[MOSAIC] Questions for Reading Specialists

[lindafarns at comcast.net]

Shannon - I am a Reading Specialist in a K-5 elementary school and am responsible for all the children in those grades.  When I began this job six years ago, there was no involvement with kindergarten and most of my groups were pull-out (because most of the teachers were uncomfortable with me coming in).  The average size at that time was 7-10, and I was lucky if I could see them 2-3 times per week.  I was also responsible for math support as well.  Needless to say, my first year was not only hectic, but I really don't think I did those kids a bit of good.  By the time we had our second session of the week, I had to reintroduce everything from the first session because I couldn't schedule the sessions consecutively.  

Things are much brighter now.  Thankfully, I have a principal who not only stays current on what's happening in education (he goes to Columbia every summer for a week-long reading or writing institute), but he challenges me to step outside the box.  My current schedule looks something like this.

I begin with a small group of first graders - 8 maximum - prior to the start of the school day.  Parents bring them in and we meet for 45 minutes every school day.  During this week, the cycle include 2 reading workshops, 2 writing workshops, and 1 word study.  My reading and writing workshops are interrelated, i.e. narratives, informational text, etc. 

This year, for my PIP (Professional Improvement Plan) I wanted to go into one classroom at each grade level (except kindergarten) to do Zimmerman's 7 Keys text.  During the summer I arranged that schedule for one teacher in each grade between 1-5.  However, during the summer I purchased Ardith Davis Cole's Knee-to-Knee and fell in love with it.  So...I took a slight turn and began going into the classrooms where I was to do the 7 Keys and started with Knee-to-Knee.  My goal is to finish with Cole's book and get to 7 Keys after the winter break.  I go into each classroom and work with the teacher (some are more on-hands than others), and the entire group of children benefit from the mini-lessons.  Those students whom I am obligated to support in my program are getting a much stronger system because I not only see them 4-5 days each week, I can focus in on them both before, during, and after my lesson. 

I also see a group of kindergarten students between our AM and PM sessions.  This group is limited to 4 (I currently have 3).  Parents are responsible for either bringing in the child (PM session) or picking up (AM session) when we are done.  THis program runs for 45 minutes, 5 days per week.  I work mainly on phonemic awareness at the beginning of the year and gradually move into more phonics instruction.  At all times, my kids are in authentic texts.  I include interactive writing around November.

I also have two 30 minute slots where I meet one-on-one with the lowest 1st and 2nd grader.  I use the Reading Recovery format - I am not trained, but have several colleagues who are and I spend time with them during their sessions with children.  At this point, our district does not have the money to train someone from our building.  I feel that even though I am not as strong as someone who has had the training, I can give these two students much more support in reading, writing, and word study than if they were one of a small group.  I am a voracious reader and make my best attempt to do justice to my form of this intensive intervention.

I hope that some of this has helped you.  Oh, by the way, my principal hired someone this year to cover my math students, so that has been a tremendous help.  Best of luck with your new position.

Linda

-------------- Original message -------------- 
From: Shannon Winkler <swinkler at mail.nixa.k12.mo.us> 

> I am a Title I Reading Specialist for 2nd, 3rd, and 4th grade 
> students in my building. Typically I am pulling these children out 
> of their regular classrooms into a small group setting of 5-7 
> students in my classroom. This is my first year in this position (I 
> taught both 1st and 3rd grades prior to this) and have two questions 
> for any others on the list who might be in a similar teaching 
> position. 
> 
> 1. I would like to get ideas on what your time with students in your 
> groups 'typically' looks like. Specifically, how do you incorporate 
> word work, teaching the comprehension strategies, decoding 
> strategies, writing, etc., etc. throughout the week? When I was in 
> the regular classroom, I always used the reading/writing workshop 
> models to guide my instruction--I am trying to continue that same 
> 'style' of teaching within my groups and would like to hear how 
> others might be doing this. 
> 
> 2. I would also like to know if anyone has used a "push-in" format 
> vs. the "pull-out" format I am currently using. What are pros/cons 
> you have found, and if you did find it beneficial (I have a 4th grade 
> teacher wanting to do this with me--she does reading workshop) what 
> was your role in the classroom when you went in? How much time did 
> you spend in the classroom and what did your time in there "look 
> like" with the teacher and his/her students (specifically your 
> 'group' students)? 
> 
> Thank you in advance for your time and ideas! 
> 
> -Shannon 
> 
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