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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
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