ESL RESA 2014 Changing Teacher Practice Changing Student Outcomes

Lindsey Fults

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.

Materials Cards LiveBinder

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 W AYS TO R EAD Cards 1 - 9

40 Ways to Read Like a Detective D ISCUSSION OF W AYS TO R EAD Cards What strategies have you tried before? Were they successful; how do you know? 2.What strategy is new to you?

40 Ways to Read Like a Detective Q UESTIONING / D ISCUSSING Cards

core

40 Ways to Read Like a Detective D ISCUSSION OF Q UESTIONING / D ISCUSSING Cards 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

Text 1Text 2 Similarities Unique Characteristics/Features

40 Ways to Read Like a Detective D ISCUSSION OF E XPLORING WHAT THE T EXT S AYS Cards 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

40 Ways to Read Like a Detective D ISCUSSION OF O RGANIZATION / S TRUCTURE Cards Describe how a strategy or strategies support the intent of the standards?

40 Ways to Read Like a Detective F ORMAT, G ENRE, & M EDIA Cards

40 Ways to Read Like a Detective D ISCUSSION OF F ORMAT, G ENRE, & M EDIA Cards 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

40 Ways to Read Like a Detective D ISCUSSION OF R ESPONDING TO I DEAS Cards Why is problem finding an essential part of slow reading?

40 Ways to Read Like a Detective V OCABULARY & G RAMMAR Cards

40 Ways to Read Like a Detective D ISCUSSION OF V OCABULARY & G RAMMAR Cards 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 Anna Lea Frost, M.Ed. 6-8 English Language Arts Consultant Lisa McIntosh, MSA K-5 English Language Arts Consultant Alex Kaulfuss, Ph.D. Grades 9-12 English Language Arts Contact Information: Have you Seen… ELA Resources LiveBinder: ELA Common Core State Standards Self Study LiveBinder:

Lindsey Fults ESL/ Title III Consultant Contact Information: Have you Seen… ELD Resources: NCDPI ELD Wikispace ELA Resources LiveBinder: ELA Common Core State Standards Self Study LiveBinder: