Friday's Meeting

Hello all,
I have been enjoying reading your comments on the blog and in your double entry journals. Unfortunately, technology has not always allowed me to post. (Learning curve for me!)
Friday's agenda will be as follows:

1. Check In

2. Book Talks: Briefly share about the professional book you read.

3. Response to Allington. What are some broad comments about this important text? What powerful passages will stay with you?

3. Response to Observations in the Reading/Writing Workshop. What did you see? How would you supervise this? Would it fit the bill as an exemplary program?

4. Response to Vogt and Shearer. Broad comments about the book and its impact on your school's literacy plan.

5. Share your Literacy Plans. This is informal, no handouits or Power Points. What are you thinking about according to the outline I suggested last month?

6. Formiong a LIteracy Team.

7. Next steps...

See you Friday!
Peter

Notes About Observations

Hello,
When you have a chance, post a few comments regarding your observation at USM's Reading and Writing Clinic. What did you see? What would you do to coach the teacher?

Vogt and Shearer, Chapter 10

Will a literacy coach/reading specialist be part of your school-wide literacy plan? What model will he/she follow? How will the administrator support the literacy specialist in his role at the beginning and throughout her tenure?

Vogt and Shearer, Chapters 7 & 8

Select either chapters 7 or 8, depending on your needs.
For chapter 7: Respond to thinking point 1 on page 125. Are there conditions in your school that contribute to students' reading difficulty? How can your program address them?
For chapter 8: What do you think about the checklist on page 155? And what is your reaction to Judy's situation described in the vignette? Respond to Thinking Point 2 on page 159.

Vogt and Shaerer, Chapter 5

Before you read chapter 5, brainstorm about what you know about literacy intervention. Pose questions for yourself to frame your reading of the chapter. Consider literacy interventions at your school. WHat new thoughts do you have about them since reading this chapter?

Vogt and Shearer, Chapter 3

Please read Chapter 3 in the Vogt and Shearer text. Consider the vignette carefully and respond to the Thinking POints on page 44. How can Janet's experiences help you navigate the beginning opf a literacy team in your school?

Vogt and Sherer, Chapter Two

Hello!
Please read Chapter 2 in the Vogt and Shearer text. How does their thinking about vision apply to your work in your school>

Professional Reading on Literacy Leadership

Please post a brief (3 paragraph) response to a professional book on literacy leadership in which you: 1) name the title and author, and briefly summarize the book’s main points; 2) construct a personal reaction to the text; and 3) suggest ways a literacy leader could apply its information in practice.

The Roles of the Reading Specialist and Reading Coach

Please download and read the following two position statements published by the International Reading Association. After reading them, post a response here. Respond to others as well.

http://www.reading.org/resources/issues/positions_specialist.html

http://www.reading.org/resources/issues/positions_coach.html

Schools That Work by Richard Allington and Patricia Cunningham

Please post 2 powerful quotations from Schools that Work on the blog for others to respond to.

Taking Stock

Think about your own school. What are the three greatest stengths and the three most critical needs related to the teaching of reading/language arts at your school? How will your strengths help to address your needs?

WELCOME

Welcome to EPB 520 Leading Effective Whole School Literacy Programs, a course presented through the Professional Development Center at the University of Southern Maine. This site is intended to promote collegial conversations among participants and to provide a self directed means of completing course readings and assignments. Check the blog daily and respond to your colleagues often!