Reading Coaches’ MeetingReading Coaches’ MeetingLeon County SchoolsLeon County Schools

Friday, January 15, 2013

Literacy Coaches Ignite Literacy Coaches Ignite Excitement for Reading Excitement for Reading

Literacy Coaches Ignite Excitement for Reading

TodayToday

Announcements Setting the Stage for Next Year:

Reading and the Common Core Standards

Rigor in the Reading ClassroomStrategies for Building Inquiry in the

Reading ClassroomTest Preparation Strategies for FCAT 2.0

Reading

Important AnnouncementsImportant Announcements

FCAT Concordant ScoresFCAT Concordant Scores

FCAT 2.0 Reading – 245

SAT Verbal – 430

ACT – 19

Page 4 of the DOE FCAT Graduation Requirements handout contains many useful resources.

Secondary Literature Sequence Secondary Literature Sequence ProjectProject

Major Works Committee and Department Heads have been meeting regularly to align literature sequence with Common Core.

This summer a team will work on developing units with assessments based on sequence and the Standards.

Canyon School District in Utah has excellent resources. (See sample.) Links are in note page.

Once the materials are developed, a team of reading experts will review and make recommendations for accommodations for the less abled readers.

Considerations for Reading Next YearConsiderations for Reading Next Year

If we are ever going to develop a district program, we must be in agreement as to what it will look like:◦ Reading classes with Level 1 or Reading classes with Level 1

and Level 2?◦ How should instruction differ between our level 1 and level 2

readers?◦ Will our reading classes be block classes? If so, what will the

program look like?◦ Do we all want to implement a standard reading program

across the district? What will the elements be?◦ How do we merge Reading skills with the rigor and

expectations of the Common Core State Standards?◦ What about progress monitoring?

There are two broadly different groups There are two broadly different groups of struggling readers for us to of struggling readers for us to consider. (Joe Torgesen, FCRR)consider. (Joe Torgesen, FCRR)

Students who are still struggling significantly Students who are still struggling significantly with initial word reading skills (say, below with initial word reading skills (say, below the 3the 3rdrd grade level) grade level)

Students who have “adequate” word level Students who have “adequate” word level skills (though not fully fluent), but struggle skills (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, with vocabulary, knowledge, reasoning, comprehension strategies, and motivationcomprehension strategies, and motivation

Needs of Students One to Two Years Needs of Students One to Two Years Below Grade Level (Torgesen, FCRR)Below Grade Level (Torgesen, FCRR)

• Powerful, supportive instruction in Powerful, supportive instruction in vocabulary and strategic reading skillsvocabulary and strategic reading skills

• Supported reading experiences to Supported reading experiences to increase fluency and engagement in increase fluency and engagement in thinking about what they readthinking about what they read

Reading Skills Needed for Reading Skills Needed for Students Considerably Below Students Considerably Below Grade LevelGrade Level

Word level skills- accuracy and fluencyWord level skills- accuracy and fluency

Strategy instruction and engagement Strategy instruction and engagement in thinking about textin thinking about text

Lots of guided, supported practice in Lots of guided, supported practice in readingreading

Both embedded and systematic Both embedded and systematic vocabulary instructionvocabulary instruction

Findings from a recent meta-Findings from a recent meta-analysis of interventions for analysis of interventions for adolescent struggling readers adolescent struggling readers (Torgesen, FSU)(Torgesen, FSU)

• Intensive interventions focused on Intensive interventions focused on word level reading skills produce word level reading skills produce consistent effects of reading accuracy consistent effects of reading accuracy and comprehensionand comprehension

• Intensive interventions focused on Intensive interventions focused on comprehension strategies produce comprehension strategies produce larger effects on reading larger effects on reading comprehensioncomprehension

Both Groups of Students Need Both Groups of Students Need Content Classes that Include:Content Classes that Include:

• Comprehension StrategiesComprehension Strategies

• Extended Discussions of TextExtended Discussions of Text

• High StandardsHigh Standards

• Reading-Writing ConnectionReading-Writing Connection

• Motivation and EngagementMotivation and Engagement

• Content Learning to Building Content Learning to Building Understanding of Concepts that Assist Understanding of Concepts that Assist ComprehensionComprehension

For Next TimeFor Next Time

Our last meeting will focus on planning for next year.

Start thinking about the issues mentioned previously.

Read the article by Joe Torgesen from FCRR in preparation.

Come with your ideas and be ready to plan.In the meantime, let’s look at ways to increase

rigor and inquiry in our reading classes.

