As you prepare to become literacy specialists/coaches, teachers will be asking you for help with literacy learning in their classrooms. Based on what you have learned so far with your student, what can you extrapolate to share with your teachers? In other words, what should literacy specialists/coaches tell teachers based on your experience ?
Hi, 680/681 People. Please start using your student’s first name when referring to him or her. It gives me a picture of you and him or her together. I can get a better sense of your work and his/her resulting development. So, what’s your work been like?
Hey, Sometime later. I wrote a response to Savanna’s entry under this posting that I feel might be useful to all of you. When you “blog” to this post by giving your student’s first name, please comment on my response to Savanna.
By commenting I mean how does what I said affect you? Is it old news, new news, helpful, muddying the waters for you? Clarifying issues for you? Let me know how it fits you. Dr. Summers
It appearrs that many of you are apprehensive about where to go instructionally, once you have done the Flint or some other assessments. Once you have made the summary from the Flint, think about what will help “Will” the most to move toward fluent reading on his grade level. What will help him move toward his grade level? What seems to be the biggest problem holding him back? Look at the “Road Map to see where “Will” has left the optimal reading development path.
Once you have thought about all that, it should become rather clear to you which areas of skills you might spend most of yours and his energy. Remember that you can’t fix it all in 15 hours. Also remember that you don’t want to just focus on one skill area to the exclusion of everything else. Try to make your instruction well rounded–that’s why you have texts on all five of the NRP’s reccomendations–the FAB FIVE.
This will be the Blog topic for the week that we will not meet. I won’t say good luck for I don’t think you need luck. You all have skills, as evidenced by your talk in class. Go use them, then reflect on them here.
If you have met with your student, how is it going? Have you done any assessments yet? Can you make any instructional decisions?
Note to some who haven’t joined the blog or kept up with it: You need to make other journal arrangements with me.
Now that you have some more information concerning assessment, instruction of struggling readers, motivation, and a whole host of other things, how are you planning for meeting with your student? You may respond to this or some other burning issue that you need advice on. Classmates, feel free to weigh in with your ideas to others’ comments.
