Literacy Coaching for Student Engagement
Wisconsin State Reading Association
Cheryl Dozier
Coaching for Student Engagement
Learn from and with Students and their Families
Structure Opportunities for Student Success and Engagement
How do we make learning visible?
Understand the Impact of Language Choices
Foster Reading/Writing Connections Across the Curriculum
Guiding Principles
Build Trust …First and Always
What is possible?
Make learning visible
Engage in coaching as a co-learning endeavor.
Provide Rehearsal Spaces
Imagine the logic of the learner…
Intentional language
Develop and Sustain Relationships
What is each teacher’s entry point?
How do we honor each teacher’s ways of knowing?
Name/Foster/Support Transfer
Foster Resilience
Cambourne’s Conditions of Learning
Immersion, Demonstration, Expectations, Response, Responsibility, Approximation, Use/Employment/Practice, Engagement
Engagement
What does engagement sound like? look like? feel like?
Are learners complying or are learners engaging?
How much choice do we offer learners?
Provide choice(s) every day for readers and writers (Allington, 2012)
Honor and Engage with Families
Create Spaces to Learn from Families
How are we inviting/asking families to engage?
How are families welcomed into our classrooms? schools?
Provide child care, Bus pass/Taxi fare, Encore Presentations
How are we representing/do we represent families?
What assumptions do we need to check at the door?
Summer Book Reading
Invite Families to Exchange Books in the Summer
Book Room is open Tuesdays from 12-7 (timing around camp, pool, work schedules, includes evening hours)
Family members can select (and keep) recycled books/magazines (Board books, chapter books, magazines), STAR Reader Board, Family pictures placed on board
Options if Tuesday schedule does not work for families
Parents can come in and self serve from library following the process/protocols
Parents can call/ask for specific materials to be held at front desk
Parents are given cell phone number to coordinate schedule(s)
No deadlines with returns. No penalties.
Expectation = return the books when finished (end of summer, during school year)
Constructing Identities
Are we naming our children as poets, as readers, as inquirers, as historians, as mathematicians, as wonderers? Johnston, 2004
Who is Doing the Work?
Are we teaching for independence?
strategies vs. strategic knowing
Are we promoting transfer?
What did you try at home, in the reading room, in the science lab,….?
Web Based Resources