6910 6911 seminar 1 power point slides (Aug 19 2013 canvas)

1. Welcome to LCRT 6910 & 6911
Fall 2013
Professor: Sherry Taylor, Ph.D.

2. Seminar 1: August 19, 2013
Welcome! I’m glad you’re here!
Considering the current contexts in which we teach &
support literacy
Course syllabus & overview of assignments
Choice book selections: Effective literacy instruction &
instructional strategies
Looking ahead (pick up handout before you leave tonite):
 Video tour of your classroom & narrative
 Online Session: Week of August 26-September 1st
 Preparing for Seminar 2 on Sept. 16th

3. Considering contexts: Contexts in which
we teach & work as literacy leaders
 1-minute brainstorm: Shout it out! What are the
changes, challenges & goals you face this year?
 Skim Denver Post article
 On your own: What are the changes, challenges &
goals you face this year as you plan & support your
students’ literacy?
 Silent chalk talk: Color-code your input according
to elementary, middle & secondary levels

4. Take a
moment to
share….
 Let’s do a quick whip around to find out your name
and current teaching focus, grade level(s), school &
district, # of years of teaching experience;
Now form a group of 3 or 4:
 Introduce yourselves
 Share current changes, challenges & goals you
are facing this year at the district & school level
as you support your students in literacy &
language.

5. LCRT 6910 & LCRT 6911
Professional Practicum in Literacy & Language
COURSE SYLLABUS
Note the seminar
meeting dates &
online sessions.
See course
description.
Check required
books & readings.

6. Seminar dates & online sessions
On-campus
Face-to-Face
Seminar Dates:
Aug.19, Sept. 16
& 30, Oct.
21, Nov. 18, Dec.
2
ONLINE SESSIONS:
1. Week of Aug 26 to
Sept 1
2. Week of Oct. 7 to
14
3. Week of Nov. 4 to
11

7. LCRT 6910 & LCRT 6911
Course description excerpt: Enhance & apply
principles of effective literacy and language
instruction in your classroom, in particular, with
struggling readers and writers.
Practicum & Seminar Focus is three-fold:
(1) the application of literacy learning and teaching
strategies;
(2) learning and practicing use of literacy strategies to
improve the learning and achievement of struggling
readers and writers; and
(3) gaining the knowledge and coaching skills needed by
a Reading Specialist and/or Literacy Coach.

8. TEXTBOOKS and
READINGS
 Knight, Jim. (2007). Instructional coaching: a
partnership approach to improving instruction. Thousand
Oaks, CA: Corwin Press.
 Fisher & Frey: Enhancing RTI: How to ensure success with
effective classroom Instruction & Intervention.
Alexandria, VA: Association for Supervision & Curriculum
Development.
 “Choice Book” Selection: Your choice!
 Various book chapters & articles (provided in seminar &
on Canvas)

9. PRACTICUM ACTIVITIES:
The classroom-based
observation/coaching sessions
include:
 1 observation that you will complete in a seminar
peer’s classroom,
 1 observation that a seminar peer will complete in your
classroom,
 1 observation that the Professor or assisting faculty
coach will complete in your classroom, and
 1 “digital” observation you will record in your
classroom and share in a 6910-6911 seminar session.

10. LCRT 6910 & LCRT 6911
Professional Practicum in Literacy & Language
 Please read the remainder
of the syllabus on your
own.
 Highlight any questions
that you may have.
 Next, let’s discuss the
assignments and course
calendar.

11. Assignments
 Active participation & written responses (f2f &
online)
 Classroom context: Video clip & Narrative (we’ll discuss
tonight after break)
 Literacy Teaching Goals: Instruction, curriculum &
assessment (we’ll discuss more in Seminar 2)

12. LCRT 6910 & LCRT 6911 Assignments
(continued)
 Choice Book: Discussion Group & Facilitation of a
Professional Dialogue (in seminar with student work samples
& one-page handout)
 Classroom observations & Coaching sessions (we’ll
discuss more in Seminar 2)
 Lesson Report & Analysis (we’ll discuss more in Seminar 2)

13. Contributions to semester grade
(change typo in syllabus emailed to you)
1. 20 points Active participation & written responses
(online and face-to-face sessions)
2. 20 points Classroom context: Video tour & Narrative
3. 30 points Literacy Teaching Goals
4. 30 points Book group discussion and overview
5. 50 points Lesson Report & Analysis
6. 50 points Observations & Coaching Sessions
 Total: 200 points

14. LCRT 6910 & LCRT 6911
COURSE CALENDAR

15. Considering your
Choice Book
Consider the current changes, challenges & goals you are
facing this year at the district & school level as you
support your students in literacy & language.
Consider YOUR professional goals & the changes or
progress you are wanting to make as a literacy
educator/leader.
(now & during break)…Peruse the choice books, submit
your top 3 preferences with a 1-2 sentence rationale for
each title before you leave tonight.

