SCHOLASTIC: You were one of 31 women to be honored in the “Make It Here, Make It Happen” campaign recently launched by Mayor Bloomberg. This video series produced by the Commission on Women’s Issues spotlights extraordinary women in New York City. Can you tell us how you came to the attention of the commission and what you did to receive the honor?

A few years ago, NY1 News did a story on my organization, Seeds of Love, for their segment “New Yorker of the Week.” The “Make It Here, Make It Happen” people came across the video from this story and called me, asking to meet in person at the mayor’s office. I shared stories about the work that Seeds of Love does with children and families in need, but what I think really caught their attention was the fact that I am a literacy coach, a certified reading teacher, and a National Board certified teacher — but I am also a high school dropout.

School was never easy for me. I suffered from major anxiety and really felt out of place. Although I was pretty smart and was enrolled in honors classes, I made the decision to leave high school early to get my GED and work full time in Manhattan. The interviewers were floored. They were hoping that my success could help other young women who are facing difficult challenges find hope and persevere to become successful.

SCHOLASTIC: What was the impetus behind founding Seeds of Love?

After a few months of volunteering in various capacities with New York Cares, I signed up for a project at an overnight cancer awareness event called Relay for Life. When Relay for Life came to my community in Astoria, we formed a team to raise money for the American Cancer Society, and Seeds of Love was born. Our community needed an organization that focused on the needs of families and children. And as a teacher, I could weave volunteerism into learning events where teachers and their students could become engaged in some of the work we do.

SCHOLASTIC: You are a full-time literacy coach in a New York City elementary school. What was your reason for leaving your position as a 2nd grade teacher to enter the coaching field?

For ten years I was very happy as a classroom teacher and enthusiastic about both teaching and curriculum development. I was always sharing my favorite resources and best practices with other teachers, and noticing this, my principal encouraged me to become a literacy coach so that I could help a greater population of students outside of my classroom. I am lucky to have a position that balances working with students and planning and implementing best practices with the amazing teachers in my school.

SCHOLASTIC: For the past school year you have been a Scholastic teacher advisor, writing weekly posts for the Top Teaching blog. What is your advice to teachers of disinterested readers?

• Get to know your students
• Talk to them
• Listen to them read to find out in what areas they need help
• Find out their interests and learning styles
• Be open with them about your experiences as a reader
• Get parents to support the work you do in the classroom
• Create a community of readers in your classroom by making literacy the most important part of your day
• Be thoughtful about your resources and planning
• Show them that books can make us laugh . . . and cry
• Let them know that books can take them to new places, and then take them there

SCHOLASTIC: What are your top two goals as a literacy coach for the next school year?

Next year’s focus will be on implementing the Common Core Standards into our reading and writing curriculum. We’ve been working on curriculum maps in small groups this year and next year we will branch out to a larger group of teachers. It’s going to be a lot of work, and I can’t wait to see some of our maps and plans take shape in classrooms.

The expectations for student performance have been raised and I hope to support teachers in making plans for struggling readers and writers. Working together with teachers on getting our kids to meet (and exceed) higher standards can be overwhelming — and very exciting.

SCHOLASTIC: What is your greatest challenge as a literacy coach?

I can’t be everywhere all the time! I’m still finding ways to best divide my time between planning meetings, classroom visitations, sessions with struggling students, and an enrichment group. At times it’s really overwhelming.

Also, I’m still learning that my way may not always be the best way. I’ve done a lot of research on literacy coaching and the first rule of thumb is to hold back from trying to fix everything you see. Teachers are as unique and special as the students in their classes. The challenge is to listen and take in other people’s ideas without trying to solve everything in the way you know best.

SCHOLASTIC: Can you give examples of how you practice differentiated instruction either now as a literacy coach or in your role as a classroom teacher?

The huge push for differentiated instruction has made teachers want to scream. But honestly, great teachers do this naturally.

You can differentiate based on:

• interest
• strength
• need/weakness
• process
• product

What's REALLY smart is differentiating BEFORE your lesson. If you know that there are some children who will need a little extra support with the content you are covering, give them a head start with some vocabulary words on cards with pictures BEFORE the lesson, so that they can be on the same level as the other kids once the lesson actually starts. They'll beam with pride when they actually have a handle on the content and feel comfortable sharing their ideas in class!

SCHOLASTIC: What are three of your favorite tech tools for teaching literacy?

One More Story is a terrific resource for online e-books. I love having a beautiful book projected up on a huge board in the classroom, making the illustrations and text accessible to all students, instead of just the first ten seated in front of you. The students love it, too.

I also love the idea of using technology to assess kids and to get them to use their creativity and imagination. I see the makings of a future where more of our children’s work will be shared electronically with others.

Simply put, having a Promethean Board and Internet access in a classroom is priceless. With these tools I can bring anything from the outside world inside my classroom for kids to explore.

SCHOLASTIC: What are the top ten books you’d like every child to have read by the 12th grade?

I had such a difficult time trying to answer this question. We all know the classics that children are expected to read through their years in school. I say kids should read books that excite and inspire them, and make them wonder and feel. The list of books would be endless! But here are some books that teachers may want to have on hand as touchstone texts to revisit for countless lessons throughout the school year:

• The Brand New Kid by Katie Couric
• Faithful Elephants by Yukio Tsuchiya
• Those Shoes by Maribeth Boelts
• Ms. Rubinstein’s Beauty by Pep Montserrat
• Walk On! by Marla Frazee
• The Dot by Peter Reynolds
• Brave Irene by William Steig
• The Rough-Face Girl by Rafe Martin
• Fireflies by Julie Brinckloe
• Thank You, Mr. Falker by Patricia Polacco
• Charlotte’s Web by E. B. White
  

SCHOLASTIC: What is your proudest moment as an educator?

I honestly have proud moments every day. This is a tough job — without these moments, I wouldn’t make it through the year!

When a student runs up to me and asks me to help them publish writing they’ve been working on, I feel proud.

When kids ask to borrow books from my “personal collection” of favorites and return them to me wanting more, I feel proud.

When kids ask me to reread with them and assess them to see if they are ready to move up a level in reading, I feel proud.

When students who have been in the United States for just a few weeks fight to get the words out to say, “Hi, Teacher,” to me in English and ask for a book to read in their home language, I feel proud.

When teachers who were reluctant to try out a new idea, a new methodology, or a new resource and gave me a really hard time about it, come back to me and say, “You know what, I had the chance to try out what you suggested and it was amazing,” I feel proud.

When I know that I’ve gained the trust and respect of the administration, my fellow teachers, my students, and their parents, I feel proud.

 

To find great literacy tips for your classroom, visit Danielle on the Top Teaching blog .