Hinton, Amy

EDCS 605
6.18.19
Literacy Coaching Reflection Report

My literacy coaching assignment was conducted with my colleague; Ms. Ferrera a fifth grade

teacher at Ka`u High and Pahala Elementary School (KHPES). KHPES is a school located in the

Ka`u district on the island of Hawaii that services pre-kindergarten to twelfth grade. The school

provides services to approximately 513 students, 93% which are minorities. Dominant minorities

in the school include Filipino and Micronesian which contributes to a high amount of multi-

language learners (MLLs). The school is also considered a low-income school with 86% of

students eligible for free & reduced lunches. Due to that percentage being so high, the complex

area superintendent requested for 100% free lunches for the student body. The school is also in

the lowest fifth percentile in the state for achievement. This school has been showing severe

deficits in math and English proficiency beginning in lower elementary grade levels through

twelfth grade through standardized and informal testing. There is a high need at KHPES for

literacy interventions.

Ms. Ferrera has taught at KHPES for two years, her first year was in the high school social

studies setting and this past year was in the fifth grade elementary setting. She had come to our

school as a Teach for America teacher and recently completed her assignment with the

organization this past school year. Ms. Ferrera seems to have a lot of good ideas, cares about her

students’ success, and continually strives to improve her practice. She stated that she realized the

need for literacy interventions at the high school level and focused on providing the best English

language arts integrated instruction that she could. When she began teaching fifth grade last year

she has no experience with the mandated Reading Wonders materials and lacked a lot of

experience in teaching English language arts. She said it was a big struggle and she felt that she

was not providing the best instruction for her students. She did a lot of self-directed studies and
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Literacy Coaching Reflection Report

participated in professional developments that she thought would help guide her instruction. By

the end of last school year she had become a lot more confident with teaching ELA but shared

she still struggled with instructional strategies and interventions. Based on her experience and the

given circumstances during this course, Ms. Ferrera will receive level 1 coaching support

throughout this assignment.

Ms. Ferrera and myself have a lot of experience working together since we do not have grade

level teams. We have a similar work ethic and have supported each other very well over the past

year. Ms. Ferrera was excited to participate in my master’s degree experience which was greatly

appreciated. To prepare Ms. Ferrera for our pre-coaching session I sent her a modified prompt,

“when you think about teaching the reading and writing that you want your students to do and

the teaching that you want to do, what gets in your way?” from Toll’s chapter on facilitating

coaching conversations (Toll, 2014, p. 68). She then came to me with an idea of what she wanted

help with and it really helped us get straight into a productive conversation. She began the

conversation by stating that she wanted to support the entire class with their reading skills and

had a small group of high level readers that she did not feel she was successful with challenging.

She stated that she liked the Building Foundational Reading Skills (BFRS) model that I used to

teach phonic instructions to my students and wanted to implement that in the upcoming school

year. She also stated that she wants interventions for her higher level students that are not just

“more work” but more challenging. She shared that last year her high level readers would often

breeze through the work she provided and be obviously bored. She stated that she attempted to

do a book club for her high level readers but lacked multiple copies of higher level books and

structure for the group. She felt that it was a failure to launch and she hopes to develop
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EDCS 605
6.18.19
Literacy Coaching Reflection Report

something that will help her support those high level readers. To address her struggles we made a

plan for our upcoming meeting. During that meeting we planned to do a mini-PD lesson on the

BFRS model. We also agreed to put the high level readers on hold until we returned to KHPES

for the 2019-2020 school year.

To fulfill the role as a supporter (Toll, 2014) for Ms. Ferrera, we focused on a mini-

professional development (PD) focused on creating modified Building Foundational Reading

Skills (BFRS) word studies. Ms. Ferrera was enthusiastic about the mini-PD because it was

specific to an area of need she had which reflected what Allen had discussed in her chapter on

Developing Voluntary Professional Development (Allen, 2016). It was also agreed that I would

provide Ms. Ferrera will continued supports next year as she developed modified BFRS word

studies for future Reading Wonders units. As Allen states, teachers are responsible for day-to-

day planning, assessments, and observations to meet students’ needs (Allen, 2016), providing

