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REFLECTION SECTION TRANSCRIPTS

SUPPORTING REFLECTIVE PRACTICE 1 Lesson Excerpts 1, Patti McKinley and Kim Floyd (S=Student, T=Teacher) S: (reading) Who - Hello Little Bulldozer said Big Bulldozer. I’m going down to the river to make a road. T: Let’s look back up here. You caught yourself and went back and self-monitored. You noticed that this was not the right word, right? (Child nods) Go back and read that again. S: Hello Little Bulldozer said Big Bulldozer. I’m going down to the river to make a road. T: Who’s talking in the story? S: Big Bulldozer. T: That’s right. Who’s he talking to? S: Little Bulldozer. T: And you are using your voice. That’s exactly what we’ve been working on.

S (reading) I am going in – in the – down in the mud. Help, help, I – T: A__, look at this word right here. What’s this word? S: down T: Can you frame it? (child frames) What’s that word? S: down T: Now slide your finger under it and say down S: down T: Good job. Read that part again. S: I am going down in the mud.

S: (reading) This is Lil (looks up) T: remember this ending of this word S: Lily T: Yeah, the ending of the word sometimes sounds like a vowel. S: This is Lily T: Awesome. What did you do to figure it out? S: (points to word) T: Very good. You looked at what part of the word? (Child points to beginning of word) Yes, you got it started. Very good. You solved that word on your own. Keep going. S: Lily is a fairy! S: (looking at word) T: Keep going S: Where – T: Could it be where or why? S: Why are you up in the tree, said Clarence.

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SUPPORTING REFLECTIVE PRACTICE 1 Debriefing 1: Kim Floyd and Patti McKinley (C=Coach, T=Teacher) C: So Patty, thank you for allowing me to be here today with you. T: Thank you for having me. C: Absolutely. I thought, you know your rapport, you have such a good rapport with your students. T: Thank you. C: You really, really do. So, before we go any further, I want your feedback. Tell me how you think the lesson went today. T: I think it went well. There were a few things I would have done differently. C: Tell me more. T: I would have done some modeling with the writing the words and mixing it up and letting them try some more patterns with some words. And I didn't have my board with me today. C: What words ... Are you talking about words that they saw and found in the familiar books or the new book? T: The new book. C: What types of words? Can you show me what types of words? And, what led you to make that decision? T: Because when I was reading with them, listening to them read, I noticed there were a couple of words that they were just getting a little tricked on. It's mainly TH words and which you and I talked about, those harder words. And the reason I chose "went" was because that was a word that one of my little boys kept getting tricked on the other day when we were working. And it's in the new book. But, yeah, the TH and WH words I would have practiced with them to- C: Yeah. Because now, you know, the children are at a level to where a lot of these WH or W words, TH words are coming before them now. So we want those words to be controlled, right? We want them to be controlled. So, how can you provide support in other parts of your lesson to enhance that for students so that they can gain more control over those sight words, right? T: I think more breaking apart the words and using them in writing. They need to write. And, they have come a long way with writing, but it is their hardest skill, the hardest strategy in first grade overall. C: So, when you give them the dictated sentence for tomorrow, are you going to think about incorporating some of those words? T: Yes. Some of these words that they should be able to write faster and they should be able to get the spelling right. Because they should be known. Some of those words that they should have in their brain, should come out in their writing. C: What about familiar re-read? How can you enhance and help children to build and recognize sight words faster in familiar reading? How can you support- T: Go back and frame them and model the reading actually. I could go back and tell them to look at a page and I could read it for them to help them hear it coming from their teacher instead of them just reading it to me. C: Okay. T: And I should have done that today, but I didn’t. C: That's a great reflection though, right? T: Mm-hmm. Yes. So, that's what I would have done differently.

