June’s remodeling 2014Changing Teacher Practice Changing Student Outcomes 40 Ways to Read Like a Detective: Supporting Text-Centered Instruction Julie Joslin Lisa McIntosh Anna Frost Alex Kaulfuss ELA Section NCDPI
Disclaimer The digital tools used during this institute have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this institute.
Main References 40 Things to Do with a Text, by Braham and Gaughan Teaching Students to Read Like Detectives, by Fisher, Frey, and Lapp Making Thinking Visible, by Ritchhart, Church, and Morrison Notice and Note, by Beers and Probst The Art of Slow Reading, by Newkirk
What to Expect We will share 40 different ways to bring students back into the text to write, find evidence, reflect, read deeply, and become stronger, independent readers. We will practice with a few of these strategies and explore how to support ELLs. We will maintain a quick and lively pace.
40 Ways to Read Like a Detective D ISCUSSION OF Q UESTIONING / D ISCUSSING Cards 10 - 15 1.How do you support text-dependent questions and discussions in your instruction? 2.How do you establish rules for discussing in your classroom?
40 Ways to Read Like a Detective E XPLORING W HAT THE T EXT S AYS Cards 16 - 22
40 Ways to Read Like a Detective D ISCUSSION OF E XPLORING WHAT THE T EXT S AYS Cards 16 - 22 1.Were any strategies new to you? Did any reveal new ways to do things you already do in your classroom? 2.Which strategy might you hesitate to try? Why?
40 Ways to Read Like a Detective O RGANIZATION & S TRUCTURE Cards 23 - 26
40 Ways to Read Like a Detective D ISCUSSION OF F ORMAT, G ENRE, & M EDIA Cards 27 - 31 1.How do teachers utilize technology to support the instruction of the standards? 2.What strategy would you include / add to this section?
40 Ways to Read Like a Detective R ESPONDING TO I DEAS Cards 32 - 36
40 Ways to Read Like a Detective D ISCUSSION OF V OCABULARY & G RAMMAR Cards 37 - 40 1.How does your vocabulary and grammar instruction look different as a result of Shift Three? 2.How can school and district leaders encourage classroom teachers to adjust grammar and vocabulary instruction?
Julie Joslin, Ed.D. Section Chief English Language Arts 919-807-3935 Julie.Joslin@dpi.nc.gov Anna Lea Frost, M.Ed. 6-8 English Language Arts Consultant 919-807-3952 Anna.Frost@dpi.nc.gov Lisa McIntosh, MSA K-5 English Language Arts Consultant 919-807-3895 Lisa.Llewellyn@dpi.nc.gov Alex Kaulfuss, Ph.D. Grades 9-12 English Language Arts 919-807-3833 Alex.Kaulfuss@dpi.nc.gov Contact Information: Have you Seen… ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077
Lindsey Fults ESL/ Title III Consultant 919-807-3844 Lindsey.Fults@dpi.nc.gov Contact Information: Have you Seen… ELD Resources: NCDPI ELD Wikispace ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077