Fingerprinting

• We do not keep your information!

• Your cards and forms are sent to the

school district’s HR department to be

processed by DPS.

• Time period for processing is 2 to 8 weeks

depending on the school district you have

selected.

• Please be patient.

AZ Dept. of Public Safety

Fingerprint Card

Please use only BLACK ink.

Print legibly.

If there is an error, use a new card.

Fingerprint Card

Sign with Your Legal Signature

Use your legal residence address.

NO P.O. Box numbers

Print in CAPITAL LETTERS

Your Full Name

In AKA put any other LEGAL

names you have EVER used

(including maiden last names)

Your Citizenship

(USA, Mexico, Canada, etc.)

Fill in your Social Security Number

Your Sex/Gender – M or F

Race/Ethnicity (please chose 1) Caucasian – W

African American – B

Hispanic – H

Asian or Pacific Islander – A

American Indian or Alaska Native – I

Height in Feet (5’) & Inches (7’’)

Weight in Pounds

Eye Color Black – BLK Blue – BLU

Hazel - HAZ Brown – BRO

Green – GRN Gray – GRY

Hair Color Bald – BAL Black – BLK

Blonde – BLN Brown – BRO

Gray – GRY Red/Auburn – RED

Sandy – SDY White – WHI

When and Where were you born?

**Use the 2 letter state code.**

Significant program underwriting provided by the Tucson Festival of Books.

Reading Seed New Coach Training

Day Two

Agenda

• Fingerprinting

• Case Studies

• Common Pitfalls

• Reading Comprehension Strategies

• Writing Strategies

• Practice a session

• Program Logistics and Coach Applications

Our Approach

• Student-Centered

• Strength-Based

• Constructivist

Approach

• Growth Mindset

Main Ideas from Day 1

• Set Appropriate Expectations for students

• Read for meaning

• Choose “Just Right” Books for your

students

• Listen – their interests, their reading, their

thoughts…

• Remember, believe that your student can

learn and succeed!

Introductions

Please introduce yourselves at your

tables with the following information:

1. Your Name

2. What did you find most interesting when

reviewing the manual? OR What did you

find most interesting during Day 1 of

training?

Typical Coaching Day

Please review the following handout on

page 6 of your New Coach Information

Packet:

“Reading Seed General Practices for

Coaching Sessions”

CASE STUDIES

Group Question

What is needed to create a fun and safe

learning environment for your student?

Tutor Case Studies

Read the two difference scenarios between

coaches.

What was their belief about students and how

did it impact their coaching styles?

Think/Write/Talk

Do Don’t

COMMON PITFALLS

Common Pitfalls:

“They Can’t Read”

Red Purple Blue

Yellow Orange

Black Red Purple Blue

Yellow Orange Black

Common Pitfalls:

Easy Books

“They can only read three-letter words, so I’m only going to bring books that use

those.”

BUT

Expose them to new ideas and new vocabulary through GREAT books and

meaningful discussions.

Common Pitfalls:

“They can read perfectly!”

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

Jabberwocky’s Song – Lewis Caroll

Common Pitfalls:

“Sound it Out”

eight

something

peaceful

Common Pitfalls:

Interrupting

Step in when errors change the meaning of the story. Remember: Accuracy is not as important as

understanding.

Provide 10 – 20 seconds of wait time.

“The man jumped on a white house and rode into the desert…”

“The man got on a white horse and rode into the desert…”

Focus on Meaning

Avoid:

• generalizations about their ability

• Limiting book options

• “read each word correctly”

• “sound it out”

• interrupting too frequently

Instead, focus on comprehension of the story. Share your thinking out loud so that students

can see how you understand the story.

BREAK TIME Please be back in your

seats in 5 minutes.

THINKING ALOUD TO IMPROVE COMPREHENSION

Have meaningful discussions.

Think Aloud

Strategically expressing your thoughts about the story out loud.

Conveys:

1. Readers think while reading

2. Readers use different strategies to help them understand the text

1. Asking questions

2. Making connections

3. Creating mental images, etc.

Think Aloud - Model

Read the following sample text

below and share your thinking

with your partner.