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SUPPORTING REFLECTIVE PRACTICE 1 Debriefing 2, Kim Floyd and Patti McKinley C: I do want to take you to one place in your lesson that I want to talk with you a little bit more about, to provide some additional support. I really thought, and all through the lesson you gave genuine specific praise when you saw evidence of students self-monitoring at various levels, right? In their reading. You praised them for the behaviors that you are expecting them to take on. And when you saw evidence of that, again, you did a great job of using genuine specific praise. Right? And I think that's so important. Because rather than just saying good job, right? Children do not understand what you mean when you just say, good job. To me that's a general blanket statement. T: Like, I like the way you went back and fixed that word. Did you make it sound right? C: Right. Using crisp, clear, direct language when you give those specific praises signals to the Children, oh, this is the behavior right here that I just performed and this is what the teacher expects me to do, so now I'm going to take on that behavior and do it more and do it faster. T: I think the more you do it, the more it becomes a habit. And this is new for us, so by next year I'm thinking it'll be sounding more like Miss Kim, and the way Miss Kim does it. C: Oh, well. T: That’s my goal. C: Once we get that language, you know, it never leaves us. T: And that's why I was telling you, it's hard for me to change that because of the, "Oh, we're going to come over here. We're going to read this book." And then I start talking. And, it's a whole change for me because what helped me the most is what you suggested, videotaping ourselves. Because I go back and I'm always looking at the videotapes now and I used to get really embarrassed watching myself, but now I'm like, I'm going to do this differently tomorrow when I do this again because this and this and this is going to work differently. So it helps. It helps a lot to go back and look at what I'm doing. C: So, because we're continuously reflecting in our practice with children, right? This is what we did. Now what can I do next time to make it even more powerful? T: Especially with the crisp, clear language. That's what I have to really stick to. C: Right, right. One idea that Clay gives us that, you know, we've talked about in class too, is we have to teach children to confirm their responses, right? And, one of the ways that we do that is we teach them to check on themselves. So, thinking about how you can support children to do that, because with the group that you're working with, they unfortunately do not understand how and what that looks like to check on themselves. So, we have to model that behavior, you know, time and time again, right? So, I like the way that you, through your language and through your support, you asked the children, "Check it. Are you right?" So, I think that's so powerful for children- T: It is and I wasn't doing that before, until you showed us how to do it. C: So, how do you think that piece has become powerful for you? T: They're moving up levels because they're self-monitoring. They're responsible. Before, I was quick to jump in and say, "Look at that word again. That is "where" not "were"." Now, I'm leaving it up to the children to solve these problems. Because to me it's like the lightbulb came on. It's all about problem solving. Even when we're problem solving in math. They have word problems they have to read. They have to solve those word problems. When they get to those tricky words in math, like "take away" or "minus", "addition", they have to be able to clap "addition" out to even get the word right, to work through it. So yeah, leaving the responsibility to them to make them more independent is the goal, and

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not need me as much. So this group, I'm seeing that more. And, that's what my goal is with my lower two groups. C: And what I'm hearing you say more in your conversation and what I think you're talking about, is self-monitoring. T: Self-monitoring. C: And, teaching children to self-monitor themselves as they read, and helping them at certain times, because children have to notice first when something's not right. T: And, this group is just starting to do that. C: And, I think you have reflected back on your practice because you've helped them. Right? Once they've noticed you've came in and supported them in fixing the errors. T: Yes C: Not so much jumping in and saying, "Something's not right. You're not right." T: They’re doing it before I have to even say that. C: Exactly. And, I can see too, not just from today but from past observations, that you praise them for that partially correct response, right? Because we know when children self-monitor, first they have to notice when something's not right. They have to know when they're not right. T: And this group is just starting to notice. C: Yeah, and you probably too have seen that when that happens, they're going to take action. T: They do now that we've been practicing it because before they would just sit there and wait. And they're losing time when they're doing that and they're getting bored and they think they're finished with the book. But now, they're going back and they're making it sound right. They are self-monitoring. They are checking for themselves.

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SUPPORTING REFLECTIVE PRACTICE 1 Lesson Excerpts 2, Patti McKinley and Kim FLoyd S: (reads, then pauses) T: This word? What can you do? Can you break it apart? S: gg T: What do you see there? S: go T: yes. Now would that make sense if you said the o sound? Try it a different way. Let’s look at that word again. Start at the beginning. What would you do? S: go – oht. T: Does that sound right? Does that make sense? S: (shakes head no) T: Try it with that sound. Does that sound right, “Lily goat” onto Clarence’s back. You try it. Try it a different way. What other sound could that letter make? (pause) Can you think of another word that looks like this? (T motions fanning air in front of her face). S: Hot? T: Hot! So what do you think this word would be? S: got? T: Very good. Now read it with that word. S: Lily got on – onto Clarence back. T: Let’s look at this word again. Onto. Clap it. (together) on-to. How many parts do you hear? S: Two. T: Two parts. Now try this whole part again. S: Lit – T: What’s her name? Look at it? S: Lily got onto Clarence back. Yes, let’s go, she said. T: Very good. Now try to read it without pointing. S: Lily got onto Clarence back. Yes, yes let’s go said, she said. T: You changed it because it didn’t make sense, right? S: (nods) T: OK, keep going. You’re doing great.

T: All right, so what do you think about our new book? Was it a good story? Was it about friends? S: Yes ma’am. T: All right. I really liked how you’re using your voices, because we’ve been practicing this for about three weeks now. It was really hard for you to use those quotation marks, and sound like you’re the one in the book. And do you feel like you are in the book? S: yes T: OK. What was she doing? What was Lily doing? T: One word that I want you to practice on your table right now is “said,” because that was so tricky for you yesterday. (children write with finger and say letters) Now we’re going to use the magnets to spell it, OK? And then, we’ll be finished.

