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Reading Specialists and Literacy Coaches: Honoring the Past, Shaping the Future | |
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Examining the Historical Context for Teaching Reading | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Why Change? | |
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Exploring Reading Instruction Over Time | |
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Beyond the Book | |
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Teaching Reading In the Twenty-First Century | |
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Revisiting the Vignette | |
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Looking To the Future: the Case for Evidence-Based Decision-Making | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 10 Serving as an Elementary, Secondary, or District-Level Reading Specialist or Literacy Coach | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Evolution of the Literacy Professional: Reading Specialists and Coaches | |
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School and District Roles of Literacy Coaches and Reading Specialists | |
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The Reading Specialist | |
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The Literacy Coach | |
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Models of Literacy Coaching | |
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Dealing with Negative People and Learning | |
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From Your Mistakes | |
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New Directions: Issues and Perspectives for Literacy Professionals | |
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Beyond the Book | |
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Supervising Reading Specialists | |
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Study Groups | |
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Saving the Best for Last: Beginning the Job | |
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Of Literacy Coach | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Reading Specialists and Literacy Coaches: Leading a Collaborative Vision | |
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Formerly Ch. 2 Forming a Literacy Team and Creating a Literacy Vision | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Culturally Responsive Literacy | |
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Programs: Asking New Questions | |
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Establishing the Literacy Team | |
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Literacies and Communities: Asking New Questions | |
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Beyond the Book | |
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Developing a Written Vision Statement | |
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Aligning with Standards: the Standards Reform Movement | |
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Beyond the Book | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 3 Determining a School's Literacy Needs and Developing a Plan | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Assessing the School Literacy Program Needs | |
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The Needs Assessment Process | |
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Revisiting the Vignette | |
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Creating the Comprehensive Two-Year Plan/Grid | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 4 Matching Context to Students: Assessment as Inquiry | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Important Questions About Literacy Assessment | |
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The Reading Specialist's Role In Assessment | |
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Contextualized Assessment | |
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Revisiting the Vignette | |
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The Reader: Assessment As Inquiry | |
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Beyond the Book | |
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Assessment: Making Responsible Choices | |
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Assessment:Categories and Characteristics | |
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Implications for Developing Schoolwide Assessment Programs | |
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Implications for Developing Districtwide Assessment Programs | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Reading Specialists and Coaches: Leading Principled Practice | |
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Formerly Ch. 5 Differentiating Instruction to Meet Learners' Needs: Framing Literacy Intervention | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Providing An Appropriate Learning Environment | |
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Changing Perspectives On Intervention | |
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Response to Intervention (RTI) in the Elementary School | |
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Revisiting the Vignette | |
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Intervention At the Preschool and Kindergarten Levels | |
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Intervention At the Middle and High School Levels | |
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The role of the reading professional in rti | |
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Rti issues to consider | |
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Points To Remember | |
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Revisiting the Vignette | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 6 Language and Literacy Development for English Learners | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Supporting Language and Literacy Development for English Learners | |
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Language and Literacy Development | |
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For English Learners | |
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Supporting English Learners with Effective Literacy Instruction | |
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Beyond the Book | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 7 Implementing a Comprehensive Literacy Program in the Elementary School | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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The Reading and Language Arts Curriculum In | |
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The Elementary School | |
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Foundations for Learning To Read | |
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Beyond the Book | |
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Recent Insights Into Effective Practice | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 8 Implementing a Comprehensive Literacy Program in Middle and Secondary Schools | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Adolescent Literacy: Issues and Perspectives | |
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Revisiting the Vignette | |
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The Call for Reform In Adolescent Literacy | |
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What Adolescent Readers Need | |
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New Literacies and the Reading Professional | |
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Beyond the Book | |
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Motivation and the Adolescent Learner | |
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Assessment Issues In Adolescent Literacy | |
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Role of the Reading Professional In Adolescent Literacy | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 9 Selecting and Evaluating Instructional Materials and Technology Resources | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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The Textbook and Instructional Materials | |
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Adoption Process | |
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Guidelines for Selecting Instructional | |
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Materials for Reading and Language Arts | |
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Beyond the Book | |
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Working with Publishers and Sales Representatives | |
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Technology: In and Out of School Literacies | |
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The Literacy Teacher and Effective Technology Use | |
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The Role of the Literacy Professional and Technology | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Notes | |
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Reading Specialists and Coaches: Leading Growth and Change | |
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(same) Planning and Implementing Multi-Dimensional Professional Development | |
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Learning Goals | |
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Standards for Reading Professionals | |
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Vignette | |
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Creating a Professional Development Plan (Pdp) | |
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Planning and Leading Professional Development Workshops | |
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Beyond the Book | |
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Revisiting the Vignette | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Formerly Ch. 13 Moving the Field Forward as Leaders, Researchers, and Advocates | |
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Learning Goals | |
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Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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Vignette | |
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Continuing the Professional Journey | |
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Involvement In Professional Organizations | |
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Writing Successful Grant Proposals | |
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Role of the Reading Specialist/Literacy Coach In | |
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Supporting Classroom Research | |
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The Reading Specialist and Literacy Coach As | |
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Literacy Advocates | |
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Revisiting the Vignette | |
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Adult Literacy and Family Litercy | |
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Beyond the Book | |
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Points To Remember | |
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Portfolio and Self-Assessment Projects | |
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Recommended Readings | |
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Companion Website Resources | |
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Appendixes | |
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Literacy History Prompts | |
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Examples of Two Schools' Vision Statements | |
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Standards-Based Curriculum Framework | |
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Sample Needs Assessment Survey | |
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Sample Needs Assessment Summary | |
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Sample Two-Year Plan/Grid | |
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References | |
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Index | |