Oftentimes, I found that there is a disconnect between what is taught in support classes and what is taught in the general education curriculum. For instance, when I was a Literacy Interventionist teaching SpellRead, teachers were not aware of the strategies I used in my classroom. After careful reflection, I realized that during our grade level meetings, I needed to educate my team of teachers on what strategies I use during SpellRead and see if we could incorporate those same strategies into their general education classrooms. I feel there would be a more cohesive flow and better retention if the skills they were learning in SpellRead spilled into their classrooms in various content areas.
Shortly after my first attempts at bridging this enormous gap, I was furloughed and shortly hired back a few months later as a fourth grade teacher. This is not my first time teaching fourth grade. I taught fourth grade prior to taking the Literacy Interventionist position. However, I was more equipped to help bridge that gap for those students of mine that were in SpellRead. Since I previously taught SpellRead, I knew what students were supposed to be doing and what strategies they were supposed to utilize during instruction. Sometimes we expect students to simply apply those strategies on their own rather than teaching them how to use those strategies in any situation they are in whether it is reading in the classroom or reading a book at home. My poor students could not get away with much. I knew they had a Speed Reading Chart and after meeting with the Literacy Interventionist Specialist in my building, I obtained copies and had it in their desks ready to practice at any moment. I also utilized the same eight strategies in the classroom when applicable. I was only able to do this because I was previously in that position so I knew what to expect and how to incorporate it into my classroom to support those emerging students.
With collaboration cohesion is possible!
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