Second half of 20th
century
4. Twenty-first century

17. Why is it important for you to understand the
historical influences of methods & approaches to
teaching literacy used in the US?
 Team up with 1-2 classmates, brainstorm & jot down what
you know about the history of literacy instruction in the US?
 What features from which eras are evident in your context
today?
Follow up:
• What label would you give the current age of reading (today)?

18. Literacy
Language
Culture
Culturally responsive
instruction
WHOSE WORK, WHAT
RESEARCH, WHAT THEORIES
GROUND YOUR KNOWLEDGE
& BELIEFS ABOUT LITERACY
TEACHING & LEARNING?
(SEE CHARTS)

19. Getting Started on the Philosophy
Consider aspects of literacy teaching and learning
that are important to you. These may be general,
such as
 The importance of using assessment to inform
instruction;
 The importance of planning & delivering instruction that
is responsive to students’ broad cultural backgrounds;
or
 Learners’ language, learning & thinking are
interrelated.

20. These aspects could be specific, such as
The importance of small group instruction; or
The importance of supporting learners’ in-
class discussion about new content; or
The importance of using formal & informal
assessments.

21. Your philosophy may include beliefs about
teaching & learning that are not directly related
to literacy, such as
 working with second language
learners of English;
advocating for students & families;
 providing students with choice; or
including multiculturalism in your
curriculum;
Other?

22.  Literacy
 Language
 Culture
 Culturally responsive instruction
 Curriculum & Assessment
 What else?
ON YOUR OWN:
DRAFT 5 TO 8 STATEMENTS
ARTICULATING YOUR BELIEFS
ABOUT LITERACY TEACHING &
LEARNING

23. For next week, As you advance your philosophy…
1. Re-read the academic papers and reflections you have
written in the MA course work. Reflect on your learning
journey and knowledge base.
1. Advance the 5 to 8 beliefs you have generated here & add a
paragraph to each belief articulating why you feel this is
important to you and to your students’ literacy learning.
2. After each paragraph, list the primary resources from the
professional literature for the essential concepts that back
up your beliefs.
1. Bring 3 paper copies & post this on Canvas (Week 3: See
Canvas).

24. LCRT 6915, Week 3, Feb. 9th Face-to-Face
Reading Research,
Instruction, & Leadership
-Philosophy Paper
Workshop #1
-Determine Philosophy
Paper Reading Partners
DO YOU NEED/WANT
THIS?
-Academic Writing & APA
Style 6th Edition (CU
WRITING CENTER)
- Livetext support???
Complete these readings for
today’s class:
-Long & Seldon’s Chapter
“Reading Research & Federal
Policy Over the Past 35
Years” (in Edited book by
Samuels & Farstrup) (See
Canvas)
-Vogt & Shearer Textbook:
Ch. 3 “Leading a
Collaborative Vision;”
Ch. 4 “Determining a
School’s Literacy Needs”
Post Reading Notes to Canvas
by 2/9, 5pm for Long & Seldon
chapter and Vogt & Shearer Ch.
3 & 4
-Post on Canvas & bring 3
paper copies of your
philosophy belief statements.
Develop 5-8 belief statements
with a 1-paragraph narrative to
ground each belief. After each
paragraph, list primary
resources for major concepts
addressed in each paragraph

25. BEFORE YOU LEAVE, SUBMIT
Teacher information form!!
YOUR QUESTIONS?