Ms. Ferrera with this tool would enable her to continuously provide instruction to develop her

students’ reading and writing abilities. To prepare for the meeting I created a word study

template and downloaded the 5th grade English Language Arts CCSS standards, these items were

emailed to Ms. Ferrera to ensure she had proper materials for the upcoming training. Then I

requested for Ms. Ferrera to come to the meeting with a computer and her Reading Wonders

curriculum (she chose to access it online). To begin the meeting we discussed how the providing

explicit instruction for foundational reading skills; phonics and decoding, would help her

students become more successful readers and writers. We agreed that including BFRS word

studies would provide the students with explicit instruction of the foundation skills they seem to

be lacking. Many of her students are also MLLs and do not receive a lot of reinforcement for the
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EDCS 605
6.18.19
Literacy Coaching Reflection Report

acquisition of English beyond the school. By providing explicit instruction through visual, oral,

and auditory instruction, it is expected to see growth for struggling students and MLLs. Then we

discussed the common theme of students struggling with decoding multisyllabic words even with

our just below average readers. We agreed that we would focus on syllabication so we could

model how to decode words based on syllables.

Upon starting the PD, we began to analyze a BFRS word study that I had created for my

sixth grade students. We agreed that for the upcoming year we would both call it a word study.

Then we used the 5th grade CCSS ELA standards to write student-friendly learning targets. Then

I demonstrated with my existing modified BFRS word study that I use with my sixth grade class.

We practiced each step of the instructional strategy for the spelling traits including reading the

word, spelling the word, sounding out slow, sounding out fast, and reading the word again. Then

we practiced the vocabulary instructional strategy including reading the word, reading the

definition, reading the word and then following up with a covered version for the students to

further deepen their memory of the definitions. After we went over the instructional strategy

enough for her to feel confident then we moved on to creating word studies for the first two

weeks of the 5th grade Reading Wonders Unit 1 spelling & vocabulary words. Although we

agreed to do syllabication for her spelling words, we realized that the first two weeks included

one syllable words. Ms. Ferrera expressed she was unsure how to decode the word, so I

recommended that we work with the onset and rime of each word. She was unsure of what that

meant, so I explained to her what it was and she agreed that would be a good way to decode the

word.
 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

We then worked side by side, she completed the word study for Unit 1 Week 1 and I

completed the word study for Unit 1 Week 2. As we finished, Ms. Ferrera would ask me

questions about the proper way to decode the words and we even shared struggles we had

regarding letter sounds. I shared with her that I struggled with knowing the letter sounds/blends

when I first started to do the word study because I was not accustom to decomposing words so

deeply. It seemed sharing struggles helped her feel more comfortable and strengthen the trust we

had between each other. How Allen had described trust being valuable in a coaching setting was

very apparent at this moment (Allen, 2016). Once we finished creating the word studies we

discussed the spelling trait and vocabulary strategy. I shared that I often introduced those

concepts on Monday and would give examples. She agreed that she wanted to include that in her

word study so I showed her how to find the vocabulary strategy on the Reading Wonders

website. We then agreed we would both find definitions and examples for the spelling traits

online. Since Ms. Ferrera’s first two weeks included short and long vowels for the spelling traits,

we used the same diagram for each word study. We then discussed how she could present and

have students practice using those spelling traits. Ms. Ferrera was full of ideas and we eventually

formulated an “I do, you do, we do” model. We finished up the training by discussing ways that

the students could be assessed. She inquired about what I had done in the past and I shared that I

did a cold/hot spelling test on Mondays & Fridays with students tracking their goals & progress

individually. She agreed that she would like to do something similar. We agreed at the beginning

of next school year to select a tracking sheet that we can both use. For our intervention grouping

next year, we also agreed to start the year with the Informal Phonics Inventory and Informal
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EDCS 605
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Literacy Coaching Reflection Report

Reading Inventory. We discussed that assessing and creating homogeneous intervention groups

should be a primary task at the beginning of the school year.

After we finished creating the word studies I asked Ms. Ferrera if she had any question. She

shared that she felt confident now but when the school year begins she would likely come to me

for advice on instruction and creating the following word studies. We finished up this meeting by

discussing the high level readers and a resource that we could do an informal book study at the

beginning of next year. The website was focused on providing interventions for Gifted &

Talented students and followed a school wide enrichment model-reading from University of

Connecticut (Renzulli Center for Creativity). We agreed to preview the website and discuss it

during our week of non-instructional school days and at that time we will work with our coach to

determine what type of intervention/supports would be best for our high level readers.

