Expert teachers are at the heart of student achievement as they teach responsively, closely observing the complex reading and writing processes in order to meet the needs of each child as a unique learner. Close observations are supported through the use of assessment tools such as, the Spelling Inventory from Words Their Way (Bear, et al., 2004), An Observation Survey  (Clay 1993), observations in small groups, and time spent talking and interacting with a student “roaming around the known”, as identified within Reading Recovery®.

     Teaching responsively involves closely watching the learner while they are in the process of reading and/or writing, then, based on those observations, orchestrating instructional moves that use the learner’s knowledge to support the construction of new learning. Such teaching supports that which is within a learner’s “known” information and bridges them to new strategic processing. The development of this expertise, to watch closely and respond through language in a way that guides the learner towards higher levels of literate understanding, scaffolds the learner towards an independent self-extending system (Clay 1991).

     The development of expert teachers is priority for student success, as Allington (2002) simply states, “Good teachers matter more than curriculum materials, pedagogical approaches, or ‘proven programs” (p. 740).

Kids differ. Teachers matter.

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   Please click on the following links to view artifacts that support my beliefs: 

• Emergent Reader Case Study of Cooper, kindergarten emergent Reader and the Emergent Reader Documentation.

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• High School Independent Reader Case Study of Logan, a 9th grader and High School Independent Reader  Assessment Evidence

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References:    

Allington, R. L. (2002). What I’ve learned about effective  reading instruction. Phi Delta Kappan, 83(10),            740-747.

Bear, D. R. (1996). Words their way: Word study phonics, vocabulary, and spelling instruction. Merrill,              Order Processing, PO Box 11071, Des Moines, IA 50336-1071.

Burke, C. (1987). Burke reading interview. Y. Goodman, D. Watson, & C. Burke, Reading miscue inventory:         Alternative procedures. Katonah, NY: Richard C. Owen.

Clay, M. M. (1991). Becoming literate: The construction of inner control. Heinemann Educational Books.

Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann, 361 Hanover St.,               Portsmouth, NH. 03801-3912.

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Standard III: Assessment and Evaluation

Standard IV: Diversity

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