Teaching with Intent in 1:1 and Small Group Settings

A Professional Learning Community (PLC) is powerful because of its primary purpose: to transform teaching and learning.

Participating Leveled Literacy Intervention and Reading Recovery district teachers are fortunate to be able to continue to develop a deeper understanding of intentional teaching. When Leveled Literacy Intervention and Reading Recovery teachers interact through dialogue about the specific language choices used to promote powerful, self-regulated literacy learning with their lowest academic achievers, they are demonstrating knowledge of intentional teaching.  Each Leveled Literacy Intervention and Reading Recovery lesson values Epstein’s (2007) meaning of intentional teaching, which clearly states that “[t]o be intentional is to act purposefully, with a goal in mind and a plan to accomplish it.”  Thus, intentional teachers, such as Leveled Literacy Intervention and Reading Recovery specialists, do the following each and every day when interacting with students in reading and writing:

  • Aim at clearly defined learning objectives for students
  • Use explicit, precise language during instruction
  • Employ instructional strategies likely to help students achieve the objective; and
  • Continually assess progress and adjust the strategies based on that assessment

As we continue to gather as a PLC throughout the 2013-14 school year, teachers’ personal literacy theories will continue to take shape.  Thus, these interventionists will have powerful teacher and child interactions, which will be directed and designed to challenge students’ thinking, and scaffold and extend students’ learning.  Fountas and Pinnell (2009) remind us that real measures of a school’s effectiveness is the care taken to meet the needs of every child, not just with providing a program but with delivering intentional teaching that is fine-tuned through continuous learning opportunities with other colleagues to strengthen literacy understandings, grow as an educator, and collaborate at each ongoing Leveled Literacy Intervention and Reading Recovery professional development offering for the benefit of all students.

How are you influencing your own building of professional knowledge with respect to intentional teaching?

Epstein, A. (2007). The Intentional Teacher: Choosing the Best Strategies for Young children’s Learning. USA: National Association for the Education of Young Children.

Fountas and Pinnell (2009). When Readers Struggle: Teaching That Works. Heinemann, Portsmouth, NH.

Frances Malave
FMalave@ocmboces.org

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