Ask+the+Expert!

**Ask the Expert!**

 * Throughout the semester we will be welcoming comments and insight from professionals in the field of literacy. Post your questions and reflections here.**


 * For the week of February 14th we are welcoming Patti Kowalski. Patti is a reading coach and adjunct professor at St. Peter's College. Patti is highly involved in professional development for staff in the field of literacy instruction.**

Hello Patti! Welcome to our class Wikispace. I think the idea of a school having a Reading Coach is a wonderful idea. We can all learn and having someone that researches, educates, and assists teachers is something all schools and children can benefit from. Often administrators observe a teacher, suggest areas that need improvement, and then teachers are left confused and to search for professional development on their own. Having in house specialist gives teachers such support. However in these education budget cut times how secure of a position is it? Are more coaches working as consutants to schools then employees?

We can all develop and change, even the "best" teachers can make adjustments to their approach/style. What is something you observe that all teachers can work on?-Toria

Hello Toria and EDC321- Thank you so much for your thoughtful question and the welcome. I do agree with your philosophy that we all can learn, especially the Reading Coach. I do believe that if the Reading Coach position in "done right" s/he learns just as much from the teachers with whom s/he works. (and learns even more from observing the students) I will respond as well to your comment on teachers who are left confused. I work with some new teachers on a weekly basis. We meet weekly in order to just plan together or troubleshoot any areas that come up in the area of literacy (or beyond). It is also the experienced teachers who are attempting to "step up their game" who require and really want some good coaching as well. Take the professional sports athletes-- the better they get at a sport; the more coaches they need. It is the same with teaching.

As far as the security of the position, I would say it would have depend upon the school district and where they would like to spend their money. Every school district has to make that determination for themselves. The movement toward PROFESSIONAL LEARNING COMMUNIITES (PLC's) make it almost necessary (from my perspective) for school districts to have a COACH to provide professional development for teachers in a cost effective manner. There are various federal monies that are allocated for professional development opportunities, which cause a need for consultants as well. Just like the experienced teacher who requires additional coaching, so does the READING COACH! I guess the answer to the question about the number of coaches that are working has dwindled in the last three years, but those coaches have gone back into the classroom with a wealth of additional knowledge and expertise in the area of LANGUAGE ARTS. -- Patti K.

** Hi Patti, **
 * Welcome!!! As a new teacher, I would hope to have the opportunity to work with a reading coach. I am always looking for ways to be more effective in what I do. I find it extremely helpful to bounce ideas around with another person, especially with someone with such a wealth of knowledge. However, if for some reason I get hired by a district that doesn’t employ a reading coach, what other resources are available to me? Could you suggest any online sites or literature that you particularly like and would suggest to someone in such a situation. Thanks! --- Kimberly **

Hello Kimberly, Thank you also for the welcome and the wonderful question. It is important to keep apprised of what is going on in the "literacy world." I hope that the district where you are hired has a Reading Coach as a resource and even if they do the following are great web sited publications and organizations to consider: [|www.fcrr.org] FREE (Note: If you look at the right of the screen there are leveled activities by area of reading. Click on grade level and tons of activities are at your fingertips.) [|www.readinga-z.com] -- Need a subscription. Perhaps your school district will pay. Many leveled books and activities. [|www.readinglady.org] -- FREE ... Lots of cool charts and posters that can be used for centers. If you click on the MOSAICS link, there are numerous strategies and activities that teachers share. In addition there are PPT's geared toward professional development. International Reading Association Subscription needed. []-- Many publications and articles in the area of reading and language arts literacy. If you become a member, you get a subscription to THE READING TEACHER magazine.

NCTE is also a great organization to be a part of as well. National Council of Teachers of English.

[|www.starfall.com] -- FREE -- GREAT interactive website for Prek-2 SO MANY cool and fun activities. KID LOVE IT!

[|www.professorgarfield.com] FREE -- I would suggest this web site for Grades 2-5. Play around with it ....you'll even like it!

