| |
| |
| |
| Reading Specialists and Literacy Coaches: Honoring the Past, Shaping the Future | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Reading Specialists and Literacy Coaches: Leading a Collaborative Vision | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Reading Specialists and Coaches: Leading Principled Practice | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Reading Specialists and Coaches: Leading Growth and Change | |
| |
| |
| |
| (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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Literacy History Prompts | |
| |
| |
| |
| Examples of Two Schools' Vision Statements | |
| |
| |
| |
| Standards-Based Curriculum Framework | |
| |
| |
| |
| Sample Needs Assessment Survey | |
| |
| |
| |
| Sample Needs Assessment Summary | |
| |
| |
| |
| Sample Two-Year Plan/Grid | |
| |
| |
| References | |
| |
| |
| Index | |