Today's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of the job and highlight ways to deal with common challenges. In a large-size format for easy photocopying, the book includes 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials.
I. Disciplinary Literacy in a Standards-Based Era What Is Disciplinary Literacy? Teaching for Disciplinary Literacy Disciplinary Literacy in Action Disciplinary Literacy: An Integral Aspect of Today's Standards The Complexity of Disciplinary Literacy Instruction Why Disciplinary Literacy Matters for Secondary Literacy Coaches II. Disciplinary Literacy Coaching What Is Literacy Coaching? Disciplinary Literacy Coaching and Change Guidelines for Effective Disciplinary Literacy Coaching Three Layers of Coaching Coaching Stances and Coaching Language Making the Most of Coaching Time Summary III. Models of Disciplinary Literacy Coaching Teacher-Initiated Model Co-Teaching Model Department/Team Model Liaison Model Selecting a Disciplinary Literacy Coaching Model Summary IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction Strategy 1: Establishing a Climate for Disciplinary Literacy Coaching Strategy 2: Facilitating an Article Study Group Strategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings Strategy 4: Presenting Powerful Professional Development Strategy 5: Using Technology to Connect Coaches and Teachers V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction Strategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment Structures Strategy 7: Selecting, Assessing, and Scaffolding Complex Texts Strategy 8: Prioritizing Vocabulary for Instruction Strategy 9: Reviewing Common Assessments Strategy 10: Developing Discussion Protocols Strategy 11: Facilitating Teacher Inquiry into the Disciplines VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction Strategy 12: Creating Essential Questions Strategy 13: Developing Questions with Objectives Strategy 14: Applying the Extended Gradual Release of Responsibility Model Strategy 15: Implementing Three Levels of Think-Aloud Strategy 16: Adopting, Adapting, and Creating Strategies Strategy 17: Using the Coaching Cycle VII. Profiles of Highly Effective Disciplinary Literacy Coaches Profile 1: Establishing and Maintaining Administrator Support Profile 2: Applying the Layered Approach to Coaching Profile 3: Getting into Classrooms Profile 4: Differentiating Coaching to Support All Teachers Profile 5: Working with Hesitant Teachers Profile 6: Using Tools and Tips for Productive Coaching Profile 7: Developing a Support System Final Thoughts References