For our post-observation we discussed what she felt comfortable with and what she felt she

wanted to further pursue. As Toll had discussed coaches need to be trustworthy so a teacher is

more inclined to share and collaborate to strengthen their areas of struggle (Toll, 2014). She

stated that the word study was fairly simple to set up but would be interested in collaborating

with me again as she prepared the next few weeks of word studies. She also requested that I

review her break down of the words and provide feedback on the appropriateness. I reminded her

that I too feel unsure of myself sometimes and often fall back on a syllabication tactic to help me

segment the words. She reaffirmed that she still wanted me to look over the word study, which of

course I agreed to. She stated that she also wants support with setting up the Reading Wonders

student materials and assigning more online Reading Wonders tasks. This was not a problem and

I told her during our first week back that I would be more than happy to join and support her.
 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

Overall this coaching experience seemed to be successful. Considering that Ms. Ferrera and I

have a positive working relationship, we were able to work together in a productive manner. This

also was a good foreshadowing our how our next school year will be with the new embedded

prep time schedule. We both agreed that we are looking forward to it because we trust each other

and see each other as resources. Something that we had discussed was trying to get the remainder

of our upper elementary team on board for using the modified BFRS word study. We are unsure

if this is going to be successful because we do not know who our 3rd grade teacher is and we also

have a 4th grade teacher that is slightly resistant to change. Hopefully we will be able to develop

a positive and trusting relationship with the rest of our team and help develop an understanding

of the value and need for foundational reading skill instruction for our struggling students. Not

only has this experience helped me develop a strong relationship with Ms. Ferrera but it also

showed me the power of professionals coming together. As I progressed through this course my

idea of a coach molded from someone who has to be a know-it-all to someone that knows how to

problem solve, analyze data, support colleagues, and be a part of a team. Although I read that

knowledge is not the primary need of a coach, I do feel that I want to continue broadening my

knowledge of resources and assessments. Building that resource bank seems to be a continuous

venture and can be done with a team versus independently. Collaboration, trust, and respect truly

seem to be major components of the coaching process. As I progress in my career towards a

coach, I can only hope that I am able to build trusting relationships that focus on solution

oriented experiences.
 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

References

Allen, J. (2016). Becoming a literacy leader: Supporting and learning change (2nd ed.).

Portland, Me. Stenhouse Publishers.

Toll, C.A. (2014). The literacy coach’s survival guide: Essential questions and practical

answers (2nd ed.). Newark, DE: International Reading Association.

Vahidi, S. Schoolwide Enrichment Model (sem). Renzulli Center for Creativity, Gifted

Education, and Talent development. https://gifted.uconn.edu/schoolwide-enrichment-model/#

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EDCS 605
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Literacy Coaching Reflection Report

Appendix

Pre-Interview Note Graphic Organizer

Teacher(s) Grade/Subject Area

Ferrera 5th Grade/
Coach Date
Hinton 6.8.19
Topic/Problem
Phonics instruction using the BFERS model.
Providing effective intervention/support for high level readers.

Information about the topic/problem

-Majority of students are well below & seem to be lacking phonological
awareness/phonics.
**could use IRI/IPI to pinpoint students specific struggles.
-Last year class worked on decoding spelling words but it was later in the year and
did not have visual supports. Only completed task a few times a week.
-Wants to provide visual supports for students.
-Wants to have students practice decoding multisyllabic words.
-Did not feel like she was challenging her high level readers.
-Only idea for high level readers has been book clubs but were poorly managed.
**book clubs could be challenging due to lack of multiple copies of a book.

Goal
-Provide students with a visual multisyllabic decoding word study for spelling and
possibly vocabulary words.
-Provide a more challenging/rigorous experience for higher achieving students.
Brainstormed options for meeting goal
-modified BFRS word study, including phonics study & decoding drills.
-high level reader interventions will be brainstormed
**may include continued book study with more book options and structured
agenda/tasks
per group.

Action to be taken
-Next meeting will include a informal training on how to prepare BFRS word study.
-Will try to find more information on intervention/strategies to support high level
readers.
 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

Pre Interview Dialogue & Notes

Coaching Dialogue
When you think about your goals for your teaching, what kind of readers/writers do you
want your students to be?
I have a couple things that I was thinking about. We could discuss BFERS and how that all
works. Also I was thinking about discussing on level reading that is something I struggled
with last year. Did not feel that I was giving them challenging things. They could engage
in same activities but in a more challenging level.
Struggle with higher achieving is specific to reading. The biggest struggle is with small
groups – give them something to complete to focus on a skill/strategy and they would
finish so quickly that they were often bored. During intervention I want something that
they can work on that will help them grow. Had already spoke with the coach about
addressing bubble students as well.
What kind of classroom do you want to have?
What kind of work do you want to do?
Higher achieving students – only thing that comes to mind is online examples of book
clubs for higher achieving students. I don’t want to give them busy work. What can I do
that is not going to be busy work and taking them to the next level.
What gets in the way?
Higher achieving students – as far as a book club – having multiples of a book that would
deter or limit what books they could do. Maybe look into separating multiple book sets
for students to choose from.
Something else that I used some of the higher level students in my heterogeneous groups
to help lower achieving students. That would stop me from putting all higher achieving
students to help out in that area. Leveled intervention may take care of that as well.
BFERS – what is making you want to do BFERS
Seems like it helps with some of the foundation skills that some of students have
not yet acquired, can help pinpoint the struggle.
Assessments – would like supports IRI, IPJ.

