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Teacher study group of professional literature (Jennifer Allen, 2006) |
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Literacy coaching models activities with and for classroom teachers (Jennifer Allen, 2006) |
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"Probably the most important thing about reading aloud to a child is to allow the child to experience reading as an enjoyable activity" (Hall and Moats, 1999, p. 63). |
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IRA Standard and Element 4.3 Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities.
SU/SOE Proficiency 3.1 Demonstrate four ways that reading and writing can be modeled for real purposes. Assist teachers and paraprofessionals to do the same. |
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Literacy audit presentation in for local middle school on cross-curricular portfolios. |
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Literacy Coach writer's notebook - model for students, paraprofessionals, and classroom teachers.
"The driving force behind placing teacher assistants on learning teams was to raise their level of expertise in the area of literacy so that they could better serve the students." (Jolly & Evans 2005) |
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Four ways that a Literacy Specialist or Coach can relate that reading and writing can be modeled for real purposes:
1. Provide professional development presentations within the school (Modeling lessons & sharing research with teachers and paraprofessionals.) 2. Organize and facilitate study groups (Jennifer Allen's Voluntary Professional Development Programs reading scientifically-based studies and making connections to the classroom.) 3. Demonstrate through modeling and material sharing sessions in small-group workshop centers (e.g. cross-curriculum portfolio demonstration for literacy audit RED 747) 4. Maintain a writer's notebook and share/model writing and writing process with teachers and students RED 629 & RED 747. |
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