The knight rode off valiantly.

He was going to save the

kingdom even if it meant

risking his life.

Asking Questions

Think Aloud questions DO NOT need to be answered.

Why did he do that?

Do you know what that means?

Instead, THINK ALOUD.

I wonder why he feels that way. I think it is because…

I wonder what that means. Based on the picture, I think it means…

I wonder what it feels like to be on a rollercoaster.

Think Aloud Practice

“Sometimes it seemed to him

that his life was delicate as a

dandelion. One little puff from

any direction, and it was

blown to bits.”

― Katherine Paterson, Bridge to

Terabithia

Think Aloud Practice

BATMAN: The Ride

will show you what it

feels like to be

BATMAN, on this

deeply intense 50-mile-

per-hour juggernaut

that is definitely not for

the timid. Show your

strength and bravery

as you take on

GOTHAM’s criminal

element.

(Source: Six Flags

website)

Practice

(15 minutes)

With a partner, read a story with expression

using the Think Aloud method as you go.

Have a meaningful conversation about the text.

Do not ask your partner yes/no questions or

questions that need an answer.

Analysis

• Think about your conversations.

• Use page 19 of your Coach Information

Packet to look over sentence stems for

comprehension strategies.

Which strategies did you use?

Think Aloud:

Background Knowledge

A student’s background

knowledge will impact

his/her comprehension

of the story.

Second-hand

Experience

Texts

Personal experience

WRITING STRATEGIES

Reading and Writing

are connected!

Writing Reading

Review the Additional Writing Activities Handout found on page 33 of your Program Manual.

• Focus on writing activities that will enhance the

meaning of the book.

• As a coach, do not worry about grammar or spelling.

Sentence Stems

• Provide the student with a format to speak

and can frame their thought process.

• They are easier to respond to than a

general question.

I couldn’t believe it when…

What I most want to remember…

Writing Practice

(10 minutes)

Respond to the text by writing (and drawing

a picture if you have time).

1. Change the ending of the story.

2. Write a letter to a character of the story.

3. Create your own recipe for soup.

Share It!

• Show your partner your writing product.

• Compare the differences in ideas and

styles.

When you are ready, share your work at

your table.

Think About It

What did writing about the story do for your

personal comprehension?

What have you learned about writing as a

response to reading?

Writing Activities

Great picture book for

young readers.

Post-Reading Writing

Activity

List words that begin

with the letter H in 1

minute!

Writing Activities

Reading A-Z Book

Sam the dog is made the leader of the fourth of July parade.

Post Reading Writing Activity:

• How my family celebrates Independence Day…

• Summarize the story from the beginning, middle, and end.

Writing Activities

Nonfiction book about spiders

Pre-Reading Writing Activity:

Bubble map of everything you know about spiders…

Post Reading:

Three things I learned about spiders…

Write a story about a spider.

Writing Activities

Wordless Book

(just pictures)

During Reading

Writing Activities:

Write what happens

in the story after

every two pages.

More Writing Ideas

Look at page 33 of your Program Manual.

Go over some of the different ideas for

writing before, during and after reading.

Language

Experience Approach

Pg. 32 of your manual

• You transcribe as the student dictates.

• Perfect for students who write slowly or

are reluctant to read one day.

Language

Experience Approach

Try it!

• One partner dictates as the other

transcribes.

• Read the words back to the speaker when

you are finished.

Language Experience

Approach Example

I like to go to the park with my

brothers and play basketball and

soccer. We can play all day long.

Sometimes I like to go swimming.

1. Vocabulary

2. Letter Sounds

3. Elaboration

Language Experience

Approach Example

I like to go to the park with my

brothers and play basketball and

soccer. We can play all day long.

Sometimes I like to go swimming.

1. Vocabulary

2. Letter Sounds

3. Elaboration

Language Experience

Approach Example

I like to go to the park with my

brothers and play basketball and

soccer. We can play all day long.

