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Catching Quality and Collaboration with Home BaseAngel MillsLee County Schools2013-2014 Kenan Fellow:Leading Educators to Home BaseIntroduce self. I am also a 2013-14 Kenan Fellow working on the externship project called Leading Educators to Home Base. My Fellowship has to do with helping educators, specifically those who teach English as a second language across the state, to better understand and utilize the Home Base system. I am sure you all have heard of it and had exposure to at least some of the components of the system, but today we are going to focus on the SchoolNet component and the English language development resources available to teachers within that system, as well as the new English language development dot notation that has been developed in response to the technical requirements of the Home Base system. Have participants introduce themselves to one another at tables and discuss briefly what they would like to learn from the next three hours. Ask them to write their thoughts down on a sticky note as a table and then have one person from each table report out what the consensus. Collect sticky notes for future reference.1ObjectivesUnderstand the development of the uses for the ELD Dot Notation. Understand and use the NC Summary Rubrics to evaluate resources for English language development. Understand the basic uses of SchoolNet within the Home Base system including finding resources for ESL and content classes that are aligned with the WIDA and content standardssubmitting resources to local and state banks for sharing across the state

During the next three hours or so, we will cover three main objectives2The ELD Dot NotationFirst.3BackgroundHome Base Resource TaggingRoadblocksSolutions for equitable accessESL taggers invited to contribute resources in March of 2013several taggers involved in finding initial set of resources (Angel Mills-Language of Language Arts, Anita Crowley-Language of Science, Guadalupe Trabold-Language of Math, Ambar de Mejia-Language of Science, June-Kenan Fellows come on board-(Joni Allison-Language of Social Studies, Angel Mills-Social and Instructional Language)Major roadblock throughout was incompatibility of structure WIDA ELD Standards with other standards (NCES and CCSS)

Tried tagging to content standards but content standards --dont address many language development areas of ELLs; dont take English proficiency level into consideration

Made finding and aligning resources to the standards difficult4No Standard Notation=Difficulty Aligning to Required RubricsDegree of Alignment Rubric must be:Applied to resource with suggested alignment to standards.

Used to rate the degree to which a resource actually aligns to each proposed standard.

Standards for alignment must be proposed before applying the rubric.

It is important to consider both the content and the performance expectations of the standard when comparing to the resource.Further difficulties with alignment..could not fulfill the requirements of the first part of the rubric because not aligning resources to ESL standard, but to content standardalso, no dot notation within the Home Base or tagging system for ELD resources to be associated with.limiting functionality of SchoolNet for ESL teachers5Putting Things in PerspectiveEnglish language proficiency standards must, at a minimum, be linked to the State academic content and achievement standards. States are encouraged, but not required, to align English language proficiency standards with academic content and achievement standards. (U.S. Department of Education, Office of English Language Acquisition, February 2003, pp.9, 10).

Problem solving process.ELD standards are very broad, no standard nomenclature for WIDA ELD Standards-meant to be flexible so states can use structure of standards and MPIs to allow each state to create more specific standards if so desired, WIDA ELD Standards are already LINKED to State academic standards across the consortium (designed by looking at commonalities in standards across the consortium) WIDA ELD Standards meet the federal requirements for ELP standards.however, structure did not meet system requirements for Home Base.Dot Notation helps solve this problem6The ELD Dot NotationSimple Dot NotationStays true to WIDA ELD standardsConnects to CCSS and NCESEmphasizes the need to provide appropriate support according to proficiency levelLets ESL AND Content teachers connect to the WIDA ELD Standards within Home Base

The dot notation stays true to the broad nature of the WIDA standards, connects to the CCSS and NCES through content links, emphasizes the need to provide appropriate support according to proficiency level and will let ESL and content teachers connect to the WIDA ELD standards within Home Base. All ELD resources now have dot notation within SchoolNet.7Digging Deeper: The English Language Development Dot Notation

What It Is.Standard NomenclatureBased on Content Topic Links from the WIDA ELDS, CCSS and NCESFocused on the language domains (reading, writing, speaking, listening)Derived from the WIDA ELD standardsFlexible to student and teacher needsA tool for planning and communicationSupport for content AND ESL teachersWhat It Is NOT.Replacement for the WIDA ELD StandardsCurriculumMPIsPrescriptive Standards/ObjectivesA list of every topic that must be taughtOnly for ESL teachersOnly for ESL classesA point by point alignment with the CCSS and NCES

