1. ADCOS March 2015

2. For example… Gr. 9 Reading Outcomes

3. Activity Using the “K-9 Program of Studies, Reading Scope and Sequence” document: – Choose grade 3, 6 or 9. – Read through the Language Arts outcomes related to reading for that grade. – Highlight the outcomes that are applicable across the subject areas.

4. Instructional Reading Levels at the END of: Will benefit from universal supports Will benefit from targeted supports Will benefit from individualized supports Kindergarten Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in this age group who have been identified with special education needs and will require more individualized types of instructional supports. Grade 1 Grade 1.5 or aboveGrade K.5. to 1.4Pre-K or below Grade 2 Grade 2.5 or aboveGrade 1.6 to Grade 2.4Grade 1.5 or below Grade 3 Grade 3.1 or aboveGrade 2.6 to Grade 3Grade 2.5 or below Grade 4 Grade 4.1 or aboveGrade 2.6 to Grade 4Grade 2.5 or below Grade 5 Grade 5.1 or aboveGrade 3.1 to Grade 5.1Grade 3 or below Grade 6 Grade 6.1 or aboveGrade 4.1 to Grade 6Grade 4 or below Grade 7 Grade 7.1 or aboveGrade 4.1 to Grade 7Grade 4 or below Grade 8 Grade 8.1 or aboveGrade 4.1 to Grade 8Grade 4 or below Grade 9 Grade 9.1 or aboveGrade 5.1 to Grade 9Grade 5 or below Grade 10 Students in Grades 10-12 are typically reading at the Grade 9.1 level or above. They continue to benefit from universal and targeted instructional supports, a literacy-rich environment, and reading instruction specific to each course. Students who do struggle with reading, or are several grade levels behind in their reading level, should be receiving targeted or specialized supports, and may also be eligible for accommodations. Streaming is not the solution to a student’s reading struggles. While streaming may increase success for struggling readers at the high school level, it is only one of the many ways that teachers can support struggling readers. Each student’s needs should be carefully considered and accommodated. Grade 11 Grade 12

5. Activity Using the “K-9 Program of Studies, Reading Scope and Sequence” document: – Choose grade 3, 6 or 9. – Read through the Language Arts outcomes related to reading for that grade. – Highlight the outcomes that are applicable across the subject areas.

6. Activity – Part 2 Take a look at the social studies text of the matching level. – Would success in the highlighted outcomes mean success in understanding this text? – Is anything missing?

8. Do we know the essential outcomes of a grade/subject curriculum? Do we know the reading outcomes at our grade level? CoreAssessmentInstruction Do we believe that we are ALL teachers of reading? Essential Outcomes Do we have a common process to screen & assess readers? Is our data organized so it is useful? Do we know our students reading levels? Is our instruction aimed at the students’ needs? Do students have the needed amount of time provided to improve reading? RTI and Reading Actions of Effective Teams

9. For example… Gr. 9 Reading Outcomes Student with Gr. 4 Reading Level

10. For example… Gr. 9 Reading Outcomes Student with Gr. 4 Reading Level 3-5 Common Strategies

11. For example… Gr. 9 Reading Outcomes Student with Gr. 4 Reading Level 3-5 Common Strategies Concentrated Instruction + Time Concentrated Instruction + Time

12. Reading Package Reading Outcome Reading Framework Examples of Possible Strategies.

13. Community Discussion Considering: – helping your teachers understand the reading outcomes… – having a process for screening/assessing students’ reading levels and using that data (i.e. helping your teachers know their students’ reading levels)… – helping your teachers across a grade team find 3-5 common strategies… …what are your next steps?

14. Community Discussion Considering: – helping your teachers understand the reading outcomes… – having a process for screening/assessing students’ reading levels and using that data (i.e. helping your teachers know their students’ reading levels)… – helping your teachers across a grade team find 3-5 common strategies… …what are your next steps? …how can your work align across schools in your community?