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SUPPORTING REFLECTIVE PRACTICE 1 Debriefing 3, Kim Floyd and Patti McKinley C: So, you are supporting them in building a network of strategic behaviors- T: Problem-solving strategies. C: And becoming flexible readers. And, I heard a great example of that during the reading of the new book, when the child got stuck on an unknown word and she was resorting to one specific way of problem solving that word and it didn't work for her. So, you came in and you supported her, "Try that." So, thinking about your teaching point after the reading of the new book, your teaching point should be something, a place in the story where you had to provide support to a reader or to the readers, to enhance and support, again, their problem solving. So, you- T: I would say, "Go back to the part of the book." C: So, what could you have done as a teaching point? T: I would say, "Was there a part in the story that was tricky for you that maybe you need some further help with?" And, get them to show me the part in the book and then get them to read it for me again and then just step in and model if they're still being stuck with it and then offer them suggestions on how to work through it using their strategies. C: Yes, I think that's a great idea. And, you could even bring the group back afterwards and say, "Boys and girls, I noticed that a couple of you came to some tricky words and you tried this, but you knew that wasn't right. Next time, try this to see if that can help you." See, what you're doing by supporting them in that way is you're helping them to build a network of flexible problem-solving strategies that they can try, to provide them with a framework until they- T: I told them, it's like having tools in your math toolbox. C: Exactly. T: It’s the tools you need to solve the reading. C: Exactly

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 1 - Pre-Lesson, Kim Floyd and Ellen Oldland C: All right, all right. Thank you, Ms. Oldland. Thank you for allowing me to come and visit with you today. We're going to start off by talking about your group, and what I would like to know is ... give me an overview of the students' strengths that you're seeing in reading and writing. T: These students were just recently tested with the Fountas and Pinnell system and have been just recently moved to the level F. So we are working on blends at the beginning of the words and ends of the words for word work. We are also ... they are just starting to do a lot more self-monitoring. And so, I'm really looking for them to use those strategies. We've now just getting into levels where they have multi-syllable words, and so we have really been working a lot on putting those fingers in there and breaking those big words. C: Because the expectation right ... one of the expectations to become a proficient reader is children have to know how to problem-solve multi-syllabic words, right? T: Right. C: On the run. They also have to know how to problem-solve unfamiliar known words, words that are becoming new to them. So, children have to know how to problem-solve a variety of types of words. Is that what you're continuing to look for? And that's probably evidence that you gather too from analyzing the running records of these students, right? The different types of words. T: Right and watching them read. C: And watching them read, being that close observer, right, because we know that children search using a variety of types of information. So if they're making meaningful attempts, if what their reading is structurally sounding right, but you want to draw their attention now to the visual information in a more detailed way, which is the expectation that they're gonna have to do and take on at this level. Then, thinking about the ways in which you can set up your lesson and provide those opportunities across the board to enhance that behavior. Is that what your asking me to look for today? T: Yes, please. C: Okay. All right. Any other comments, ideas, thoughts? T: The other thing that we are really working on is reading for meaning because I have some, especially one in this group, that will just read and it doesn't make any sense. He'll just keep going. So we're working, especially with him, on thinking about what he's reading. C: Right, right. T: Not just look right, but make sense too. C: So if they're not making meaningful attempts, then what type of language ... how can we be responsive and intentional with our language through the use of prompts? T: That’s what I need some help with. C: So I'm going ... another way in which I can support you is to listen for the ways in which you support the children through the use of your language and making sure that your language fosters and is direct to what they need right now. Right? T: Yes, please. C: And we talked about that in class too, right? We have to make sure that the ways in which we prompt, and the questions we ask, has to match the types of information that you want them to use and use more. So I will look for that today. T: Okay, thank you. C: You’re welcome.

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 1 - Lesson Excerpts, Ellen Oldland and Kim Floyd (S=Student, T=Teacher, C=Coach) S: (working on word) Teacher: Go back and do that part again. What sound would I expect to hear from that i there in the middle? S: eh – Teacher: huh – look at the word, S___ Coach: (to teacher) Give her a choice, could it be Teacher: (to child) Could it be hop or hip? S: hip Teacher: OK S: hip hop Coach: o Teacher: hip – po S: Baby hippo Coach: (to child) Now go back and gather that up. Teacher: Read the whole thing. S: I can see Baby Hippo. (child reading) S: a – rr – oo – uu – T: That’s not working, is it. Let’s try something else. Let’s go back and think what he’s saying. A – S: round T: Does that make sense? S: Yes T: Yes S: Looked around. Where is (inaudible) said Lion. He likes to eat T: He likes to eat – S: A baby hippopotamus T: Ooh. (To group) OK guys, let’s close your books. So did Monkey solve his problem? S; Yes T: Oh, somebody raise your hand and tell me what he did. T: Was there really a baby hippo down there? S: Yes T: No, there wasn’t. So why did he tell him to go find a baby hippo? S: So he could get the bananas. T: That’s right. So he went to go look for the hippo to eat and – Monkey climbed down and grabbed that banana. He solved his problem, didn’t he? He did, by tricking that lion. Monday, we will reread that, and do the Reader’s Theater first. Yes, we’re getting ready to go to lunch. Coach: Do you mind if I show them something? T: Sure Coach: I’m going to ask you to switch. C: I noticed that as you were reading, you were doing a great job of thinking about the story. I’m going to give you back the book for just a moment and what I would like for you to do, is I would like you to

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turn to page 6. Turn to page 6, and I want you to put your finger under the word “Something.” Put your finger under that word. As I was listening to C___ read, when he came to that word, he did a great job, because he took that word apart by finding a part that he knew. So he put his finger in and he said “some” “thing” – “something”. Let’s clap “something.” All: Some-thing (clap) C: Now you take that word apart. Show your eyes the first part. What’s the first part? Some. What’s the other part? Children: thing C: Thing. Now read the word, Children: Something C: Something. So when you come to a long word like something, it helps you to put your finger in and break that word into parts to help you read it. That’s something you can do next time to help yourselves, OK?

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 1 – Debriefing, Kim Floyd and Ellen Oldland T: More of the words that they are coming across in the books that they're reading, begin with those blends. And they still want to stop and just look at that first letter, instead of looking at those ones that need to be grouped together. So, we've been concentrating on that. C: And you make a valid point, because we want children to become fast perceptual processors of print, right? So, the more chunks of information that they can pick up and use, of course, the faster that will lead to a word recognition. T: Right. C: Right? T: And I think when they're reading and I'm helping them break words, I need to make sure that I'm putting those two letters together. C: So, I'm hearing you say that you are providing, and wanting to provide continued support for them to, search the print in a more detailed way. Right? T: Yes. C: Because that's one of the expectations that they're going to have to do as they're moving up into these levels. T: Exactly. C: So, I wanted to direct your attention, since you talked about that. In Literacy Lessons Designed for Individuals guide books, since Ellen you are in the EL training class, and I know that we've talked about this and continuing to talk about this. Clay states that on page 146, "The goal of all forms of word analysis for the reader, is to be able to take words apart on the run, while reading unexpected known words, partially familiar words, still being learned, and new unknown words." So, what is the guide that we as teachers use, to support children so that they can take on that gradual release of responsibility and begin to search and take apart words? The scale of ... T: Help. C: Help. That's exactly right. And I did see some places as you were supporting the children, you did incorporate some of those steps. Talk a little bit about how you did that, and how you provided that guide of instruction for those students. T: Well trying to get them to just slowly check and asking. Right. "Is that how it would look in a book?" C: Okay. T: When they got to a point where that still, that those things didn't help. Just going back and saying, "You're almost right. Let's look at that end again." C: Right. T: I try to get their focus on the part- C: Right. T: …that was giving them trouble. C: Right. So, up to the point of difficulty, they are making meaning. T: Yes. C: Right? They're accessing the language structures of the text, but now you want them to begin to search the print. And knowing how to take words apart and taking those words apart in flexible ways. T: Right. C: It reminds me of an opportunity that you provided Savannah. When she came to the word hippo, right? On the scale of help, you divided the word in print for her, right. You showed her the first part, you still had to provide some additional support with that first part. So, then putting your finger in and showing her how to take a word like that apart. What I was looking for is when that word came before her on the next page, would she take over that action and behavior to help herself? And I didn't see her

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do it. So, when that happens, you're going to have to again stepped in and model that behavior. And then after the reading, that teaching point has to be the most powerful teaching point that's going to shift, and lift, and enhance the children's processing system. Right? T: Right. C: So, you would say to the children, "Boys and girls, I had to help you." Which I did model that. "I had to show a few of you, right? How to take a word like this apart." So, you just want to quickly reiterate that and say, "Now next time that's something you can do to help yourself." Right? And then maybe give them another, "Now let's turn to page six. Can you find another word that works like that. Oh, can you break that word? Can you show yourself apart you know. See how that works? Now always check. Because again, it has to look right and it has to make sense. There's that balance there."

