A Philosophy Of A Literacy Coach Essay

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

I am currently a high school teacher of Living Environment in a public school in the Bronx. Over 80% of the students at my school are on reduced lunch. Additionally, over 98% of my students are Latino/Hispanic and African American. As I come to define what literacy means to me as a teacher, I begin to come to realize that my own definition of literacy is highly influenced by my personal experiences in life. I grew up in a single parent home in a rough part of town and attended a school that was majority Latino/Hispanic and African American throughout my academic career until I reached college. The university where I attended was the complete opposite: most of the students were white with only a handful of students of other ethnicities. While in college, I remember being self-conscious about my ability to both read and speak. Public speaking was one of my phobias during my undergraduate career. I noticed that all of my white colleagues were articulate with their speech and never seemed to stumble over words. Myself on the other hand, I struggled with certain root words and for that reason I never wanted to speak out in class. However, I believe the most frustrating part of this whole experience was the lack of understanding from my colleagues. For them, reading and speaking was something that just

As a new literacy coach at a middle and high school level, it is important to first outline your role as the literacy coach. The first things I would do is communicate with the teachers across those grade levels. I would have a meeting with those teachers that clearly outlines my roles and responsibilities as the literacy coach. This will help the teachers to understand what I will be doing and the process in which I will be completing observations and coaching. During this meeting, I would be sure to capture the attention of the teachers in order to make them feel engaged in the process. I would also discuss their role in the professional development and open the meeting up to discuss any concerns or feedback they may have. It will also

Educating when all is said in done is an ethical endeavor. An educator's obligation is to improve the educational world of their students (Borah, 2012). One way this is conveyed is through teaching reading. Reading is one of the most important skills an individual can possess and requires many resources to promote success. Although an educator main goal is to provide reading excellence among their students, this cannot be completed without the assistance of a reading coach. A reading coach job is specialized in identifying reading challenges and aiding direction to classroom educators (IRA, 2000). Below I have created a graphic organizer that will compare and contrast the roles that a teacher and reading coach projects in implementing successful

Having a high level of self-efficacy is something that is very important to me as a literacy instructor.  Throughout my career, I have made an effort to plan effectively, try new methods and strategies that benefit my students, shown persistence and confidence and not been critical of my students when they make errors.  All of these behaviors tie in with a strong sense of efficacy as stated by Protheroe (2008). I have come to realize that having a balanced literacy program is the key to success for my students.   This comprehensive program provides all of the necessary skills for students to master written and oral language.  Being an upper elementary teacher, the students come to me at a wide variety of levels.  The best educators are able to create classrooms that have flexible routines that include small group instruction along with whole group instruction, centers, and opportunities for students to learn independently.

Although literacy coaching may be new to some schools, using peer coaching as a procedure of professional development is not offered in many districts across America. A significant amount of research has been circulated on its effectiveness (Joyce & Showers 1982, 2002). According to Vygotsky (1981), learning is deeply rooted within the culture and social relationships, making these relationships key components of learning. Accepting professional development from a Vygotsky’s point of view has many suggestions for literacy coaching (Rodgers & Rodgers, 2007). Literacy coaches today are more knowledgeable and are ready to support, implement ways to improve literacy within schools. Having such support, professional development provides learning that is fundamentally social and collaborative, with teachers of whom are actively participating in their own learning.

I enjoyed reading about your journey into literacy, possessing the ups and downs of learning to read, write and talk. It may just be the way Canva is set up in the discussion, but the format of your essay is not the standard appearance I am used to. I am definitely not saying this a bad thing, but so many paragraphs threw me off. This only confused me because it has been beaten into my head that a new paragraph introduces a new idea or concept. Thus, it seems as if you change the topic in every paragraph. Personally, I feel you can go into more depth regarding the topic discussed in each paragraph rather than having so many different topics in one essay. Basically what I am saying, reduce the amount of paragraphs you have and go into more depth

Learners can have reading partners who can offer them confidence to improve on their reading skills. By doing so, an instructor offers the learners the chance to nurture their skills in comprehension, vocabulary, fluency. All these skills are vital for a learner to acquire the proper educational abilities that can have a lasting impact on the learner’s ability. The instructor can help a learner to succeed in a reading program by offering the learner a chance to decode the meaning of the words read easily through practice.

