Rutgers Center forLiteracy Development
Professional Development Team:
Dr. Lesley Morrow
Kenneth Kunz
Maureen 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, RutgersEd.D. Program
Research interests: teacher leadership and professionaldevelopment
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 conductedby the Center for Literacy Development at Rutgers. Individuals involved areLesley 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 literacyinstruction will be set.
5. Coaching throughout the spring will build on teachers’ strengths and focuson literacy instruction in the classroom as aligned with the Common Core.
An Exemplary School Day
What constitutes “balanced literacy?”
Phonemic Awareness & Phonics
Fluency
Vocabulary Development
Comprehension Instruction
Writing
Motivation
A lot of reading of connected text during partner reading, independent reading, whole class reading, and in smallgroup 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
Vocabulary
Comprehension
Fluency
Writing
Partner reading, independent reading
Word work
Small Group Differentiated Instruction
Assessment
Instruction guided by assessment
Writing Workshop
Mini Lesson (theme of writing)
Draft
Conference
Revise
Edit
Publish
CORI, Concept Oriented Reading and Writing
Language Arts Block
\
Language Arts Continued…….
Always Include
Explicit Instruction
MOTIVATION
Content and Activities that are RELEVANT
INTEGRATION
Of 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 writing
Small group reading and writing
One on one reading and writing
Guided reading and writing
Independent reading and writing
Shared reading and writing
Interactive 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, specialteachers)
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 professionaldevelopment 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 andCollaboration
Pre-Conference or Setting a Purpose
In-Class Support (Working alongsidethe coach)
Sustainability (Trying things on yourown)
Reflection (Next Steps)
Contact Information
Kenneth Kunz
Phone: 908-294-0362
Email: kunz.kenneth@gmail.com
Maureen Hall
Phone: 973-694-1522
Email: maureenmchall@gmail.com