Pat Johnson has supported both students and teachers as an elementary reading teacher for twenty-six years. Most of her career has been spent in schools with diverse populations in Fairfax County, Virginia. She is a Reading Recovery-trained teacher and has served as an adjunct faculty member for George Mason University. Presently, as a literacy consultant, Pat provides staff development for various school districts nationwide and has presented at state and national conferences. She is also the author of One Child at a Time: Making the Most of Your Time with Struggling Readers, K-6 (Stenhouse, 2006).
Pat is available for scheduling professional development and can be contacted by email (firstname.lastname@example.org), or through Stenhouse Publishers. The topics of her workshops for grades K-6 vary: struggling readers, second language learners, developing reading and writing workshops, storytelling, using poetry in the classroom, literacy assessment for tailoring instruction, and so on. Please refer to the Workshops page for several summaries of those topics and others.
Every elementary teacher works with students who struggle as readers on a daily basis. Each struggling child is complex, and each has a unique history as a learner. In One Child at a Time, Pat provides a framework (here’s what, so what, now what, and then what) that enables teachers to focus carefully on the specific needs of each struggling reader. This framework helps classroom teachers assess and analyze children’s strengths and weaknesses, design targeted instruction, and then assess and refine the teaching in conferences with the students. The framework is by no means an easy answer to a difficult problem, but through its use teachers learn how the reading process works for proficient readers and how to support struggling readers as they construct their own reading process. Pat shows how she uses the framework successfully with a range of learners, including beginning readers, English language learners, and students in the upper grades who are stalled in their literacy progress.