What have you done successfully in the past?

Phonics instruction last year – started to do spelling words and vocabulary –
sound them out as a class. Wish she would have started sooner. Words up and point..
Modeled it for them first. Did pre/post and after she implemented this strategy she
started to see growth amongst the students. Did it a couple times a week. It was maybe
too foundational. Gist of what she did last year was worried it was a bit too low level but
was necessary. Had some games that helped with silent E Who Has Who Doesn’t. Maybe
some time with upper el team working on blending and spelling rules.
What do you want to do differently?
BFERS – I think I can breakdown the word into syllables and put that up on the
board. Would be helpful for them to see it broken down visually.
How can I help?
 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

How will you know when your efforts have been successful?
What will success look and sound like?
I think the success of it will be them seeing a little bit more independent and sounding
out words when reading versus automatically asking for support. More quantities
improvement in spelling test scores.
Lets find the time and human resources to make this possible.

Page 38 Table 2 What Respectful Coaching Relationships Look and Sound Like
Remember to paraphrase their original statements
So what I am hearing is…
When You say… My understanding is..
Clarify what they are trying to say.. Did I get that Right? Is that correct?
Ask WHAT DO YOU THINK

Mini-PD Notes & Post Meeting Notes

Mini-PD Notes

 6.17.19 9am To Dos: Check In, BFRS how to, template, and learning standards.

 Check in – felt excited and ready to learn the BFRS way.

 BFRS – reviewed template, discussed & created learning targets based on 5th grade

ELA standards, identified spelling traits & vocabulary strategy for RW U1 W2 and U1

W2.

 Agreed we would both call the activity word study in our classes to create a

commonality.

 Modeled filling out template, worked side by side while she completed U1 W1 and I

completed U1 W2.

 Ms. Ferrera was struggling with breaking down the single syllable words, we discussed

onset & rime and agreed to use that as the breakdown for most single syllable words.
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EDCS 605
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Literacy Coaching Reflection Report

 Discussed the important of BFRS and how it can assist students with syllabication,

decoding, and letter sounds/blends.

 Ms. Ferrera asked to practice the process of the word study/BFRS model.

o Practiced on several words and discussed how we can emphasize certain letter

sounds/blends. Ie: r-ough, ough says UFF.

 Ms. Ferrera requested to go over the word study she created.

 Completed the vocabulary portion and discussed how to use the “block page” to

develop a deeper memory of each word/definition.

 Agreed to include spelling trait/vocabulary strategy page.

o Created each page, included visual supports.

o Showed Ms. Ferrera how to take screen shots of RW items to include in ppt.

o Discussed how to teach students about short and long vowel sounds & used

same visual tool for each week as a reinforcement tactic.

 Discussed UCON – Gifted & Talented – Schoolwide Enrichment Model, agreed to

preview materials & discuss later. Will consider asking our coach at our school for a

book study on this if it is seen as a good model.

Post Meeting Notes

 Ms. Ferrera asked for help with setting up RW student accounts.

o Recommended for online copies to teach out to our coach.

o Agreed to show her how to set up assignment, tests, etc.

 Hinton, Amy
EDCS 605
6.18.19
Literacy Coaching Reflection Report

 Ms. Ferrera asked me to review the breakdown for her BFRS ppts that she will create

between now and when school gets back in session. Told her it would not be a problem

at all!

 Discussed the plan for our informal book study on the UConn SEM and agreed we

would share any ideas/resources that could possibly support our high level readers.

CCSS Fifth Grade ELA Standards

Reading Foundational | Phonics and Word Recognition | 5.RF.3 |

Know and apply grade-level phonics and word analysis skills in decoding words. a. Use

combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in

context and out of context.

Language | Vocabulary Acquisition and Use | 5.L.6 |

Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,

however, although, nevertheless, similarly, moreover, in addition).

Language | Conventions of Standard English | 5.L.2 |

Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

e. Spell grade-appropriate words correctly, consulting references as needed