As state schools are faced with increased challenges resulting from government achievement policies, districts around the nation are seeking evidence-based, effective, and practical ways to meet all learners' literacy needs. This book focuses on the five pillars of adolescent literacy that coaches must consider when providing instructional support to teachers in all content areas: time to read for enjoyment; choice in reading materials; strategies for reading texts; vocabulary instruction; and, motivation to read. "Literacy Coaching to Build Adolescent Learning" covers key areas of coaching, such as understanding the role of the literacy coach, using conversation wisely, supporting other teachers, and design needs, and provides practical suggestions for implementing differentiated and ongoing professional learning for teachers.
Nancy DeVries Guth is the supervisor of literacy and humanities for Stafford County Public schools, Virginia, where she supports the literacy programs for close to 30,000 students. She worked as a reading specialist at the elementary, middle, and secondary level and as a resource teacher for literacy programs in Virginia, New Mexico, Michigan, and Brazil. Guth graduated with her PhD from George Mason University and earned her master's in education from the University of New Mexico. Tamie Pratt-Fartro is a middle school reading specialist and literacy coach for Stafford County Public Schools. She began her teaching career in Stafford as a fifth-grade teacher and also worked as an elementary reading specialist. Pratt-Fartro earned her master's in education from Virginia Tech and is currently a doctoral candidate and adjunct instructor at George Mason University. Her research interests include adolescent literacy, literacy leadership, coaching, and education policy.
List of Figures and Tables Preface Acknowledgments About the Authors Part I. Learning From the Past: Vision for the Future 1. Historical Foundation: Literacy Coaches and Adolescent Literacy 2. Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building Part II. Getting Started: Building on the Foundation 3. Read the Blueprints: Understand the Job 4. Plan the Design: Engage in Data-Driven Instructional Conversations 5. Provide Literacy Support 6. Revisit the Design: Feedback and Follow-Up Part III. Interior Decorating: Supporting the Pillars With Time Management and Professional Learning 7. Maintain the Design Through Time Management 8. Strengthen the Pillars of Classroom Practice References Index
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