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 2 - Pre-Lesson, Kim Floyd and Ellen Oldland C: Hey Ellen, how are you today? T: I'm good Kim, how are you? C: Doing good, doing good. All right, so the purpose of today's visit is a follow-up from the last time that I came and observed your lesson. We talked about a couple of topics after the lesson, one being the teaching point. T: Right. C: Okay, after the first read. So, what I would like for you to think about and talk with me about is, since we met the last time and since I supported you in various ways to think more about the teaching point and why that's important, have you noticed any changes in your lessons since then? T: Yes. They're paying much closer attention to what they are doing and not doing. C: Okay. T: Especially as they are trying to figure out words they don't know. So that was the teaching point, about going in and breaking the words, from the last time. So we've been practicing that in group a lot. C: And then of course. T: Making attempts. C: Making attempts. So you definitely have captured how each child is a risk taker and how they do, if you're prompting them to search more visually thinking back to the scale of help, thinking about what the child is in control of doing, right? How does he help himself. T: Right. C: And what does he need to do next which tells us or directs us in how we support them. So, what about ... talk with me more about your lesson records, and are you finding those to be useful, and running records. I know we haven't seen evidence of running records in the recordings of this module. But you've given running records. T: Right. C: So are you seeing continuity? Are you seeing change over time? Are you seeing signs of children taking on more, based upon your teaching? T: Definitely. After we've had lots of talks about them needing to make the attempts, and I've been writing on the running records what they're actually doing when they're trying to figure things out and analyzing that one and then figuring out what I need to be working on next. C: Which is very important right, because that drives again the ways ... It tells us how we support them and what we need to look for as well. So what can I help you do today? How can I help you? T: The same as last time. C: Okay. T: Just with my prompting, because that's one thing I personally am struggling with. And with making sure that I'm picking a good teaching point. C: Okay, very good. All right.

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 2 – Lesson Excerpts, Ellen Oldland and Kim Floyd Teacher: This book is Mushrooms for Dinner. Now this book is about – (laughs) – That face you just made, S__, I can tell you don’t like mushrooms? S: No T: But you know what, this Bear Family does. S: (reading) Will you help me find some mushrooms? But the rabbit went away. I will have a – I will have to find the mushrooms by myself, said Baby Bear. S: (looking at word in book) Teacher: Where are we stuck? S: (points at “mushrooms”) Teacher: What can you do to help you figure it out? S: Mmm Teacher: I hear you starting to give me – what else? If that’s not working, what else can I find? S: (tries framing the word) Teacher: break it S: (frames “rooms”) Teacher: Oooh. What do you see there? The part – S: rooms Teacher: Ok. There’s rooms. Let’s look at the other part. Coach: Start at the beginning. S: Mm mush Teacher (frames) S: mush – mushrooms. Teacher: OK, start the sentence again. S: And the three bears all had fish and (pause) mushrooms for dinner. Teacher: Nice. T: All right everybody, I want you to have a seat. We’re going to talk about Baby Bear. One thing that I loved while you were reading, and I heard every single person, and they got to a part – like T was reading here, and she said, “I’m going at eh” – and she stopped, because she realized what she was reading wasn’t making any sense. So she went back and fixed it and read right through and made it make sense, and that’s a great thing and I saw everyone of you guys doing that. All right, I asked you to read to find out how Baby Bear found the mushrooms. Did he find them? S: Yeah, T: Show me in the book where that happened. T: What did he do to be able to find them? S: He climbed the tree T: He climbed the tree. How did that help him? S: And they were in the woods. S: He climbed it and he looked down and he saw some mushrooms. T: SO he was able to see them when he was up in the tree, couldn’t he? T: Why did they call it a “ring” of mushrooms? S: Because it’s a ring -- S: It’s a ring – and it’s like a ring (motions with hand) T: Yeah, it’s like a big circle

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S: Like a ring that fits on your finger – T: Because it’s a big circle of mushrooms isn’t there? S: Yes, ma’am. T: Good (collects books) All right guys. Can you sit down one more minute, C__? You all did a very good job of reading that story today. I’m very impressed. I want you to remember, when you come to this word – S___ did a good job here. She got stuck on this word here and she went back in – this is a long one, isn’t it? And she looked at it. She looked at the beginning and she got that mm sound started and that didn’t help her. So she got those fingers in there, which is what I want to see you guys do. She found a word that she knew. S: Rooms T: She found rooms, and she went back and she went mm – oh, mushrooms! So don’t forget, when we’re reading what I want to see you do is put those fingers in there and break those words apart, because that really helped you, didn’t it? S: YES T: Yes it does and it will help you when you read. So I want to see you do that, OK?