Coaching can be a useful tool to improve teaching and learning practices. The amount of research to reinforce the usefulness of coaching, when it comes to program implementation, is limited. The author’s wanted to investigate what influence a school’s social resources had on the initial implementation of a literacy-coaching program. The three questions the authors proposed to answer with their study are:

Jo Ann is a tenured literacy teacher at Arbor Intermediate School. Areas of concern have been noted with Jo Ann in regard to fully transitioning to the Reader’s and Writer’s Model of instruction. In addition, Jo Ann is inconsistent with maintaining program fidelity and tends to revert to methods not in line with the curriculum. Specifically, there tends to be a heavy reliance on worksheets to keep students academically occupied as well as not carefully monitoring students as they work independently in the classroom. Jo Ann is often found at her desk which does not allow for a review of student work, ensuring student engagement, nor the opportunity to work with students for the purpose of small group instruction. During formal observation Jo

I remember being read to ever since I was young in Spanish by my mother before entering grade school. Despite my mother’s language barrier, she never hesitated to take my siblings and I to the Houston public library in downtown twice a week. I remember catching more than two buses to our destination. Once inside the library, I would run towards the aisle that had collections of Disney books. I don’t think I knew how to read during that time, therefore, I would grab the books just to look at the pictures, colors, and characters that were portrayed as evil and nice. I also believe I would pretend to read and retell a story that did not match the book. All I could do consisted of identifying the letter of the

There are many issues that arise in a school surrounding literacy and implementation of a literacy program. In order to ensure uniformity in the reading programs that are being employed at Takk Elementary, extensive research and review of successful reading programs will first need to occur. The literacy coach will present this information to the literacy team and school staff, showing success of the literacy program that has been chosen for the entire school. Once the effectiveness of the program has been shared, training will begin before full implementation of the reading program happens. Finally, of course, the literacy program will be put into place once our teachers are effectively trained and adequately prepared.

When explicitly teaching reading skills educators must model effective use of strategies with explanations of how each skill fits together to result in successful reading ability (Cambourne, 1999). Despite the two key elements of literacy competency being ability to decipher print, followed by comprehension of print, educators should have a sound understanding tat effective reading instructions requires the teaching and learning of reading skills to be strategically interlocked to provide children with the best opportunity to become engaged readers. Once a child has developed a foundation level of reading skills their motivation for reading is to be facilitated by providing children with varied text types that are both within their abilities and of their interest, in order for them to successfully apply reading skills and encourage a passion for reading (Applegate and Applegate,

One of the most important goals in elementary school is for all students to be proficient readers. The foundation on which proficient readers are developed begins well before children enter school. Parents and other care providers begin supporting the reading development of children through the use of conversations, storybook interactions, and other literacy related activities that encourage active engagement (Tompkins, 2011).

The term literacy refers to reading and writing. Both must be taught together within the many components of a balanced literacy program. Each of these components are important in this program and provide a framework for what and how educators teach. Among teaching, there are five different elements that the National Reading Panel identifies as important to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is an educator’s goal for students to understand these five elements. In order for students to comprehend these elements, there are eight strategies educators teach in a balanced literacy program: shared/guided writing, writer 's workshop, interactive writing, independent writing, interactive read-aloud, guided reading, shared reading, and independent reading. These components make up the “skeleton” of a balanced literacy program, and this essay will discuss how and what educators teach within a balanced literacy program using Tompkins’ Literacy for the 21st Century: A Balanced Approach and Fletcher and Portalupi’s Writing Workshop: The Essential Guide.