Points of clarification8Dot Notation At A Glance

Ask participants to refer to handout here. Walk through each standard how the content links were chosen, and how the dot notation works

ELD 1.content links come from WIDA SIL topics listELD 2content links from CCSS ELA

9Dot Notation At A Glance

ELD 3.content links from CCSS Mathematics 8 mathematical practicesELD 4.content links from NCES scienceELD 5..content links from NCES social studies

All dot notation is K-12Dot notation is not leveled by proficiency..leveling would have required more specificity in the ELD standardsperhaps a project for the futureDot notation description does contain statement about scaffolding

10The NC Summary Rubrics

With the dot notation we can now look at our standards and evaluate resources using the NC Summary Rubrics which are the rubrics that are being used by resource taggers across the state in all disciplines to determine whether a resource is aligned to the standards and of high quality to include in SchoolNet. This bank of resources allows teachers in North Carolina to break free from Google and give them a way to ensure that the resources they are using are appropriate to the demands of the new standards. Saves time.11Why Use a Rubric?The purpose of the NC Summary Rubrics is to provide a structure for evaluating resources in a systematic, purposeful, and comprehensive way.

The rubrics allow the rater to identify, evaluate, and sort resources based on the identified essential elements.

All educators using the same lens12Guiding PrinciplesResources mustBe aligned with standardsProvide ample coverage to all standards and objectivesEmphasize quality over quantityBe reviewed and rated by educators in North Carolina

To make the resources in HOME BASE meaningful and useful to teachers: 13Required RubricsRequired:Degree of Alignment to StandardsOpportunities for Deeper Learning

NC Summary Rubric (based on Achieve, OER)Ask participants to refer to rubric here15Degree of Alignment Rating Scale3: Superior Content and performance expectations of the identified standard are completely addressed by the learning resource and are the focus of the learning resource.2: Strong Content and performance expectations of the identified standard only align to a minor part of the learning resource or minor elements of the standard are not addressed in the learning resource.1: Limited A significant part of the content and performance expectations of the identified standard is not addressed in the learning resource.0: Very Weak The learning resource does not match the identified standard.N/A: Not Applicable This rubric does not apply for an object that has no suggested standards for alignment. For example, the rubric might not be applicable to a set of raw data.

Review and show participants where to find this piece on the rubric16Five Steps in Alignment to standards for ELD Resources:

Review/analyze the resource thoroughly.Work student tasks and compare your work with the key/solution and other instructional support materials.Identify the grade level (s) and English language proficiency levels for the resource.Identify the content link and English language performance(s) (domains) required in the resource, including those listed and those embedded in the tasks and activities of the resource.Match the content links and language performances of the resource to the appropriate ELD standard/dot notation.**Match the resource to CCSS/ NCES standards as available.Ask participants to read their handout as you read/discuss slide aloud17Opportunities for Deeper Learning Rating Scale3: Superior The learning resource requires at least 3 of the deeper learning skills (as identified), and offers a range of cognitive demand that is appropriate and supportive of the material, with appropriate scaffolding and direction provided. 2: Strong The learning resource requires 1 or 2 of the deeper learning skills (as identified). 1: Limited The learning resource requires 1 of the deeper learning skills (as identified), but is missing clear guidance on how to tap into the various aspects of deeper learning.0: Very Weak The learning resource appears to be designed to provide deeper learning opportunities, but is not instructionally useful as presented.N/A: Not Applicable This rubric is not applicable (N/A) to an object that does not appear to be designed to provide the opportunity for deeper learning, even though one might imagine how it could be used to do so.

Review and show participants where to find this piece on the rubric18Opportunities for Deeper LearningLook for:Applied to resources designed to engage learners in at least one of the following deeper learning skills: Think critically and solve complex problems. Work collaboratively Communicate effectively. Learn how to learn. Reason abstractly.Construct viable arguments and critique the reasoning of others. Apply discrete knowledge and skills to real-world situations. Construct, use, or analyze models.

