Literacy Coaches: How They Can Develop the Practices of Exemplary Literacy Teachers:

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Literacy Coaches How They Can Develop the
Practices of Exemplary Literacy Teachers

• Dr. Cathy Collins Block
• Professor of Education, Texas Christian
  University
• Dr. John N. Mangieri
• Executive Director, Institute for Literacy
  Enhancement,

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Our Goals

• Develop knowledge of the paradigm of exemplary
  literacy teaching behaviors in K-3
• Learn the Differentiated Metacognitive Coaching
  Model to build teachers exemplary teaching
  abilities
• Practice using the Differentiated Metacognitive
  Coaching Model to build exemplary teaching
  behaviors for educators

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Step 1 A Paradigm of Exemplary Literacy Teaching

• TEACHING COMPETENCIES CHANGE AT EVERY GRADE
• 1. Dominant Role Components from Teaching
  Repertoire They Most Enjoyed Using
• 2. Actions Taken to Motivate Students 17
  different initial actions taken to ignite
  students desire to improve their literacy
• 3. Reteaching Varied by pacing, degree of
  personalization, timing and contexts

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Step 1(Cont.) Become an Exemplary Literacy
Teacher

• 4. Relate to Students
• (a) Degree to which you use humor, extensive
  active listening, conferences, and conversations
  
• (b) How you identify students talents

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Step 1 (Cont.) A Paradiam of Exemplary Literacy
Teaching

• 5. Classroom Qualities More than 100
  differences by grade level between experts pace,
  depth, breadth, and dominant group size in which
  the majority of teaching occurs
• 6. Lesson Features Number of strategies
  taught in a lesson varies by grade level

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Kindergarten

• Order of Dominant Descriptor
• Priority Role
• 1 Classroom Qualities Writing
  Promoters
• 2 Lesson Characteristics Positive
  Pacers
• 3 Motivation Fun Agents
• 4 Reteaching Strategic Repeaters
• 5 Relating to Students Relentless
  Reinforcers
• 6 Dominant Talents Guardians

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First Grade

• Order of Dominant Descriptor
• Priority Role
• 1 Lesson characteristics
  Opportunists
• 2 Reteaching Expectationists
• 3 Relating to Students
  Challengers
• 4 Classroom Qualities Safety
  Netters
• 5 Dominant Talents Encouragers
• 6 Motivation Stimulators

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Second Grade

• Order of Dominant Descriptor
• Priority Role
• 1 Lesson characteristics Inventors
• 2 Classroom qualities Challenger
• 3 Reteaching
  Creators
• 4 Motivation Connectors
• 5 Relating to Students Confident
  Communicators
• 6 Dominant Talents Demonstrators

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Third Grade

• Order of Dominant Descriptor
• Priority Role
• 1 Reteaching
  Portrayers
• 2 Motivation Promoters of Books
• 3 Classroom Qualities
  Organizers
• 4 Relating to Students
  Individualizers
• 5 Lesson Characteristics Catalysts
• 6 Dominant Talents Managers

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Fourth Grade

• Order of Dominant Descriptor
• Priority Role
• 1 Dominant Talent Coaches
• 2 Lesson Qualities Option
  Quarterbacks
• 3 Relating to Students Optimizers
• 4 Motivation Involvers
• 5 Classroom Qualities Authenticators
• 6 Reteaching Tutors of
  Thinking

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Fifth Grade

• Order of Dominant Descriptor
• Priority Role
• 1 Lesson characteristics Empowerists
• 2 Classroom qualities Planners
• 3 Relating to students Humorists
• 4 Dominant Talents Adaptors
• 5 Motivation Producers
• 6 Reteaching Analyzers

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To learn more

• Order book by
• 1-800-365-7006 or
• www.guilford.com