This seminar outlines the three components of text complexity, the range and quality of text in READ 180, and how the rBook staircases complex text.
- Explanation of the three aspects of text complexity: quantitative measures, qualitative measures, reader and task considerations
- Range and quality of texts in READ 180 and alignment to college and career readiness
- Overview of how the READ 180 workshop staircases texts to increase rigor and complexity based on quantitative and qualitative measures
- Using the Student Text Complexity Report to monitor progress
- Understand the three aspects of text complexity and how they are reflected in READ 180
- Scaffold engagement to support students with reading a range of content-rich, complex text
- Understand and analyze the staircasing of complex text in
- Apply data to individualize each student’s progress toward reading complex grade-level text
This seminar unpacks strategies for supporting and advancing students reading complex texts.
It gives participants opportunities to analyze the strategies and practice implementing them
using additional READ 180 resources.
- Differentiating with Boost and Stretch strategies for scaffolded support
- Observing a model Stretch Text lesson
- Accessing and teaching Stretch 2 readings from the READ 180 community website
- Differentiate rBook lessons to support and challenge students with reading complex text
- Extend rBook learning with more rigorous passages that reinforce comprehension skills and strategies. Scaffold student interaction with grade-level nonfiction text that deepens knowledge on a Workshop topic or theme
This seminar examines text-dependent questions in the rBook and provides tools for guiding students to ask and answer them citing specific textual evidence.
- Defining text-dependent questions and identifying them in the rBook
- Marking text and asking relevant questions when reading
- Close reading of text using the Summarize Routine
- Critical reading strategies in the rBook (analyze, evaluate, synthesize)
- Understand what makes a question text-dependent
- Guide students in close reading and finding evidence for text-dependent questions
- Teach critical reading strategies to help students access complex text
This seminar examines general academic and domain-specific vocabulary, unpacks the Teaching Vocabulary Routine,
and provides participants with strategies to scaffold rich, structured academic discussions.
- Understanding academic and domain-specific vocabulary
- Using frames to scaffold discussions with academic language
- Deepening knowledge of the Teaching Vocabulary Routine
- Teaching vocabulary with the LBook (optional slides)
- Understand the difference between academic and domain-specific vocabulary
- Effectively use the Teaching Vocabulary Routine to build students' word knowledge
- Use frames to engage all students in academic discussion based on complex text and multimedia
This seminar breaks down the steps of the READ 180 Writing Process, explores the components of the key writing types, and focuses on argument writing.
- Outline of the key writing types in READ 180
- Analyzing and assessing argument writing
- Strategies for teaching students to advance an argument and support viewpoints
- Steps of the READ 180 Writing Process
- Identify components of each of the five key writing types in
- Understand how READ 180 provides varied opportunities for writing and increases rigor within and across Workshop writing lessons
- Accurately assess student argument writing
- Evaluate effective student and teacher engagement during the
READ 180 Writing Process
This seminar focuses on ways to use rubrics to set writing goals, assess writing, and provide actionable feedback to strengthen students' competence in composing short and long writing pieces.
- Establishing expectations using READ 180 writing rubrics
- Steps for using the Digital Portfolio to assess student writing
- Overview of the Peer Feedback Routine
- Use rubrics to set expectations for specific writing types before students begin writing
- Use the Student Digital Portfolio to assess writing and recordings
- Provide meaningful feedback and set revision goals using writing rubrics
- Guide students to use the Peer Feedback Routine to develop and strengthen their writing
This seminar illustrates differences between expectations for proficient and struggling readers and examines the
processes for creating a multi-year plan for growth and using SRI to set student growth goals.
- Analyzing factors that impact Lexile growth
- Using SRI to set student growth goals
- Creating a multi-year growth plan
- Understand Lexile growth expectations for a READ 180 student
- Use SRI to set growth expectations for a student to be prepared for college and career
- Create a multi-year growth plan for a READ 180 student to reach grade-level proficiency
This seminar highlights strategies for analyzing data and holding conferences to provide feedback, motivate students, and set growth goals.
- Setting student goals in each of the READ 180 rotations
- Conducting one-on-one conferences
- Analyzing formative data
- Use reports to set individual and whole-class reading goals
- Hold student conferences to set and revise individual goals during the year
- Use formative data to motivate students and provide actionable feedback