Lets Build Our Bank!With a partnerFind three online instructional resources for ELDApply the rubric using the ELD Dot Notation to evaluate your resourcesUse the provided worksheets to guide your evaluationDo the same with an ELD resource developed by your districtStandards Searchhttp://center.ncsu.edu/standards/search.php

POST RESOURCE LINKS AT http://padlet.com/wall/eldresourcelinks

Ask participants to get out their NC Summary Rubric, Dot Notation, and Five Steps in Alignment Handouts to use for this activityShare the CUACs standards search siteexplain how to navigateExplain to the participants that they will be searching for resources online that will help fill gaps in our ELD resource bank in SchoolNetAssign Standards:

Region 3 RESA search for Social and Instructional Standard (not ELD.SIL.1.2, ELD.SIL.2.2, ELD.SIL.5.2) Region 8 RESA search for Language of Language Arts (not ELD.LOLA.16.2)Region RESA search for Language of Math (not ELD.LOMA.4.3 )

Goal to have at least 5 resources for each of the content links by the end of Mayparticipants will be contributing to the bankLang. of Sci and Lang of Social Studies have at least 5 for each alreadyexplain background of how dot notation helped us figure out this information

Spend about 45 min to an hour on this pieceat the end of the search, allow pairs to sit with another pair and share their resources, then ask for two volunteers to share their resources with the whole groupif this portion goes longer, it is okay.

20SchoolNet and Home Basefinding resources for ELD submitting and sharing across the state21Instructional Design, Practice & Resources

Major FunctionsFind high-quality resources based on standards or search criteriaContribute to a shared repository of North Carolina-made resourcesCreate lesson plansAccess tools to support formative assessment

SchoolnetYou can consider SchoolNet like a sort of toolbox that everyone can have access to once something is put in. Inside this toolbox, we can find high quality resources that are based on North Carolina Essential Standards and Common Core State Standards or the search criteria that the individual user puts in. The resources within the tool have been state vetted using the NC Summary Rubric to determine quality, standards alignment, and rigor by individuals with expertise within the subject area. Currently there are thousands of resources available to teachers to use within Schoolnet and all are deemed to have meet the standards set forth in the rubric. So, if you want to find resources on how to teach a specific standard within third grade science, you will be able to go to Schoolnet and find a wealth of resources there that our state has determined will help ensure instructional alignment with the standards, thus greatly reducing the amount of time we might have spent surfing the web to find the perfect resourcethe searching and evaluating part has already been done for us. Additionally, when we find or create amazing resources, we can contribute those to our school, district, and state by sending our work through the channels within Schoolnet that would allow them to be shared with a wider audience. Likewise, great lesson plans that we create can be sent through the same channels to be shared. Both original lesson plans and resources developed by teachers, schools or districts will retain the rights to those materials and will be listed as creators of the materials. The same would apply for formative assessments and formative assessment tools that we find or create to submit in the system. This system has great potential as a tool for resource sharing ELD resources across the state and for collaborating with content teachers about differentiation for ELLs.22A sample of the 200+ resources in SchoolNethttp://tinyurl.com/kn9yoo7 (SIL) assessmenthttp://tinyurl.com/4kkkqe4 (LOM)http://tinyurl.com/5npkon (LOSCI)http://tinyurl.com/k44gaqs (LOSS)http://tinyurl.com/2mmcmo (SIL)http://tinyurl.com/mtvz3cp (LOLA)

Here are some sample resources in SchoolNet that have been evaluated by ESL professionals in our state. Currently there are over 200 ELD resources in Schoolnet and as new resources are found, they are uploaded into SchoolNet monthly, so keep looking for more resources to be added throughout the year.23A Walk Through The Systemhttps://lcs.powerschool.com/admin/pw.html Demonstrate how to use pieces of SchoolNet. If participants have their own username and login, encourage them to follow along with.24ScreenshotsThe slides that follow contain screenshots of the actual SchoolNet system.Use the screenshots to help you demonstrate how SchoolNet functions.Helpful when people are being trained that do not have access to the system during the training.