I hope these are some resources that you find helpful! Let me know if you are looking for some more. --- Patti K.

Good Morning Patti- I am also a new teacher and I would like to know what strategies and techniques you use when working with ESL students? Do you use the same strategies with English speaking students?---Frances M.

Frances, As a new teacher, I commend you for your insightful question. I know it is so difficult with the myriad of languages that exist to be knowlegable of every one. The important part is to be sensitive. I do use the same techniques with ESL students. It is important for ESL students to have a strong background also with sight words. The English language is hard enough and then you teach all of the phonics rules; then they don't work. A firm background of sight words will help.

ESL students need more exposure to oral language as well and multiple exposure to vocabualry in context. I hope this is helpful to you & GOOD LUCK!

Professor K: It has been my honor to work with your students and answer the great questions that they have posed! I appreciate the kind words too! You really made my day!
 * Patti: Thank you so much for responding to my students. I absolutely love the Professor Garfield website! I would like to use that in literacy centers next week, especially because it has a component for creating your own comic books. My boys will love it. There really are so many amazing resources out there. For my students: This week alone Patti has worked with my student teacher to share resources and ideas for integrating Black History Month Fluency in the Reading Block. She also found a copy of "The Fluent Reader" for me to browse and share with my student teacher. As a reading specialist, I know that part of what makes Patti so effective is the fact that she enthusiastically follows up on your requests. Her study group sessions are highly informative, and she provides information and access to materials with teachers' concerns always in mind. She even gave me advice on how to update my "Intructor Bio" session, which I have done. :) --Prof. K. **


 * <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">This week's guest speaker: Lindsay Guerriero is a former LST (Literacy Support Teacher) for the Linden Public School District. She holds a certification as a special education teacher, and currently works with struggling readers as a basic skills teacher at a Title I school in need of improvement. **

Check out Lindsay's Reading Strategies Bulletin Board:

<span style="color: #df30b4; font-family: 'Times New Roman',Times,serif;">Lindsay: Mr. Kunz and Kimberly, for many teachers, it can be frustrating to use assessment tools and many teachers feel as though "assessing", is taking away time from teaching the curriculum. Also, a new technique of assessing may be challenging for teachers to switch to. They can sometimes feel uncomfortable and stick to their "old" ways. This year many of the third grade teachers had to do a fluency assessment that the literacy team in each building did for all the classes. Due to budget cuts, those literacy teams declined and the teachers were responsible for giving those assessments. The teachers were angry about not being "trained" in the assessment. Personally, I believe that as coach, principal, and/or supervisor of a reading program, these people should be in those classrooms explaining step by step how to complete the assessements CORRECTLY to the teachers. If there is more guidance from above in the district, the teachers should have less of a problem and feel more at ease with giving these assessments. These higher positions should then hold monthly or weekly meetings to show the results and next steps for building a strong literacry instruction within the classroom.
 * Prof. K: Lindsay, students in my independent study are reading about the importance of assessing learners. At our recent study group session, Kimberly mentioned how frustrating it can be when a teacher isn't using the proper assessment tools to guide instruction. Can you offer some feedback regarding this matter? Students will also be posting their individual questions to engage you in conversation. **

<span style="color: #a130df; font-family: 'Times New Roman',Times,serif;">Lindsay, thank you for this information. It does give me great insight as to why a teacher may find it difficult or resist conducting such assessments. After having a conference with my daughter’s teacher, I got the impression that she simply doesn’t have the time to do it. My daughter’s school is very big with “teaching to the test”. It is a blue ribbon school and it is extremely important to them to keep their scores high. As a parent, I find this very troubling. I know that her teacher feels the pressure as well.