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 2 – Debriefing, Kim Floyd and Ellen Oldland C: All right, Ellen. A great lesson. How do you feel? T: I feel good. C: What parts of the lesson do you think went well? T: I am proud of them for making attempts to figure out the words because they were all bad, just looking at me. And today they did it on their own. C: Did you notice that just in Familiar Read or did you notice it in the new book- T: Oh, in the lesson too. C: So you noticed their attempts in taking words apart T: Yes C: In both the familiar books and the new book T: And the new book C: Did you notice that they took those words apart in various ways? T: Yes. Tanae was looking at the endings of the word and breaking that off, where Savannah was looking for words she knew inside. That helped her figure that out. Savannah trying to figure out mushrooms, and looking for that- C: Can we look at that for just a moment? T: Yes. C: Were you surprised when she found that word to be difficult? Did that surprise you? T: Yes, because how many times was it in the book already? So, I didn't know whether it being bold this time, it didn't look like it did in other places. C: Perhaps. T: If that confused her. C: Perhaps it was in, like you said, perhaps the fact that mushrooms was a bold word could have thrown her off. Perhaps the location, the placement of where the word is threw her off. What does that signal to you in terms of the source or sources of information that you want her to always be doing when she's reading? You always want her to be- T: Thinking of the story. C: Thinking about the story, right. T: Exactly, so when she got to the fish and… C: So how did you T: There’s fish pictures right here too. C: So, how did you prompt her and what source of information did you prompt first? T: Well, she started with the M sound on her own. C: Oh, did she? I didn’t hear that. T: She did. She did. C: Okay, good. So she got it started. T: So, she got it started and then she just looked at me. That's when I was like, "Let's get those fingers in there." But she immediately went to the end because I think she realized that was something, she recognized rooms. Then she said, "Oh, rooms." Then you said, "Go back to the beginning." C: Right, so you prompted her to look for something in that word that she knew. T: She automatically did that. C: That's definitely a part of the scale of help, right? T: Right

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C: We want children to learn to pick up and search for what they know about a word to help them problem solve that word. T: And a lot of words in the levels that they're reading now are compound words, so they're starting to look and notice that more because we talked about that. C: One thing that I might would caution you about when you are prompting children to look for something in a word that can help them, perhaps saying, "Start at the beginning of the word and look for something that could help you." Because she automatically saw rooms, but because rooms is at the end of the word ... you praised her, great. That's a part you know, but start here and look for a part you know. Or when she said, "Ma," and then stopped, I wonder if you would have said to her, "Are you thinking about your story? Think about your story. What is baby bear looking for? He's looking for mushrooms. Now try that again and think about your story and see if mushrooms would make sense and look right." I wonder if prompting her with that question or directing her attention first to the meaning because we know that's the glue and grease, of reading, then does mushrooms make sense? Yes. Now let's check it. Does it look right? Clap it. Mush-rooms. Show your eyes the first part. Show your eyes the next part. Is that the way you would expect mushrooms to look? So, it's that balance it's the integration of making sure what I read makes sense and looks right. C: I really paid, like you wanted me to, close attention to the ways in which you responded to the learner's needs. I really like the way that you gave specific genuine praise all through the story. Not just saying, "Good job," but you said, "I like the way you sounded like Goldilocks." So, giving student genuine specific praise about the reading work that they're doing is so important. Don't you think? T: Definitely. C: Talk with me more about that. When you find that you're giving students specific genuine praise about what it is you want them to do, because our specific praise has to change over time. Are you finding that to be helpful to students? T: Definitely, because if you just say, "Good job," they don't know good job at what. C: There you go. T: So, being specific lets you know, okay that's what I need to do this time and what I need to do next time too. C: Absolutely. So, they'll learn to take that behavior on and do it more, and do it faster. T: Right. C: So I thought that was a great part of your lesson there.

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SUPPORTING REFLECTIVE PRACTICE 2 Visit 2 - Coach’s Reflection, Kim Floyd The ways in which I supported Ellen is I modeled. I demonstrated, co-taught. She and I analyzed some running records to look for, of course, evidence of the children's strengths and evidence of what the children need to learn to do next, and how the new book can support that. Taking all those steps, I think, really helped. It benefited, because I definitely saw a shift today in her lesson, primarily with the teaching point. I think that she praised the children for successful problem-solving, which is so critical, but then she directed their attention to some aspect of the reading that they need to learn to do. She gave a specific example to that, and I thought that that was very, very important and very good. The changes that I saw from this lesson, one of the changes that I saw from this lesson, is the genuine, specific praise that the teacher offered the children and provided to the children in all parts of the lesson. I was paying special attention to the ways in which she supported the students and the language that she used. It was crisp. It was clear. It was direct. Like she stated in the debriefing, being genuine, specific with children about what they're doing well and what you're looking for, I think, conveys to them that this is what I'm supposed to do now. The teacher's directed my attention to it. Now, I just need to do it, and do it faster, and do it better. As coaches, we have to keep in mind that we have to be active listeners to teachers, and helping teachers to be responsive with their own teaching and practices, and supporting them to take another look or have a different view about a related idea or topic that you want to draw their attention to. Sometimes, again, if you sit back and you let them talk through what they did and what they didn't do, they'll figure it out for themselves, rather than you telling them. I think, of course, that's the power that coaches have. We want to help these teachers, or support these teachers, to think about their reflective teaching and how we can support them to be more reflective, without just giving them all the answers. We want them to figure it out. Sometimes they do on their own, and sometimes they do with our help. That's what we're here for, having another pair of eyes.

