Session+Guidelines

What have we learned about our work as Reading Specialists? What do you already know about supporting your student’s literacy development? What still remains to be discovered?
 * __ Session 1: January 19th __**
 * Introduction**: **Review, Reflect, Revise, and Move Forward**


 * __ Session 2: January 29th __**
 * Self selected article(s) that introduce other theories


 * __ Session 3: February 2nd __**
 * (1) Please bring a read aloud book to class... one that you would normally use with your own students.**
 * (2)** Please spend time explore the websites that are listed below. Select and read 2-4 articles on literacy coaching. The Literacy Coaching Library lists many articles, books, and chapters. A lot of the articles can be reached through our library. In addition, some of the readings can be found on the Internet.

A lot of online journals are available to us through our library's Electronic Journals. You'll need to log into the following site in order to search for these journals.

[] Once you locate an online journal, you can click on "Look Up Article" to find your text. You can also click on "More full text options" to find links that will take you to the various issues that are available online. Please note that different links will provide different information. Sometimes one source will provide journals from the year 2000-present. Another link, on that same page, might connect you to issues of that journal that go back to 1998 or earlier. So if you don't find the right issue using one of these links, try doing another search before giving up.

Here is a sample of some of the journals that you can find online... In addition the //Journal of Language and Literacy Education// is freely available at the following website: [] Literacy Coaching Clearinghouse []
 * //The Reading Teacher//
 * //Language Arts//
 * //English Journal//
 * //Reading Today//
 * //Journal of Adolescent and Adult Literacy//
 * //Journal of Language & Literacy Education//
 * //Kappa Delta Pi//

Literacy Coaching Tools []

Literacy Coaching Library []

The readings for this week can be found on our wiki syllabus page.
 * __ Session 4: February 9th __**

Tasks for this week include the following...
 * 1) Read both of the articles that have been assigned for this week.
 * 2) For the Stahl et al. (1998) article, think about 10 of the most important issues, topics, concepts, bits of information, etc. from the article that you feel are the most important for a person to know. You are going to create a 10 question study quide / quiz based on these ten things. Post these questions by creating a thread using the "Discussion" tab found above. Please be sure to post your questions **by Monday, Feb. 14th.**
 * 3) Prepare an answer sheet for your questions, but do not post the answers. Instead, bring them to class on Wednesday, Feb. 17th. Before you come to class on the 17th, be sure to read and become familiar with everybody's questions. In class, you will meet with some of the study quide / quiz creators to discuss what you learned.
 * 4) For the Rasinski et al. (2008) article, think about what phonograms are challenging for your student. Revisit your spelling and phonics assessments to see where your student's weaknesses are. Using the information that is presented in the article, create one or more poems or songs that can be used with your students to support their phonics, phonemic awareness, spelling, and/or fluency skills. Please email your poems to me by **Monday, February 14th.**
 * Tutoring Session Tasks**
 * 1) Please be sure to keep updated with your tutoring logs.
 * 2) Please audio and/or video record part of a tutoring session and be ready to share your recording in class on **Wednesday, Feb. 16th.** We will be talking about fluency as a class, but you can record any aspect of your session that would be helpful to share and discuss. You can bring your recording to class and/or post it onto our VoiceThread site.

The purpose of the case scenario is to get feedback on one or more aspects of your tutoring sessions that have been confusing, surprising, frustrating, perplexing, etc. Think about issues that you and your student have been confronting.
 * __ Session 6: Teaching Scenario __**

Pick one or two issues/events/topics that are causing a challenge for you and/or your student. Think of this scenario as a way to "zero in" on a topic more effectively and succinctly than what you would typically see in a regular tutoring log entry.

Guidelines: 1. Provide a brief tutoring update in your case scenario and then describe the issue(s) at hand. (You may draw on/use information from your tutoring logs.) 2. Pose one or more questions for your readers so that you can receive their thoughts and perspectives on the matter. 3. Length: 300-500 words 4. Please post your scenario on the Discussion page **and** your Tutoring Log page.


 * __ Session 8: Teaching Scenario Responses __**

Please read your classmates' scenarios and respond to questions that have been posted.

Use the "Discussion" tab found at the top of each tutoring log page to post your response.


 * You must respond to at least two scenarios ** . However, I strongly encourage you to read and respond to other scenarios. I'm sure that there are others who are dealing with issues that are similar to yours.

To enhance the depth and thoughtfulness of your responses, please reference readings, research, and/or theory whenever appropriate.

Due Date: ** March 14th **


 * __ SESSION 10: IMPROVING READING COMPREHENSION __**


 * Book Club: **
 * * **** No Book Club update due on March 30th. **
 * * **** Final Presentation Outline due on **** April 6th **** . (Please see Presentation Outline guide) **
 * * **** Final Book Club Assessment rubric (See assessment guide) **



Your Reading Response for the March 30th session will be to share a critique of ** TWO READING COMPREHENSION RESOURCES. ** If possible, try to find and share a good multimedia resource (i.e., video, interactive online activity, podcast, etc.).
 * Reading Response: **

Due Date: **March 30th - April 4th**