Reading Specialists and Literacy Coaches in the Real World / Edition 3

Reading Specialists and Literacy Coaches in the Real World / Edition 3

by MaryEllen Vogt, Brenda A. Shearer
     
 

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ISBN-10: 0137055390

ISBN-13: 9780137055395

Pub. Date: 07/26/2010

Publisher: Pearson

A much-needed and unique resource for both literacy coaches and reading specialists!

Now in its third edition, Reading Specialists and Literacy Coaches in the Real World is a unique resource designed to prepare reading specialists and literary coaches to implement reading programs at the school and district level. It includes

Overview

A much-needed and unique resource for both literacy coaches and reading specialists!

Now in its third edition, Reading Specialists and Literacy Coaches in the Real World is a unique resource designed to prepare reading specialists and literary coaches to implement reading programs at the school and district level. It includes both theoretical and practical information about the varied roles of reading specialists and literacy coaches to prepare administrators to coordinate, implement, and evaluate programs for teaching reading/language arts.

Rave Reviews

“I would suggest this book to anyone who is a reading specialist or a member of a literacy team. I see this text as being a great guidebook to creating, implementing, and maintaining a school-wide or district-wide literacy program. After reading this book I have a new found appreciation for someone who has to work with so many different teaching styles and resources out there.” -Allie Smith, Wilshire Park, St. Anthony, MN

“The content of this text covers excellent topics to help reading specialists and literacy coaches understand their roles.” - Donna Schweitzer, Forwood Elementary School, Wilmington, DE

New Features of the Third Edition:

  • More information on Reading Next, Response to Intervention and other national reports, particularly in the secondary schools.
  • Updated discussions of evolving standards, enacting standards, professional development, mentorship and assessment.

  • Product Details

    ISBN-13:
    9780137055395
    Publisher:
    Pearson
    Publication date:
    07/26/2010
    Series:
    Pearson Custom Education Series
    Pages:
    336
    Product dimensions:
    7.20(w) x 9.10(h) x 0.70(d)

    Table of Contents

    PART I READING SPECIALISTS AND LITERACY COACHES:

    HONORING THE PAST, SHAPING THE FUTURE

    CHAPTER ONE

    Examining the Historical Context for Teaching Reading LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    WHY CHANGE?

    EXPLORING READING INSTRUCTION OVER TIME

    BEYOND THE BOOK

    TEACHING READING IN THE TWENTY-FIRST CENTURY

    REVISITING THE VIGNETTE

    LOOKING TO THE FUTURE: THE CASE FOR EVIDENCE-BASED DECISION-MAKING

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER TWO formerly Ch. 10

    Serving as an Elementary, Secondary, or District-Level Reading Specialist or Literacy Coach

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    EVOLUTION OF THE LITERACY PROFESSIONAL: READING SPECIALISTS AND COACHES

    SCHOOL AND DISTRICT ROLES OF LITERACY COACHES AND READING SPECIALISTS

    THE READING SPECIALIST

    THE LITERACY COACH

    MODELS OF LITERACY COACHING

    DEALING WITH NEGATIVE PEOPLE AND LEARNING
    FROM YOUR MISTAKES

    NEW DIRECTIONS: ISSUES AND PERSPECTIVES FOR LITERACY PROFESSIONALS

    BEYOND THE BOOK

    SUPERVISING READING SPECIALISTS

    STUDY GROUPS

    SAVING THE BEST FOR LAST: BEGINNING THE JOB
    OF LITERACY COACH

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    PART II READING SPECIALISTS AND LITERACY COACHES:

    LEADING A COLLABORATIVE VISION

    CHAPTER THREE formerly Ch. 2

    Forming a Literacy Team and Creating a Literacy Vision

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    CULTURALLY RESPONSIVE LITERACY
    PROGRAMS: ASKING NEW QUESTIONS

    ESTABLISHING THE LITERACY TEAM

    LITERACIES AND COMMUNITIES: ASKING NEW QUESTIONS

    BEYOND THE BOOK

    DEVELOPING A WRITTEN VISION STATEMENT

    ALIGNING WITH STANDARDS: THE STANDARDS REFORM MOVEMENT

    BEYOND THE BOOK

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER FOUR formerly Ch. 3

    Determining a School’s Literacy Needs and Developing a Plan

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    ASSESSING THE SCHOOL LITERACY PROGRAM NEEDS

    THE NEEDS ASSESSMENT PROCESS

    REVISITING THE VIGNETTE

    CREATING THE COMPREHENSIVE TWO-YEAR PLAN/GRID

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER FIVE formerly Ch. 4

    Matching Context to Students: Assessment as Inquiry

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    IMPORTANT QUESTIONS ABOUT LITERACY ASSESSMENT

    THE READING SPECIALIST’S ROLE IN ASSESSMENT

    CONTEXTUALIZED ASSESSMENT

    REVISITING THE VIGNETTE

    THE READER: ASSESSMENT AS INQUIRY

    BEYOND THE BOOK

    ASSESSMENT: MAKING RESPONSIBLE CHOICES

    ASSESSMENT:CATEGORIES AND CHARACTERISTICS

    IMPLICATIONS FOR DEVELOPING SCHOOLWIDE ASSESSMENT PROGRAMS

    IMPLICATIONS FOR DEVELOPING DISTRICTWIDE ASSESSMENT PROGRAMS

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    PART III READING SPECIALISTS AND COACHES: LEADING PRINCIPLED PRACTICE