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SUPPORTING REFLECTIVE PRACTICE 3 Pre-Lesson Conversation, Teresa Carter and Tina Nabors (C=Coach; T=Teacher) C: What are you thinking about his word work. You and I talked about that a little bit last week, what are you thinking? T: I was trying to decide where to start with him, and I was thinking about changing those rimes, but then if I don’t want him to pay attention to the rimes right away, but start at the beginning of the word, I thought that his word work should be there, that was changed in the word should be at the beginning. C: Right T: So I thought about changing, breaking the words apart and changing the onset and keeping the rime, but then I remembered that occasionally he will generate words using rimes – pet, vet, wet – but then when we came to the word “vet” in a book, he wasn’t able to read it, and he wasn’t able to use that rime. So I began to think that maybe he knows that you can change that first letter to make all these words, but doesn’t know how to actually use it. C: Right T: Or that they actually sound the same, that he’s just practiced in his classroom changing these things but he doesn’t know C: The application isn’t there T: Right C: He’s not flexible from using what he been taught in what he’s able to read. T: Right. C: his words – T: He has a lot of strengths C: That he can read, and words that he can write T: yes C: So how do you think he ended up in Reading Recovery with all of those strengths? T: That’s what I’ve wondered as well. He has so much under his belt. I wonder if he has confusions. I have noticed the b/d/p confusion. Or if he just has strategies that aren’t efficient. C: OK. That was what I was wondering. Kind of like you said earlier, he knows what to do, he’s been taught – not item knowledge, but an isolated skill, and not how to T: Apply it C: Apply all that and turn it into a strategic way of taking words apart. T: He’s just got this huge basket of things he can do, but he just doesn’t know how to use them, or when to use them. C: Umhmm. Right. So I guess that will be your job, your focus, to show him how to use all those bits of knowledge that he has.

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SUPPORTING REFLECTIVE PRACTICE 3 Lesson Excerpt 1 (Word Work), Tina Nabors T: Ok, watch this. This is the word – S: me T: and this is the word S: he T: and this is the word S: we T: We. Close your eyes and listen: me, he, we. Can you hear the part that is the same? (pause) Listen again. Me, he, we. Do you hear the part that is the same? (nods) Open your eyes and show me. Which part of these words is the same – me, he, we. What part is the same? Can you see it? OK, watch this (takes his finger under word) me, (child joins in) he, we. Can you hear the part that says “e”? All of those words sound like – S: me (with finger tracing under it), he, we T: You hear the part that is the same now? The part on the end sounds alike in all of these words. Watch what I can do. (Places another m-e on the board.) That’s the one that says (child chimes in) me. I can change the first letter – S: to “he” T: And I can change it again to make the word – S: we! T: Because all of them sound the same at the end. S: Guess what, this is the m (turns w upside down) – the uppercase m. T: Yes if you flip it Can you change the first letter to make the word “he”? (hands him the h. Child takes away w and puts h. S: he. T: (hands him m) S: me. T: Good. Can you change it back to he? S: he? Yeah. (makes he) T: Yep, that was the one you saw in your book, right? He.

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SUPPORTING REFLECTIVE PRACTICE 3 Debriefing 1, Teresa Carter and Tina Nabors C: So let's talk about the word work. How did you think that went? Because that's what we were talking about to begin with, what you thought we needed to do with him. T: Right. I really wanted to make sure that he was hearing that part and that he was aware that these words were sounding alike. And that's why we do that, because it sounds like we can use it, sounds alike and it looks alike. And I think he got it. C: And you had him close your eyes "Close your eyes." I like that, so then he can't see it, he's got to actually really be listening, so that was ... T: I wanted him to hear it. C: So you demonstrated for him first, and then you said, "I can change the first letter, and then I can change it back." And then you had him change it, but you didn't put he, she, me, whatever, you handed him the letter so that you made sure that he would only change that first letter, which means that he's only looking at that first letter, as well. So that ensured that you would do that. And did you hear his voice lift, toward the end? It sounded like he made ... T: A connection. C: ... a connection. He did that quite a bit in the lesson on his own. But I really heard in his voice, toward the end when he was getting ready to walk away like a little lift. What do you think about that? Are you thinking that was a connection for him? T: I agree that I think he was becoming aware of it, "Oh, this is how this is working. We're not just generating these words in writing, these go together for a reason."

