1. Reading Coaches’ Meeting Leon County Schools
Friday, January 11, 2013

2. Celebrate Literacy Week January 14-18, 2013
Thank you for all you do to support literacy with our students. Please browse and select a book for your own enjoyment. Celebrate literacy in your own life. We appreciate you! Cara, Racquel, and Kathy

3. Today’s Agenda Great Reads for Adolescents with Susan Harris
Update on ELA Major Works Alignment
Data Review of Achieve 3000
ACT Preparation Presentation with Aaron Paterson from Cambridge Press
A Special Lesson from Racquel on How to Build Rigor in Your Reading Lessons (CIS)
A Presentation on Springboard from Brian Whitehead with College Board

5. Celebrate Literacy Week January 14 – 18, 2013
Swift Creek was one of the top three winners in the Celebrate Literacy Week PSA contest! Representatives from the school will be going to the Daytona Speedway to be recognized by Florida’s First Lady in a special ceremony.
Let’s take a look at the winning PSA!
Celebrate Literacy Week January 14 – 18, 2013

6. PHOTO TIME: SMILE!
We would like to create a page on our SharePoint site that lists all our reading coaches.
Please get with Racquel so that she can take a picture of you.
We will post all of the pictures on our SharePoint page so that everyone knows our fabulous reading coaches!

7. “No, wait. That’s my book. You can’t have it!”

10. Computer Based Testing – FCAT 2.0 Reading
Grades 7, 8, and 10
April 15-16
Grades 6 and 9
April 22-26

11. AP Summit – Wednesday, January 23, 2013, at Tallahassee Community College
Secondary Reading Council of Florida Annual Conference – May 10 and 11, 2013, at the Sanibel Harbor Marriott Resort in Ft. Myers. Register at
International Reading Association – April 19-22, 2013, in San Antonio, Texas. Information is available at
Remaining meetings: February 15th and May 10th

12. Great Literature for Adolescents Susan Harris Cobb Middle School

13. Break Time

14. Mid-morning Humor

16. YOU ARE ON THE OTHER SIDE.

18. Major Works Alignment Update

19. Major Works Taught in ELA
A committee was organized to review major works (novels and plays) taught in grades 6-12 to eliminate duplication and to align with CCSS.
A recommendation was made to identify 2-3 texts that would be taught to ALL students in each grade 6-12.
We are providing a document that highlights some of the key recommendations and areas of concern (in red).
Discussions are ongoing in language arts meetings in each school to address concerns and issues.
Get with your school’s language arts department heads to be sure you are included.
You are welcome to attend the next language arts department chair meeting which takes place on Tuesday, February 12, from 4:30 to 5:30 at Cobb Middle School.
Your challenge is going to be making modifications and accommodations for your level 1 students in reading/language arts block.

20. Data Review with Cara

21. LUNCH TIME!

22. ACT Preparation Strategies: A Presentation from Aaron Paterson Cambridge Press
High school reading coaches report to the School Board meeting room. Middle school reading coaches remain here.

23. Building Rigor in Reading and Writing Lessons: A CIS Presentation from Racquel

24. Study the picture which shows life in early America during the Industrial Revolution. Imagine that you lived during that time. Write a paragraph describing what you might see on a typical day in your life.

25. From Hard Times by Charles Dickens
“It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it…it was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves forever and ever…It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next.”
Read this out loud while participants follow along.

26. From Hard Times by Charles Dickens
“It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it…it was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves forever and ever.
What does it mean to terminate something?
What does the prefix “in” mean?
How does the suffix “able” affect the meaning of the word?
How do the words “forever and ever” help you understand the meaning?
Read this out loud while participants follow along.

27. From Hard Times by Charles Dickens
“It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another.”
What is a habitat?
What does the prefix “in” mean in this word?
What does it mean to inhabit?
Read this out loud while participants follow along.

28. From Hard Times by Charles Dickens
“….every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next.”
What clues in this sentence helps us understand the meaning of the word “counterpart”?
Read this out loud while participants follow along.

29. What is the Text Structure?
Narrative
Descriptive
Problem-Solution
Comparative
Cause-Effect
Sequence
Question-Answer
Cyclical
Identify clues to the text structure in the text.
Read this out loud while participants follow along.

30. What is the Text Structure?
Narrative
Descriptive
Problem-Solution
Comparative
Cause-Effect
Sequence
Question-Answer
Cyclical
Identify clues to the text structure in the text.
Read this out loud while participants follow along.

31. Text Marking
Write the letter “T” over any words in the text describing the town in the passage. Write the letter “P” over any words describing the people in the passage.
Read this out loud while participants follow along.

32. Challenging Text-based Questions
Work with a partner in creating challenging text- based-questions based on the passage and text markings.
Read this out loud while participants follow along.

33. Text-based Writing
What is the author’s view of industrialization? Use evidence from the passage to support your position.
Read this out loud while participants follow along.

34. Author’s Chair
Bless - The listener tells the writer what he or she did well, providing specific examples.
Address – The writer asks the listener to provide specific feedback on one element of the writing.
Press – The listener provides the author constructive feedback on improving the draft.
Read the prompt. Respond in writing. Share.

35. Analysis of Text-Based Writing
Let’s first take a look at the evaluation tool based on FCAT 2.0 Writing.
Together let’s evaluate the first student paper.
Read this out loud while participants follow along.

36. Student Paper #1
In this passage, the author is attempting to illustrate the negative impact of industrialization in a town. Even in the title, Hard Times, he expresses that industrialization has brought about some difficulties in life in this community. He begins this passage by detailing how the smoke from chimneys has hidden the beauty of the rich brick buildings that once lined the streets. He shows the prevalence of the smoke by using descriptions such as “interminable serpents of smoke (trailing) forever and ever.” This image portrays the “town of machinery” as one which is draped in smoke from the factories. He transitions from this factory city to the homogenous lives of the people with a description of the city streets which all look the same. Like the factory lined streets, the people have become uniform with little differences in their lives. In other words, all the people look the same and do the same things over and over. The writer is clearly trying to show that factories have ruined the city and resulted in a mundane and uninteresting existence for its people whose lives revolve around the “town of machinery.”
Read this out loud while participants follow along.

37. Student Paper #2
The author doesn’t like industrialization because it is smoky with a lot of ashes. There is a lot of machinery and tall chimneys, smoke is coming out of buildings like snakes and it is every where. All the streets look the same, the people work the same hours and make the same sounds when they walk on the pavement. They all do the same thing every day and every year. He does not like industrialization.
Read this out loud while participants follow along.

38. Student Paper #3
The author thinks industrialization is bad. He says there is a lot of smoke and ashes with tall chimneys. He says the smoke is like snakes coming out of the chimneys. Smoke is not good for people, it can give you cancer and make you sick, so the author thinks the smoke is bad. All the streets are the same with a lot of people who are doing the same thing all the time, he doesn’t like industrialization. All the streets look the same. There is a lot of machinery in the town.
Read this out loud while participants follow along.

39. An Introduction to the College Board’s Springboard Program: A Presentation from Brian Whitehead

40. For Next time February 15th:
Bring your best strategies for test preparation for the FCAT 2.0 Reading CBT.
Please make 20 copies of your idea to share with everyone.

41. Thank you for your active and positive participation
Thank you for your active and positive participation. Before leaving, please complete an exit slip. Thank you!