16. Take a BREAK, peruse choice books
& try Canvas
Do you know how to log-in to your Canvas
account?
 Go to www.cuonline.edu
 Select COURSE LOGIN from top menu bar.
 Select the Canvas icon.
 Enter your USER ID and your PASSWORD
from your University of Colorado email.
 Select COURSES from top menu bar.
 Click on our course.

17. Looking ahead:
 Order your textbooks.
 Submit top 3 preferences for Choice book
tonight before you leave.
 Submit the Teacher Info form tonight.
 Reflect on the changes, challenges & goals
you face; this links to the assignment on
your literacy goals.

18. Getting started:
Classroom video “tour”
 Plan and develop a 1 to 2 minute audio-visual
recording of your classroom context.
 Select a time when students are not present to
record a “visual tour” of your room.
 Narrate & explain the ways you have planned
effective use of the physical classroom space to
support literacy and language instruction.

19. Getting Started:
Descriptive Narrative of Your Context
Address the following
questions:
What is the sociocultural context of
your school?
What is unique about your school?
About your classroom?
Who are your students?
What are their current literacy and
language strengths? Their needs?
How well have students performed
on TCAP/CSAP and other mandated
district/state assessments?
What is the current literacy model
of instruction used at your school?
What is the current literacy
assessment[s] used in your
school/district?
What are the current challenges in
literacy and language?
What kinds of pressures are you
facing in the school context?
What supports would help you in
the area(s) of literacy instruction?
Literacy curriculum? Literacy
assessment?
SEPT. 9th Submit narrative (double-
spaced, 3-5 pages) by uploading it
to CANVAS.
Bring 2 paper copies to Seminar 2.

20. Log-on to Canvas after
Thursday, August 22nd
Begin assigned readings for ONLINE SESSION that
begins August 26th
READINGS YOU WILL FIND ON CANVAS
 Dagen, A. S. & Nichols, J. (2012). Teachers as literacy leaders. In
Best practices of literacy leaders: Keys to school improvement (pp.
21-42). New York, NY: Guilford Press.
 Hanson, L. (2011). The life of a literacy coach. Educational
Leadership, 69 (2) pp.78- 81.
 Knight, J. (2007). Why coaching? (pp.1 – 18) and What does coaching
look like? (pp. 19-36) Instructional coaching: A partnership approach
to improving instruction (these chapters are available on Canvas in
case you do not yet have the required textbooks)

21. AS WE CONCLUDE TONIGHT…..
- Submit your Teacher Info Form
- Submit your choice book preferences
- Pick up “looking ahead” handout
- Ask your individual questions

23. EXTRA SLIDES FROM
PREVIOUS SEMESTERS

24. Reflecting on the classroom
context, students & your work
Consider your current classroom context
(get a mental image of it!).
 How have you arranged your classroom or work context
 What steps have you taken to create an educational and
social climate to support literacy? That is, to create the
learning environment you want for learners & learning?
 In what ways does your classroom serve as an “extra
teacher” to support literacy learning?

25. Reflecting on the classroom
context, students & your work
 Who are the students in your classroom or work
context?
 What do you know about their broad personal
culture? E.g., Family background? Family culture? Cultural
heritage? Ethnic/racial background(s)? First language &
additional languages? Socio-economic levels? Religion?
 What are the students’ current literacy needs and
language needs? Learning abilities? Learning
strengths? Learning preferences? Learning needs?

26. Reflecting on the classroom
context, students & your work
 What literacy instruction do you use in your
classroom? In the school building?
 What literacy assessment(s) do you use? Formal
assessments & informal assessments?
 How do YOU use information gained from these
assessments?
 What challenges do you face this year as you prepare to
support the literacy learning of the students in your
classroom?

27. Initiatives
 What are current initiatives at the school
level, especially Initiatives in the area of
literacy?
 In what ways do these initiatives influence your
decisions about how to support learners’
literacy instruction, curriculum and
assessment?
 What challenges do you face this year as you
prepare to support the literacy learning of the
students in your classroom?

28. As you get started this year…
 What supports, knowledge, skills, strategies ….
would help your work to address your
students’…..
 Literacy instruction?
 Literacy curriculum?
 Literacy assessment?
 What resources will support YOU?

29. LCRT 6910 and LCRT 6911:
Professional Practicum in Literacy
& Language
Course focus, 2-fold:
Reading Specialist: Working with
students, supporting their needs in
reading, writing, and language;
Literacy Coach: Working with teachers to support
their work as reading specialist with students;
 And, always the option to remain in the classroom applying
your enhanced knowledge & skills to support students’
literacy & language.