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SUPPORTING REFLECTIVE PRACTICE 3 Lesson Excerpt 2 (New Book), Tina Nabors S: (reading) Mom said, “No, I can not play. I’m too busy. Zack it- sit? T: That’s a good try. Get your finger under the first letter. What do you see? S: at – sat. T: Try that and see if it makes sense. S: Zach sat T: Zach sat – is that what he did? Did he sit there (pointing to picture). (nods) OK, try it, see if it – S: Zach (teacher says with him) sat T: Where did he sit? S: on T: That’s how it starts S: under T: Good work S: (goes back to beginning of sentence) Zach sit under the table. This is my home, he said. (turns page). Zach gets blankets. T: All right. You know how I told you the other day I worked on these kinds of words? I start just at the beginning and I start making some of the sounds. S: “b” – T: That’s a “p”. S: p – I – T: You could try it that way. Try it like “ih” S: p-ill – pillows! And a r-u -ng. T: Kind of like if it were in boxes, if wanted to write that one you can do the same thing and say it slowly (makes boxes on the table). Ready? Rr S: r- ug. Rug? T: Yeah, he has little rugs that he’s going to put in there too. S: It’s pillows. T: Well there are pillows but there’s a rug that he puts on the floor too. S: (continues reading) rugs T: Go back and put it into your story (points to beginning of sentence). Start here so it can make sense. S: Zach gets pillows and a s- ug. T: Start here (points to first box) S: r- ug. Rug. Zach gets a – Zach gets blankets (for pillows) and a rug. Then he put a (pause) T: All right, just like that other big word, we’re going to start here (points to first letter) S: buh – ll – an T: Yep, that’s an, so put just that first part together S: blan T: Think about what makes sense in this story. What’s he using that starts blan - a blan— S: blanket T: Try it. Check it – blan – ket. Do the letters match? S: blanket. T: OK, start here (goes to beginning of the sentence and reads it with him pointing to each word) Then he put a blanket

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S: on his table. Zach puts the pillows in the house. He put the rug in the house too. SUPPORTING REFLECTIVE PRACTICE 3 Debriefing 2, Teresa Carter and Tina Nabors C: What about his new book 'Zach's House'? T: I think it was a little bit harder than I had anticipated. I don't think it was too hard. C: No, he had some work but… T: There were points where I felt like he was getting confused and having him go back over and over was not gonna be beneficial. So after he had figured out 'pillow' and then I asked him to put it back in the story to see if it would sense, and this time he called it 'blanket'. C: I notice that when he would do that, he'd work one thing out, then he'd go back and re-read, then he'd mess something else up. But when you read the first part to kind of get him back going, to get him to the part where you wanted to apply what you had just taught him, he could do it. T: Right. C: So I'm wondering if when he gets tangled up like that, that you're gonna have to read that first part, gather it back up for him, to get him to the part that you want to work on. What are you thinking about that? You did that a couple times where you kinda got it back going for him and when he got to the tricky part he got it. So, I'm wondering. T: A couple times he did work through something and he figured out what 'sat'. He said, "Sit. Si-it. It. And sit." But I think he noticed that wasn't it. So we did go back and break it "S-at. Sat." But when he re-read it, he changed it back to 'sit'. C: Yeah, he did. T: That’s something we’ll obviously address at another time. The 'gets' for 'got'. 'Puts' for 'put'. C: And again, with the 'put' and the 'puts', that's the ending then, yeah. Being consistent with that. T: I didn't want to draw attention to that. There was the 'home' for 'house' one time. And he said 'come' for 'came' but he self-corrected it. Again, that's kind of the 'here' 'he' kind of thing. It looks similar. C: And I love how you took advantage of the boxes which will slow him down. You wrote 'em on the table for 'rug'. I'm assuming but do you think he knew 'rug' was the same thing as a piece of carpet? Because he kept messing that up. He went "R-ug. Rug." T: Well, he didn't think there ought to be a rug. That there were pillows in there. C: And then he kept messing 'blanket' up. But he would say, "Blan- Blanket." So why do you think he was getting those mixed up? Why do you think he didn't hold that? I'm just wondering if there was some meaning missing there for him of some sort. Because he said that it didn't look like what he would build. Didn't he say something like that at the end? He said, "But I don't have a so-and-so." T: That he built one a different way. He made a tent one time, not a house, he said. C: Not a house. And that could be because he worked so hard on 'pillow' or he worked so hard on 'blanket' and then he goes back to put it back in the sentence and then something else got discombobulated. T: I think he just didn't hold it. He knew there was a blanket. He knew there was a pillow. There's a 'p' and a 'b'. C: And 'busy'. T: And when he got back to it, he remembered there was a blanket and so he just grabbed blanket.

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C: I will say, though, from me outside looking in, when you read it for him up to the point that you wanted him to fix, it was much easier for him. So I'm just wondering if he's not at that point that he can multitask yet. If he can't do two things like re-reading it, thinking about the story, looking for a part he knows. I've just worked that out, now let me put it together. I just put on here it's like he can't do more than one thing at a time yet. T: Right. C: I feel like he will, but maybe if he's working his way through those words like 'pillow', 'blanket', that you gather up that meaning for him to get him to that point. Because when you did do that, he was able to do it. It's the few times that he went back and he got almost sidetracked in a way, and then he starts working on something else that the first time through wasn't a problem. I'm just outside thinking about that.