Starting your search for instructional materials.click classrooms then Instructional Materialsthis is where the resources are housed26

Choose your search criteria.can search by standard, type of resource, key word, subject area, grade etc.27

Standards search will yield results by standard and allow teachers to build lesson plans and select resources directly tied to particular standards28

Searching by multiple criteria helps you pinpoint what you are looking for more quickly (e.g.this search was done by materials, subject and grade level)29Brainstorm!Talk with a different partner:What are the benefits to using the NC Summary Rubrics?How can teachers use SchoolNet to collaborate?How does the ELD Dot Notation contribute to the process of evaluating resources and finding resources in SchoolNet?How can all of this contribute to instruction for teachers of ELLs?What more needs to be done?

Ask groups to discuss and then report out..collect feedback30Where is your LEA?Each LEA has approached their Home Base roll-out differentlywhat progress has your LEA made toward using SchoolNet?Where are you now with your ESL staff in regards to using SchoolNet as an instructional resource?What would you like your ESL teachers to learn and do within SchoolNet by the end of first quarter next school year?Ask groups to discuss and then report out..collect feedback

31What now?Explore Home Base, especially School NetSubmit lesson plans and resourcesExpose teachers to the rubrics and the dot notationBrainstorm and plan aheadRequest and seek training

In the meantime, what should you do at your LEA to prepare your ESL teachers for this exciting opportunity? Encourage ESL teachers to explore Home Base and in particular the Schoolnet features within Home BaseEncourage ESL teachers to submit their lesson plans and resources to theSchoolDistrictStateExpose your ESL teachers to the same vetting process that the state uses when looking at whether a resource or a lesson is aligned with the NCES or CCSS by using the pieces of the summary rubric and the ELD Dot Notation you were given todayPresent the brainstorming you did about how the system could be used within your LEA to promote collaboration to your ESL staff and othersRequest more training on SchoolNet from your district level Home Base trainers. Help your ESL teachers understand the ELD Dot Notation. This presentation along with the handouts will be available for you to use as a training tool in your school district via the LEP Coordinators wiki. I am also willing to help anyone that asks. On your tables are my business cards with my contact information, please feel free to contact me any time with your questions or concerns. If I cant answer your question, I certainly will find someone who can.32Home Base Website You can find up-to-date information on Home Base; learn about training, find FAQs, and much more at:

http://www.ncpublicschools.org/homebase

33Please join the group at:

https://todaysmeet.com/ESLRESARegion3

LF: In a moment, when I say GO, you will enter this web address into your internet browser. GO!

~Direct participants to Todays Meet This is where we will ask questions, share answers, and give our PD evaluation.

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ESLRESA2014

ChangingTeacherPractice ChangingStudentOutcomes1.) Play Music--- playlist on groove shark is 30 minutes. 2.) Everyone take a deep breath, and exhale3.) Introduction and Ice35Junes remodeling

Changing Teacher Practice Changing Student Outcomes

40 Ways to Read Like a Detective: Supporting Text-Centered Instruction

Julie JoslinLisa McIntoshAnna FrostAlex Kaulfuss

ELA SectionNCDPI

Lindsey FultsESL K-12 Program AreasNCDPIThis is a PD developed by the ELA section of NCDPI that has been taken out across the state.

Q: Who was at the Fall LEP Coordinator meeting by a show of hands? This presentation was presented by Section Chief Ms. Joslin there. LF: I want you to think about why this is significant for English Language Learners? Dont share, just hold onto that thought. (This is a lead in for putting language back into literacy language, literacy, and learning in the content areas)

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LF: I want you to think about why this is significant for English Language Learners?

Dont share, just hold onto that thought. (This is a lead in for putting language back into literacy language, literacy, and learning in the content areas)

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This quote is especially relevant to what well be presenting today as we talk about text-centered instruction. This information may be exactly what you were missing- How do we support ELLs with text-centered instruction?

We have our alignment with goals, now lets add some new ideas to this!

Let the text take center stage, and allow ELLs access to complex text.38

Reading like a detective is about text-centered instruction, and the CCSS call for text-centered instruction, addressing the first of the three shifts in ELA.

Complex texts worthy of rereading close sustained readingRange and complexityReading closely to draw evidenceIncreasingly complex texts WITH increasing independence

LF: Go back to why is this significant for ELLs? Ask participants to share with those around them. Allow about 3 minutes of sharing. ~have participants share their thoughts on TodaysMeet.39

For the purposes of this PD that youll be involved in today, its important that we define what text is. Often when you say text, people think of a textbook; however, text is much more.

