• WELCOME!!!

• Sign in attendance & choice chapter

• Get a name tag & a questionnaire to complete on your own.

• Find a seat, then read & reflect on the 4-item questionnaire.

• We will start at 5:00p.m.

WELCOME TO LCRT 6915:

SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL

DEVELOPMENT

APRIL 6, 2015

Tonight’s Agenda

Checking on progress and next steps

Topics: Cultural diversity and planning & differentiating for effective literacy

instruction

Interventions, assessment & progress monitoring

MA Reflection Drafts: Review & Feedback

PLACE Exam Panel

Looking ahead

For LCRT 6915 students graduating Spring 2015:

• The final philosophy paper for LCRT 6915 is due March 30th.

• The Professor will read & provide you comments & suggestions returning the paper by April 4th so you can make revisions and submit the final paper to LiveText by April 10th

• Submit philosophy paper to Livetext for LCRT 6915 – AND– for MA Portfolio.

• The completed MA Portfolio – including the final & approved philosophy paper -- is to be submitted to Livetext on April 10th.

Students graduating after Spring 2015

•Near-final philosophy paper for LCRT 6915 is due in on April 13th

•The LCRT 6915 Professor will read & provide you comments & suggestions by April 27th so you can make revisions & submit the final philosophy paper (PBA) to Livetext by May 6th

Looking Ahead

APRIL 13th ONLINE SESSION: • Evaluating & Selecting Materials

• READING: Vogt & Shearer, Ch. 10

• ONLINE Discussion: Small groups

APRIL 20TH VIDEO COACHING SESSION #2 • Video clip (5-7min) to share it (use laptop or Ipad, NOT phone)

• Completed coaching form & copies for coaching group & professor.

• READING: Moran Book Chapter “Differentiated Literacy Coaching” (See Canvas)

AGREE or DISAGREE? WHY?

Core beliefs proposed by Vogt & Shearer about differentiation & framing literacy intervention:

1. Everyone involved in the school’s educational community is responsible for creating literate students.

2. Differences in literacy acquisition, use of language and ethnicity can and do position students outside of the school culture, often leading to over-identification in special education programs.

3. We can help all students increase literacy proficiency by differentiating what we do for individuals within groups and providing support before they fail.

4. Students need connection; they need their teachers to show them HOW to bring their different lived experiences & prior knowledge into the classroom, and how to use these experiences to enhance their learning.

Assumptions

Agree

Argue

Aim to do

4-A TEXT & DISCUSSION

PROTOCOL

INDIVIDUAL PREPARATIONVogt & Shearer, Ch. 6: Differentiating to meet learners’ needs Ginsberg: Cultural diversity, motivation & differentiation

ON YOUR OWN: Review the texts silently; highlight or write notes or use post-it notes to answer the following questions in 1 of the texts. Make sure each text is represented by someone in the group.

1. What ASSUMPTIONS does the author of the text make?

2. What do you AGREE with in the text? WHY?

3. Which points do feel the need to ARGUE in the text?

4. What parts of the text do you want to AIM to do or to continue to do? WHY?

Small-group discussion

• Have each member in the small group identify one ASSUMPTION made by the author in one of the texts, cite the text (page & paragraph). Explain why this assumption caught your attention.

• Continue around the group, facilitating a discussion in which each group member addresses one of the texts in light of the remaining “A”s... AGREE, ARGUE, AIM to do.

Finalize your discussion &prepare to share out these key points

• What does this mean for your work with students?

• What does this mean for your instructional practices & how you approach differentiation?

RTI

Enhancing RtI

Ch. 5 “Interventions for high-risk learners”

Ch. 6 “Progress monitoring for student success”

Ch. 7 “Progress monitoring in action”

Chapter topics

Fisher & Frey: RtIInterventions & monitoring progress

SMALL GROUPS

Ch. 5 Interventions for high-risk learners

Ch. 6 Progress monitoring for student success

Ch. 7 Progress monitoring in action

Insert this topic into Q below- Interventions for high-risk learners

- Progress monitoring for student success - Progress monitoring in action

A. Why is ____ important or relevant to RtI?

B. What factors contribute to _______ being effective with respect to reading & writing and readers & writers?

C. What is the role of the classroom teacher with respect to _______?

SHARE OUTWhy is ____ relevant to Rti?

What factors contribute to _______ being effective with respect to reading & writing and readers & writers?

What is the role of the classroom teacher with respect to _____?

What is your own question or insight gained?

Ch.5 Interventions for high-risk Lrs

Ch. 6 Progress monitoring for student success

Ch. 7 Progress monitoring

The MA Reflection is notan assignment or

requirement in LCRT 6915;

This session is structured for the benefit of your

preparation & planning for the MA Portfolio.

MA REFLECTIONDRAFT

MA Reflection Paper

1. Introduction of the reflection

(1/2 to 1 page)

2. “Best memory(ies)”of MA learning experiences? (1/2 to 1 page)

3. What have you learned most during the program about the 6 roles & responsibilities of a literacy specialist? (3-4 pages)

MA RELECTION: Roles & responsibilities of a literacy specialist? (3 – 4 pages)

1. Planning curricula, instructional strategies & assessments that are

developmentally appropriate.

2. Delivering effective instruction.

3. Creating an educational and social climate that both challenges and meets the needs of all students.

4. Providing student advocacy, e.g., reaching out to families, community members & service agencies & helping students self advocate.

5. Developing as a professional, including critical inquiry about teaching & learning in the larger socio-cultural & political context.

6. Being an agent for change by facilitating improvement in learning through collaboration, and leadership in community, building, family systems.

QUESTIONS?

MA REFLECTIONDRAFT

May 2nd EXAM DATE

April 10th Registration deadline

PLACE EXAM

PLACE Exam Panel

QUESTION PROMPTS: • How did you prepare for the PLACE exam?

• Did you use the study guides? How useful did you find these to be?

• Were there particular readings from LLCRT courses that you re-read and found particularly useful for your preparation?

• What insights did you gain about the test items?

• Were there any test-taking strategies you found useful while you took the test?

• What recommendations do you have for LLCRT students who plan to take the test in the near future? Re: Preparation? Readings? Study guides? Interpreting the test items? Other?

APRIL 13th ONLINE SESSION: Evaluating & Selecting MaterialsREADING: Vogt & Shearer, Ch. 10

Engage in threaded discussion -Post 1st contribution by Thursday, 4/16-Post 2nd contribution by Saturday, 4/18

Post Reading Notes to Canvas by 4/19,11pm for Vogt & Shearer, Ch. 10

Select and Post on Canvas: A 2nd article from the professional organization journal to share with your classmates

LOOKING AHEAD