<span style="color: #df30b4; font-family: Arial,Helvetica,sans-serif;">Hi, I also do feel that the whole "time" constraint is a big deal in the classroom too. Many teachers in our district actually complain more about the assessing and miss the teaching aspect of education. Personally, I love my assessments because that is what drives my instruction. I am able to see where my students need the extra help, target it, and teach it. I am from Westfield, NJ, so I understand the "teaching to the test" aspect. I find as though when I teach a topic or subject, I teach it on how I WISH I was taught. I try to make it "make sense" for my kids. I explain it in terms that I understand because I know what it feels like to not be the "norm" student and to struggle in education.-Lindsay

I find it <span style="color: #4cdf30; font-family: 'Times New Roman',Times,serif;">troubling that the teacher would tell you that she simply doesn't have the time to properly assess your daughter's reading problems. My daughter is not yet in school and too young to read but I can only imagine what that must feel like. As a parent and future educator I feel like it should be part of their job to do whatever it takes and exhaust all resources even if that means looking for outside help to assist in your daughter's difficulty reading.--Frances M.

<span style="color: #4cdf30; font-family: 'Times New Roman',Times,serif;">How effective has your reading strategies bulletin board been with teaching to different types of learners?--Frances M.

I also have another question for you. My daughter hates to read. I don’t know if it is because it is difficult for her or because she simply isn’t interested in it. I have tried many things including varying book selections to her likes and lowering the level of the reader to build confidence and fluency. As a parent and a future teacher, how would you suggest that I help a child who is so resistant to reading? --Kimberly

Kim, I HATED reading growing up. I would use my books to make book towers with my sisters! Eventually, I just liked it. I think it depends on the teacher most of the times. I would say 3rd grade, 6th grade, and high school were my higher points of interest of reading. What topics does your daughter enjoy? How old is she? Maybe I can give you some ideas with this information. For example, my 3rd grade teacher taught a unit of whales.I loved it! Till this day, I still read about whales and try to introduce books to my students on whales. -Lindsay

Lindsay, first off great board! I love seeing real drawings not just pre-fab boards. Often times when I see younger children receiving support they are excited. The love the attention in classroom and feel special when they get to leave. As children grow they are less inclined to want help or want to attract that attention. I also see experienced teacher's less inclined to pull these older children. How as a teacher do you keep a child's interest and make them look forward to receiving support?

Hello all! To answer Frances's question, unfortunately, I am unable to teach in my classroom because I am now a "cart" teacher. I did make graphic organizers of all the strategies which my students use. I also did an inservice for the staff of a "make and take" where they were able to make and hang up comprehension mats in their classrooms. The idea of the "mat" is great to use for post-its to check students ability to understand what they are reading. I do use the board in tutoring students. The students do refer back to the board when making a connection and describing certain narrative elements. I allow them to use this board because I feel as though they NEED to look at it. Thats why it is up there...to use! Mr. Kunz has also created a board that many of the students use for comprehension skills. This board would be best for visual learners who need that little extra support and push while reading. -Lindsay

I make my instruction FUN! I sometimes think of the craziest ideas night laying in bed and when I implement the lesson in school, the kids love it. I recently did a vocabulary activity where the students had to write their words on a paper airplane. They had to fold the paper airplane and follow the instructions. When they were completed, the students were able to fly the airplanes back and forth to each other while practicing their words. What struck me is...THESE STUDENTS DID NOT KNOW HOW TO FOLD A PAPER AIRPLANE!!! So, I was able to teach them vocabulary and fine motor skills in one lesson. I always think of lessons that will not be boring. I want the students to WANT to come with me and be EXCITED with me. I can't tell you where I come up with these ideas. However, always remember to make it fun and exciting!! :) - Lindsay * IN BETWEEN IDEAS AND NIGHT....it is supposed to say at...but it kept deleting what I wrote!

Thanks Lindsay. I couldn't agree more. -Toria confession I have to look at instructions on how to fold planes every single time! Yet I can fold a pretty mean football :-) I am trying to come up with a reading came to go with Jenga. I don't want to go with site words. That would be easy. I am thinking of blends....maybe different color jenga blocks... not sure... Any ideas?