Reading Coach/Contact Meeting
January 2015
Welcome Back!
Welcome Back
• Please sign in and leave your Action Plans with
supporting documentation at the front table
Celebrate Literacy Week
Sent 10/7 to Reading Contacts:
• http://info.fldoe.org/docushare/dsweb/Get/D
ocument-7193/dps-2014-167.pdf
• Everybody Writes Integration?!
-- How does Reading Accelerate Success?
• Site Visits-
i-Ready Training
Curriculum and Associates
Professional Development Specialist
Third Grade Progression
• Technical Assistance Paper—
– with notes from Sarah
• Portfolio Exemplar
– What do you notice?
• IBTP Homework… Login and search “Portfolio”
• In the meantime…
Elementary/(Middle) Resources:
K-2 Comprehension Instructional Sequence
Points to Remember
• CIS is an instructional
routine used during
content area reading.
• Note-taking is specific and
used to do something
• All re-reading is done with a
purpose
• Vocabulary is approached
authentically.
Coaching “soundbites”
• What was the purpose for
reading this information the
2nd time…3rd time?
• How will you use the
notes/coding to formatively
assess students? What will
students do with the notes?
• What vocabulary did you
select for this reading?
Why?
Elementary/(Middle) Resources:
K-2 Comprehension Instructional Sequence
K-2 Modifications
• In Kindergarten, most written
response is treated as a shared
activity with the teacher
controlling the pen.
• Student writing is categorized
according to text marking codes.
• The final written response is a
combination of the text coding
and note-taking.
K-2 Resources
• Model Lessons (Sharepoint)
• http://www.readworks.org/
Elementary/(Middle) Resources:
3-5 Task Cards
• DRAFT FORM
• 3rd-4th posted to webpage, 5 by month’s end
– How has your school used Task Cards in prior
years?
– Should task cards be created for all grades?
Elementary/(Middle) Resources:
90+30 Minute ELA Block
• DRAFT FORM
• Reading+/Writing (30) Component
– Scheduled together
– 90 minutes must be uninterrupted…..
• 10 important points
Lunch Time!
Straight from the Horse’s Mouth…..
Take 7 minutes and ONE colored highlighter to..
• Mark (highlighting) the Text:
YELLOW: Comparison
BLUE (pen): Sequence
GREEN: Cause-Effect
ORANGE: Problem-Solution
• What category did we just code? Were all present?
Straight from the Horse’s Mouth…..
TEXT CODING by STRUCTURE
• What is the overall structure of this passage?
• What grade level is this passage?
• What are the instructional implications of this
activity?
Student-Based Text Response
Connecting the Dots Brochure
– From Written Response… To Composition
1. LAFS Learning Progressions
2. Complex Texts
3. Text-based Questions
4. Text-based Tasks
5. Strategies and Tools
How to Connect the Dots… (p.2)
Teaching text structure is important!
-- students who can’t summarize are unable to
sort important information from text.
-- sorting of important information requires
knowledge of text structure
-- students must summarize and paraphrase in
order to integrate ideas
Learning Progressions (p.3)
The beauty of the standards is their
progression…
• Look horizontally at standard across the
grades….
• Block one out…
The standards are also mutually supportive…
• Look vertically 
Complex Text (p.4 and 5)
• Close reading must stop pushing the reader
out of the text and bring the reader into it
• Sarah Adams Morton
• Text-based Questions & Text Based Tasks
• Comprehension Instructional Sequence!
– Note p. 5 is students first response to questions
on p. 4; final text based response is on laminated
reference sheet.
Paired Text Writing to Sources (p.6 – 7)
Links foundational instruction to extended
writing to sources
1. Select Text Sets
2. Create STANDARDS-BASED question sets
3. Use writing frames and tools to support
students.
Resources
The Art of Argumentation
Fisher&Frey, Ross
Higher Order Comprehension Moves
CIERA School Change Project
*Instructional Rubric & DRAFT Student tool-kit ;)
CCRP Update
• Midyear Report Highlights:
– Ranked a 3 (successful) in all areas
– Progress Monitoring changed to STAR (and FAIR-FS for intensive).
– Everybody Writes initiative used as example of how data informs
instructional decisions or shifts in literacy practices
– Coach/Contact monthly PD/Action Plans used to illustrate
communication and collaboration
– Professional Learning Communities, Lesson Study, and district Trainthe-Trainer models cited as systematic follow-up to professional
development.
– Placement of students and staff to ensure literacy needs are met
differed at elementary and middle/high.
FSA Writing Assessment (Updates)
Field Testing!
http://www.fsassessments.org/resources/?secti
on=5-district-assessment-coordinators
Writing Resources at Website– share and get
feedback.