Summer Training ScheduleSummer Training Schedule

There will be a number of training opportunities. Once the schedule is finalized, we will forward the information to you.

Take a few moments to write your definition of rigor in the reading class.

If you have an Ipad, laptop, or smart phone with you, please email your definition to harrellr2@leonschools.net.

Rigor in the Reading ClassRigor in the Reading Class

Wordle of CCSS Anchor StandardsWordle of CCSS Anchor Standards

Wordle of Standards from 9-10 Wordle of Standards from 9-10 FCAT 2.0 Item SpecificationsFCAT 2.0 Item Specifications

Want an Ipad friendly Wordle?Want an Ipad friendly Wordle?

Working Definition of RigorWorking Definition of Rigor

Rigorous instruction operates within, but at the outer edge of students’ ability to master the content as evidenced by the standards.

Rigorous Instruction Includes:◦Content that focuses on depth over breadth,◦Strategies that scaffold students through varying

cognitive levels, and◦Assessments designed to measure student’ ability

to synthesize learning and adapt that knowledge to different contexts.

Rigor Jigsaw –Rigor Jigsaw –Now that we have shared our definitions, let’s Now that we have shared our definitions, let’s explore some components of a rigorous explore some components of a rigorous classroom. classroom.

Your group will only pay attention to one square within the Rigor organizer.◦Assessment◦Content◦Cognitive

Engagement◦Instruction

Within your group, do the following:◦Read the quote out

loud.◦Summarize it.◦ Identify 2-3 “look-

fors” concerning your element.

Morning BreakMorning Break

Inquiring MindsMoving Toward Inquiry-Based Instruction in the Reading Classroom

The ProblemThe ProblemFCAT 2.0 Question Complexity

Questioning in the Classroom*

10-20% Low

Complexity

50-70%

Moderate Complexity

20-30% High

Complexity

60% Recall

Questions

20%

Procedural Questions

20% Higher

Level Questions

* From research in 1970

Costa’s Levels of ThinkingCosta’s Levels of ThinkingCombined with Question-Answer RelationshipCombined with Question-Answer Relationship

Activities Promoting InquiryActivities Promoting InquiryCubingCubingGroups work to create

a discussion activity based on a text.

Groups focus on the thinking rather than the verb!

Cubes can be filled with a couple of beans, taped, and then swapped with another group for discussion.

Activities Promoting InquiryActivities Promoting InquiryWrite AboutWrite About

Activities Promoting InquiryActivities Promoting InquirySilent ConversationSilent Conversation

Disclaimer – This article does not reflect the opinions or beliefs of anyone in this room!

For the sake of brevity, here is a gist of the introduction:◦The CCSS claim to prepare students to “be

best positioned to compete successfully in the global economy.”

◦Yong Zhao (see intro for qualifications) asks you to consider five questions in order to evaluate this claim.

Activities Promoting InquiryActivities Promoting InquirySilent ConversationSilent Conversation

To what extent do you agree or disagree with Zhao’s skepticism of the Common Core State Standards?

◦Write your opening position on your position paper.

◦Include 3 reasons derived from the text to support your position.

Activities Promoting InquiryActivities Promoting InquiryFour Corners 2.0Four Corners 2.0

LunchLunch

Empire State Building 1932

Breaking up the Breaking up the MonotonyMonotonyof FCAT 2.0 Prepof FCAT 2.0 Prep

An Alternative Use for EPAT

Gadgets & Gimmicks to Increase Gadgets & Gimmicks to Increase EngagementEngagement

Turning Point TechnologiesTurning Point Technologies

Students are engaged.

You get to give real-time

feedback.

You’ll notice patterns

you’ve never noticed

before.

Gadgets & Gimmicks to Gadgets & Gimmicks to Increase EngagementIncrease Engagement

Scratch-OffsScratch-Offs

Some ideas to have students do when they get a wrong answer on an FCAT practice passage:

◦Find the detail(s) from the passage that lead the reader to the correct answer and include them in a short response.

◦Map out your thinking. Write out how you determined your original answer, and what you learned from it. (ex: distractor words, picking the extreme, not thinking like the author)

Test CorrectionsTest CorrectionsNot Just for the AP ClassNot Just for the AP Class

Sharing Best PracticesSharing Best PracticesFCAT 2.0 Prep

Another famous image from the Another famous image from the top of the worldtop of the world

Thank you for Thank you for your active and your active and positive positive participation.participation.

Have a great Have a great weekend!weekend!