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Read to be Ready

Read to be Ready. Coaching Network. Becky Cox | Executive Director of Reading | Office of Reading | August 2016. Objectives. Share the rationale and foundation from which we are building. Develop an understanding of the Vision for Reading in Tennessee.

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Read to be Ready

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  1. Read to be Ready Coaching Network Becky Cox | Executive Director of Reading | Office of Reading | August 2016

  2. Objectives • Share the rationale and foundation from which we are building. • Develop an understanding of the Vision for Reading in Tennessee. • Connect the instructional outcomes for literacy and the coaching framework as pivotal drivers for the Read to be Ready Initiative.

  3. Setting the Foundation

  4. Setting the Foundation

  5. Setting the Foundation

  6. Setting the Foundation Recommendations • Improve RTI2 implementation for students who need greater support in specific skill areas • Support deeper literacy instruction to ensure that students learn decoding within the context of broader comprehension • Increase schools’ and teachers’ ability to differentiate instruction in the early grades and to target students’ academic and non-academic needs as early as possible • Get better at getting better

  7. K-3 State Initiative Connections

  8. K-3 State Initiatives Read to be Ready Initiative Response to Instruction and Intervention Read to be Ready Coaching Network Third Grade Assessment Portfolios Second Grade Assessment Kindergarten Entry Inventory Goal: 75 percent of Tennessee students reading on grade level by 2025 K 1 2 3

  9. Read to be Ready Initiative 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 community

  10. Chapter 3: Reading is more than just “sounding out” words Reading is thinking deeply about a text’s meaning and how it builds knowledge of the world around us. Reading is thinking

  11. Chapter 4: Teacher knowledge and practice are critical Educators must have a deep understanding of the art and science of literacy instruction in order to develop lifelong readers.

  12. Our Theory of Action

  13. A Vision for Elementary Reading Proficiency

  14. “Skills-based competencies are necessary but not sufficient for early literacy development… Academic success dependsmostly on strong knowledge-based competencies.” —Literacy Unpacked Harvard University

  15. Vision of Proficient Reading • 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; and • build knowledge about the world.

  16. Instructional Outcomes in the Coaching Network

  17. Read to be Ready Coaching Cycle

  18. Annotate the Text • Independently read the Read to be Ready literacy framework document, focusing on the instructional outcome bullets in the bottom chart. Use the following annotation guide to mark the text. • This connects to what I believe about high quality literacy instruction + This connects to what I have observed in my own school ? This is something I am curious about or is a question that I have

  19. A/B Partner Turn and Talk • Partner A share your connections with Partner B • Partner B paraphrase partner A’s connections and then use the following stems to add on to Partner A’s connections: • I also marked… • I would like to add onto what you said about… • I also wonder… • In response to your question, I think… • I disagree with you about… • Share out to the whole group

  20. We know… This is hard work. We would be making a mistake if we thought we could solve it with a single program.

  21. Transforming our reading trajectory statewide will require new kinds of collaborations between districts and the state.

  22. How can you help? • Connect your support of literacy K-3, specifically in Tier 1 instruction, to the Vision for Reading. • Provide additional supports or professional development in the instructional outcomes in the same semester as the coaching network over the next 3 years. • What might be some connections you see with the federal programs with which you work? How might you ensure alignment between the vision for reading?

  23. Questions Further questions? Contact Becky Coxat Becky.Cox@tn.gov

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