Sometimes I like to go swimming

because…

1. Vocabulary

2. Letter Sounds

3. Elaboration

TOOLS FOR COACHING SESSIONS

Read Aloud Methods

Modeled Reading

Choral Reading

Echo Reading

Paired (Shared) Reading

Guided Reading

Page 18 - 21 of

Program Manual

Reading Aloud

It is okay

for you to read to the student no matter what

their age or ability!

Remember “Just Right” books. If the student is

struggling through every word then the reading is no

longer fun.

From FreeDigitalImages.net

Reading Activities to

Improve Comprehension

New Coach Information Packet, page 18.

Example Video

• Before Reading: 2:55 – 4:40

• During Reading: 20:20 – 21:30

Quick Reference

• Look at page 18 of your New Coach

Information Packet.

• Use the reference as a guide to help you

in the next section.

Partner Practice

With a partner, read Don’t Let the Pigeon Drive the Bus!

following the process that we have just practiced and

complete a writing activity of your choice.

Remember to point to the words as you

read.

Sample Coaching Log

What would you fill out after your practice

session?

Review

Reading Comprehension: Read for meaning and have fun!

Writing Strategies: Reading and writing are connected – allow your student to process through writing

Discussion of the Text: be sure to talk about the text before, during and after reading

Utilize your resources – we are here to support you!

BREAK TIME Please be back in your

seats in 5 minutes.

PROGRAM LOGISTICS

Resources Review

Look over the items given to you today.

Look at the journals and game boards.

What questions do you have?

Reading Seed

Game Board

Game Board

How to play:

- Find a way that will motivate your student

- Ensure that they are earning prizes as a result of reading accomplishments

- Submit their names for a medallion by March 31st.

Reporting Hours

See page 13 of your

New Coach Information Packet

• Coaching Logs should be filled out after each session.

• Provide the totals to be collected once a month online or bring the physical form to Literacy Connects.

• Do not submit information that needs immediate attention.

Reading Seed Programs

Traditional – Districts Throughout Pima

County

• Ability to work once a week for a minimum of two hours

• Work with 3 students for 30 minutes each once a week

Intensive – Sunnyside School

District

• Work with 2 students for 45 minutes each twice a week

• Meet quarterly with Project Team

• Ability to work twice a week for a minimum of 1.5 hours

• Optional – Attend Family Reading Nights quarterly

Kinder Project – Amphitheater School

District

• Work with 3 Kindergarten students for 20-30 minutes each twice a week

• Ability to work twice a week for a minimum of 1 hour and meet once a month with mentor groups

• Optional – Attend Family Reading Nights once a month

Available Districts

Your relationship with your students exists within the school setting only.

Prohibited Actions:

• Leaving school with the child or meeting outside of school.

• Initiating physical contact with a student. If they initiate, holding hands & brief hugs are okay. Sitting on lap is NEVER okay.

• Providing expensive or inappropriate gifts. (Books are okay!)

• Taking or offering food/candy or drinks to students at your coaching sessions.

• Photographing any child on any device at any time.

Coach & Student

Relationship

Disclosure of personal issues • Ask student if you can tell teacher specifics. • If they say no, tell teacher that family is in

crisis – just general info.

Disclosure of abuse • If it has happened or is about to happen. • MUST tell principal, school nurse or teacher

THAT DAY BEFORE YOU LEAVE!! • Make note to self about what you did and

email or call Reading Seed. • Do not investigate or interview the child

yourself!

Confidentiality

COACHING APPLICATIONS

Please wait to fill out the application as some

fields require specific answers.

What’s Next?

Stay involved with Reading Seed:

• Professional Development Workshops

• Book Clubs

• Become familiar with children’s books – Online catalog

– Lending Library

• Volunteer with other Reading Seed Coaches in book cleanings

• Become familiar with Reading Seed Resources

Contact

• Contact your Program Coordinator with

any changes to your availability as soon

as they occur.

• You will receive an email in the next few

weeks with:

– Your assigned school

– Your student information

– Your teacher(s) contact information

– Instructions about your Start Date

Remember

Your goal as a coach is to inspire a love

of reading. Make sure to have fun!

Questions?

Contact Jessica Dennes

Jdennes@LiteracyConnects.org