Nancy K. HopkinsLiteracy Coach/Intervention Specialist

Roaming the Known 3rd-5th

Individual Reading InventoryScholastic Reading InventoryState exam in reading and writing Interests Inventory

•Classroom Management•Content Planning with Literacy•Instructional Strategies•Assessment for Learning

•Provide structure by listing activities and transition times•Explicitly teach students their expectations (voices for different activities)•Praise more than they criticize•Self reflective activities

•Are students engaged? Actively or passively?

•How many disruptions occur during instructional time?

•Do students know how they are expected to act during activities and transitions?

Student Engagement • Do students know what they are going to be

learning about and why?• Is teacher prepared or just pulling it out of

the hat?• Does the teacher hold the students

accountable for their own learning?• Has the teacher considered the level of

engagement they might expect from this activity?

Content Planning and LiteracyBe intentional about what you teach- develop

essential questions, map out your lessons

Let students know what is to be learned and why

Vary the depth of knowledge- from simple recall and retell to strategic thinking

GPS- know where you’re going and how to get there- don’t keep it a secret

Coaches Role: Observe and AskWhat unit are you working on? Is it part of

the curriculum for your grade?Providing conceptual maps- planning

backwardsIdentifying major teaching points and making

those transparent to studentsIncorporating reading, writing and content-

providing resources

Instructional StrategiesMechanical- students learn information that

has very clear, correct information- taught through direct, intensive-explicit approachModeling, practice, checks, feedback, precise

monitoringMetaphorical- “Isn’t this a beautiful poem?”-

best taught through constructivist structuresCooperative learning, experiential and inquiry

based learning, HOTS, journaling

Assessment for LearningReading and Writing Response LogsOne-to-One ConferencesChange over time in reading and writing

behaviorsChecking for misconceptionsListening to Literature Discussion groupsGraphic organizersPaper and pencil

Coaching Conversations= Change

Going to their Zone- PlanningGreat read-aloud to use as a mentor text to

hold attention, give us a visual, help us make a connection, provide enjoyment and point us toward the learning content

Getting their attentionDemonstrationHands-onScience as InquiryFun and factual

Writing to understandThen… I wonder what would happen if…Or a new investigation that is inquiry basedOr a new fictional text written that goes

along with the Mentor textScience Notebooks

Reading to Learn MoreGuided reading texts on the same topicGuided reading texts in genre- non-fictionIndependent reading to learn more about

topicReading Response logs to continue

wondering, questioning, summarizing, etc.