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Rutgers Center for Literacy Development
Professional Development Team:Dr. Lesley Morrow
Kenneth KunzMaureen Hall
Expanding Literacy Bridges: The Califon-Rutgers Connection
Meet the Coaching Team Kenneth Kunz, Ed.M. Reading Specialist
Affiliations: Rutgers Center for Literacy Development, Bloomfield College, Children’s Literacy Initiative, Rutgers Ed.D. Program
Research interests: teacher leadership and professional development
Working With Grades: 1-5 Maureen Hall
Affiliations: Research interests: Working With Grades: Pre-K, K, 6-8
Language Arts Throughout the School Day
Objectives to be Accomplished 1. To improve student achievement in Language Arts.
2. Initial observations of the Literacy Program at Califon School conducted by the Center for Literacy Development at Rutgers. Individuals involved are Lesley Morrow, Kenneth Kunz, and Maureen Hall.
3. Observations will describe current instructional trends and practices.
4. Following the observations discussions about goals to achieve in literacy instruction will be set.
5. Coaching throughout the spring will build on teachers’ strengths and focus on literacy instruction in the classroom as aligned with the Common Core.
An Exemplary School Day What constitutes “balanced literacy?”
Phonemic Awareness & Phonics Fluency
Vocabulary DevelopmentComprehension Instruction
WritingMotivation
A lot of reading of connected text during partner reading, independent reading, whole class reading, and in small group reading in informational and narrative literature.
The ultimate goal is the ability to read more complex text with comprehension
Independent Activities Upon Entering Your Class Independent Reading and Writing
Morning Meeting Morning Message
Vocabulary
Thematic Storybook Reading Comprehension ( story structure) Complex text Fluency
Mini-Skill Lesson Comprehension or Word Work (irregular consonants )
Stations Activities (or Independent Practice): Providing practice & reinforcement for strategies taught
VocabularyComprehensionFluencyWritingPartner reading, independent readingWord work
Small Group Differentiated InstructionAssessment
Instruction guided by assessment
Writing WorkshopMini Lesson (theme of writing)DraftConferenceReviseEditPublish
CORI, Concept Oriented Reading and Writing
Language Arts Block
\Language Arts Continued…….
Always Include
Explicit Instruction
MOTIVATION
Content and Activities that are RELEVANT
INTEGRATIONOf reading, writing, listening, speaking in content areas and all of the
Language Arts taught concurrently and daily in literacy instruction
THEMES
Model for an Exemplary Day
Teachers include Daily:
Whole group reading and writingSmall group reading and writingOne on one reading and writing
Guided reading and writingIndependent reading and writing
Shared reading and writingInteractive reading and writing
Content Area Reading and writing
Teacher_____________________ School _____________________ Grade__________
The room:
Is it neat?
Is it organized for small group and whole group instruction? Explain
Is the environment literacy rich: many literature genre, accessible organized books, writing area. Explain:
The organization of the school day: What activities occur, for how long and when?
Observe for the following Page 2
How are the following taught: Phonics, vocabulary, comprehension, fluency, writing (explain)
How is literacy instruction organized throughout the day: small groups based on achievement, whole group explicit instruction,
What happens in small group reading instruction?
Observe for the following Page 3
How are children assigned to station activities or organized for independent work?
Are they on task?
What activities are children involved in during independent work? Possible work stations: silent independent reading, partner reading, word work, comprehension/vocabulary/fluency, writing. etc.
What Is Observed Page 4
How is differentiation of achievement handled? ( high, middle low children)
When children need intervention how does that take place?
Is reading integrated into content areas? If yes how?
Is content integrated into the Language Arts block?
What roles do the different adults in the room play? (teachers, aides, special teachers)
When and how does collaboration with staff and teachers take place?
Literacy Rich Literature Environment Multiple books for guided and independent reading.
Authentic Children’s Literature Narrative and Informational Text(Common Core: 50/50) Organized by
level, interest,
genre, author, etc.
Multiple Genres Available
Fiction Non-Fiction Picture Books Informational Books Magazines Biography Poetry Novels
Our Coaching Focus Build on teachers’ strengths Provide literacy professional
development to support teachers’ needs (general needs assessment conducted)
Some Possibilities: Planning, Co-Teaching, Modeling
Using research-based best practices
What This Looks Like: Ongoing Communication and
Collaboration Pre-Conference or Setting a
Purpose In-Class Support (Working
alongside the coach) Sustainability (Trying things on
your own) Reflection (Next Steps)
Contact Information Kenneth Kunz
Phone: 908-294-0362 Email: [email protected]
Maureen Hall Phone: 973-694-1522 Email: [email protected]
