Becky Cox Executive Director of Reading Office of Reading August 2016 Dr Elizabeth Norton Director of Reading Coaching Office of Reading August 2016 Understand the reading landscape in Tennessee from both the student perspective and the classroom perspective ID: 668286
Download Presentation The PPT/PDF document "Read to be Ready Coaching Network" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Read to be Ready
Coaching Network
Becky Cox | Executive Director
of
Reading | Office of Reading | August 2016
Dr. Elizabeth Norton | Director
of
Reading Coaching | Office
of
Reading | August
2016Slide2
Understand the reading landscape in Tennessee from both the student perspective and the classroom perspective.
Understand the goals of the Coaching Network related to reading instruction.Begin to develop relationships with other members of the network.Understand the expectations for engagement in the Coaching Network.
ObjectivesSlide3Slide4
Read to be Ready
Chapter 1: Early
literacy matters
Chapter
2: But it’s never too late
Chapter 3
: Reading is more than just “sounding out” words
Chapter
4: Teacher knowledge and practice are critical
Chapter
5: It takes a communitySlide5
Reading Landscape in TennesseeSlide6
Where are we now?
We improved our ranking among states in grade 8 reading but went
backward in grade 4 reading
.
Tennessee still ranks in the
bottom half of all states
on the Nation’s Report Card or NAEP in grades 4 and 8 reading
.
NAEP ReadingSlide7
Where are we now?Slide8
Gaps for historically underserved students remain large
All students
Economically disadvantaged
Black,
Hispanic,
Native American
Students with disabilitiesSlide9
Less than
3 percent of the almost 6,000 students rated below basic in ELA in third grade attained proficiency by the end of fifth grade.
Only
8 percent
of
eighth
graders below grade level in reading reach the ACT college-ready benchmark.
Students who fall behind are not
catching upSlide10
In 2015-16,
106 districts placed reading improvement as one of their top three priorities
.
Over
90 percent
of districts have a district-wide literacy block, averaging around
120 minutes
in
kindergarten, first grade,
and
second grade.Districts have made reading improvement
a high prioritySlide11
Tennessee teachers have devoted a substantial portion of their professional development hours toward improving literacy practices.
Teachers place high value on students’ time in their classrooms, with nearly all the teachers using classroom routines that allowed students to quickly transition from one activity to another.
Teachers’ lessons ensure that students receive practice in reading and writing across content areas and expose students to a variety of informational and literacy texts.
Teachers have made literacy instruction a high prioritySlide12
Most K–2 instruction is focused on mastery of individual skills
Two-thirds of K-2 lessons covered phonics and word recognition without follow-up on word meaning.
Students spent less than 20 percent of their time listening to or reading actual text.Slide13
Decide who is Partner A and who is Partner B. Partner A is the person who woke up the earliest.
Partner B answer first:Consider the students and teachers with whom you work, what connections can you make to this overall picture of reading in Tennessee?
Partner A paraphrase partner B and add on with one of the following stems:
I have had a similar experience. My students/teacher...
I have had a different experience. My students/teachers…
A/B Partner Turn and TalkSlide14Slide15
A Vision for Elementary Reading ProficiencySlide16
“Skills-based
competencies are necessary but not sufficient for early literacy development… Academic
success
depend
s
mostly on strong knowledge-based
competencies.”
—Literacy Unpacked
Harvard University Slide17
Vision of Proficient Reading
Accurately, fluently, and independently read a wide range of complex texts
Strategically employ comprehension strategies to analyze key ideas and information
Construct interpretations and arguments through speaking and writing
Develop vocabulary
Build knowledge about the world. Slide18
Proficient reading is all about making meaning from text. To do this, readers
must…accurately, fluently, and independently read a wide range of complex texts; strategically
employ comprehension strategies to analyze key ideas and information;
construct
interpretations and arguments through speaking and writing
;
develop
vocabulary;
andbuild knowledge about the world. Vision of Proficient ReadingSlide19Slide20
Instructional Outcomes in the Coaching Network
Year 1
Semester 1
Accessing Complex Texts through Interactive Read
Alouds
Semester 2
Accessing On-grade Level Texts through Shared Reading
Year 2
Semester 1
Responding to Texts through Interactive Speaking and Writing Activities
Semester 2
Teaching Foundational Skills through Reading and Writing
Year 3
Semester 1
Guided Reading and Instructional-level Texts
Semester 2
Independent Reading and Reading ConferencesSlide21
Draw three balloons on your paper on which you will write one word or phrase that captures an important idea from what you have heard so far.
Take one minute to record your 3 important words or phrases.Take 2 minutes to share with your neighbor.
Three BalloonsSlide22
Compass Points
Acting – Let’s do it
Likes to act, try things, plunge in
Speculating – Likes to look at the big picture, the possibilities, before acting
Paying attention to detail – likes to know the who, what, when, why, where, before acting
Caring –
Likes to know that everyone’s feelings have been taken into consideration, that their voices have been heard, before actingSlide23
What are the strengths of your style? (4 adjectives)What are the limitations of your style? (4 adjectives)
What style do you find most difficult to work with and why?What do people from other “directions” or styles need to understand about you to work together effectively?
Record on Your PosterSlide24
Read to be Ready
Coaching NetworkSlide25
This is hard work. We would be making a mistake if we thought we could solve it with a single program.
We know…Slide26
Transforming our reading trajectory statewide will require new kinds of collaborations between districts and the state.Slide27
Our Theory of ActionSlide28
Layers of SupportSlide29
Read to Be Ready Coaching CycleSlide30
Interactive Read Aloud TrainingInaugural Read to be Ready Coaching Network Convening
Winter ConveningMonthly Virtual or In-person Mini-trainings with Reading Coach Consultant
Read to Be Ready Coaching Network TrainingsSlide31
Spend 60% of your time working with teachers
Work with up to 15 K-3 teachers.Provide professional development and/or coaching support to the teachers each week.Attend Read to Be Ready Coaching Network TrainingComplete deliverables related to implementation of coaching training and earn up to $2,000 in stipends for approved submissions.
Expectations of CoachesSlide32
Questions
Further questions?
Contact Dr. Elizabeth Norton
.
Elizabeth.Norton@tn.govSlide33