    CHAPTER SIX formerly Ch. 5

    Differentiating Instruction to Meet Learners’ Needs: Framing Literacy Intervention

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    PROVIDING AN APPROPRIATE LEARNING ENVIRONMENT

    CHANGING PERSPECTIVES ON INTERVENTION

    RESPONSE TO INTERVENTION (RtI) IN THE ELEMENTARY SCHOOL

    REVISITING THE VIGNETTE

    INTERVENTION AT THE PRESCHOOL AND KINDERGARTEN LEVELS

    INTERVENTION AT THE MIDDLE AND HIGH SCHOOL LEVELS

    THE ROLE OF THE READING PROFESSIONAL IN RtI

    RtI ISSUES TO CONSIDER

    POINTS TO REMEMBER

    REVISITING THE VIGNETTE

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER SEVEN formerly Ch. 6

    Language and Literacy Development for English Learners

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    SUPPORTING LANGUAGE AND LITERACY DEVELOPMENT FOR ENGLISH LEARNERS

    LANGUAGE AND LITERACY DEVELOPMENT
    FOR ENGLISH LEARNERS

    SUPPORTING ENGLISH LEARNERS WITH EFFECTIVE LITERACY INSTRUCTION

    BEYOND THE BOOK

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER EIGHT formerly Ch. 7

    Implementing a Comprehensive Literacy Program in the Elementary School

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    THE READING AND LANGUAGE ARTS CURRICULUM IN
    THE ELEMENTARY SCHOOL

    FOUNDATIONS FOR LEARNING TO READ

    BEYOND THE BOOK

    RECENT INSIGHTS INTO EFFECTIVE PRACTICE

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER NINE formerly Ch. 8

    Implementing a Comprehensive Literacy Program in Middle and Secondary Schools

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    ADOLESCENT LITERACY: ISSUES AND PERSPECTIVES

    REVISITING THE VIGNETTE

    THE CALL FOR REFORM IN ADOLESCENT LITERACY

    WHAT ADOLESCENT READERS NEED

    NEW LITERACIES AND THE READING PROFESSIONAL

    BEYOND THE BOOK

    MOTIVATION AND THE ADOLESCENT LEARNER

    ASSESSMENT ISSUES IN ADOLESCENT LITERACY

    ROLE OF THE READING PROFESSIONAL IN ADOLESCENT LITERACY

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER TEN formerly Ch. 9

    Selecting and Evaluating Instructional Materials and Technology Resources

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    THE TEXTBOOK AND INSTRUCTIONAL MATERIALS
    ADOPTION PROCESS

    GUIDELINES FOR SELECTING INSTRUCTIONAL
    MATERIALS FOR READING AND LANGUAGE ARTS

    BEYOND THE BOOK

    WORKING WITH PUBLISHERS AND SALES REPRESENTATIVES

    TECHNOLOGY: IN AND OUT OF SCHOOL LITERACIES

    THE LITERACY TEACHER AND EFFECTIVE TECHNOLOGY USE

    THE ROLE OF THE LITERACY PROFESSIONAL AND TECHNOLOGY

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    NOTES

    PART IV READING SPECIALISTS AND COACHES: LEADING GROWTH AND CHANGE

    CHAPTER ELEVEN (same)

    Planning and Implementing Multi-Dimensional Professional Development

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS

    VIGNETTE

    CREATING A PROFESSIONAL DEVELOPMENT PLAN (PDP)

    PLANNING AND LEADING PROFESSIONAL DEVELOPMENT WORKSHOPS

    BEYOND THE BOOK

    REVISITING THE VIGNETTE

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    CHAPTER TWELVE formerly Ch. 13

    Moving the Field Forward as Leaders, Researchers, and Advocates

    LEARNING GOALS

    STANDARDS FOR READING PROFESSIONALS: READING SPECIALISTS/LITERACY COACHES

    VIGNETTE

    CONTINUING THE PROFESSIONAL JOURNEY

    INVOLVEMENT IN PROFESSIONAL ORGANIZATIONS

    WRITING SUCCESSFUL GRANT PROPOSALS

    ROLE OF THE READING SPECIALIST/LITERACY COACH IN
    SUPPORTING CLASSROOM RESEARCH

    THE READING SPECIALIST AND LITERACY COACH AS
    LITERACY ADVOCATES

    REVISITING THE VIGNETTE

    ADULT LITERACY AND FAMILY LITERCY

    BEYOND THE BOOK

    POINTS TO REMEMBER

    PORTFOLIO AND SELF-ASSESSMENT PROJECTS

    RECOMMENDED READINGS

    COMPANION WEBSITE RESOURCES

    APPENDIXES

    Appendix A Literacy History Prompts

    Appendix B Examples of Two Schools’ Vision Statements

    Appendix C Standards-Based Curriculum Framework

    Appendix D Sample Needs Assessment Survey

    Appendix E Sample Needs Assessment Summary

    Appendix F Sample Two-Year Plan/Grid

    References

    Index

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