Highlight the use of classroom conversation for participants. Its a great way to build students language skills.40

Here are the 6 professional teaching standards. Our cards really address standards 3, 4, 5, and 6. Much attention has been given to standard six, which reads The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

We feel like these cards especially contribute to the academic success of students by aiding them in reading like detectives.

Standard II is especially relevant for all teachers of English Language Learners. Every teacher must be supporting the needs of ELLs in their classroom.41

Highlight meets the needs of all learners. 42

Lets review the 3 principles of UDL. If you have been at the summer institutes

Multiple Means of Representation: Reading Like a Detective takes a variety of skills. It is giving diverse learners multiple options for acquiring information and knowledge. In the 40 ways, we are presenting information to students in various formats and modalities. It allows them to make connections they need to make in order to read critically.

(movement, videos, music, graphic organizers, and manipulative, visual displays)

Multiple Means of Action and Expression: The activities on the cards give students various ways to express understanding of text

Multiple Means of Engagement: Learners differ in the ways in which they engage or are motivated to learn. Teachers offer multiple models for students to self-assess.

43MaterialsCardsLaptopsArticle on Text ComplexityBe sure to check out the ELA LiveBinders for many resources to support these strategies.

44Main ReferencesTeaching Students to Read Like Detectives, by Fisher, Frey, and LappNotice and Note, by Beers and ProbstDr. Lily Wong Fillmore What does Text Complexity mean for English Learners and Language Minority Students.These are the main resources that we used in creating the cards; additional resources used have been noted at the bottom of the cards.

Ive included an Understanding Language article by Dr. Lily Wong Fillmore regarding ELLs and text complexity.

45What to ExpectWe will share from 40 Ways to Read Like a Detective to bring students back into the text to write, find evidence, reflect, read deeply, and become stronger, independent readers.We will explore how to support English Language Leaners in text-centered instruction.We will maintain a quick and lively pace. If you have a question, jot it down on a post it, noting the card number your question is about. Well come back to any unanswered questions at the end. Wed like to handle questions in this way for two reasons: first, there are many cards to get through, and we want to make sure we can maintain our pace, and second, some of the cards build upon the ones that came before, so we want to make sure those connections are made. Its possible that a question about one card may be answered by a subsequent card.

Post-It Notes are also for you to write down some notes and stick it on a card, so you dont have to write on your copy of the cards.

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Heres a bit about the different sections of the card:

Strategy: This is the title of the strategy.

Description: This is a short rationale for using this strategy in the classroom or an explanation of the idea behind it.

Inst. Act.: Here is a specific instructional activity that could go along with this strategy. This is just one of many possibilities.

R/R: This includes any books, articles, websites, or materials for more information.

CCSS: Weve used anchor standards. Encourage classroom teachers to refer to grade-specific standards.

Well begin our cards with a few strategies that you may have heard about, or even used, before; however, we want to make sure to demonstrate how all of these connect to the CCSS. 4740 Ways to Read Like a DetectiveWays to ReadCards 1 - 9Weve divided our PowerPoint into sections for the sake of organization. Youll not find these section breaks in your card pack. We are not going to go through all of these cards because: What is our main focus? How to support ELLs with text-centered instruction! We will focus on a card or two from each cluster.

The first section of cards deal with ways to read a text.

Provide participants with sticky notes to do page markers on their cards. Ways to read are cards 1-9. 48

Were starting with close reading because pretty much all of the strategies that follow depend on reading a text carefully.

LF: Share the book notice and note

Keep in mind that the more complex a text is the more strategic the reader must be; the need for strategies becomes heightened with the complexity of text required of students.

Along with close reading, consider close viewing and close listening strategies, as well, especially with elementary students.49

This strategy uses annotation. Some metacognitive sentence starters are:

While I was reading:I had trouble with this quote / paragraph / chapter becauseMy reading made me think of _________ becauseBased on what I read today, I predict ____________ becauseI have a question about __________________...I visualize ___________________ because ___________in the book.I got confused whenA word/some words I didnt know wereI figured out thatI first thoughtbut then I realized

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Be sure that you choose content that is meaningful consider what information will be revealed at each phase of the reveal.

ACTIVITY 1: (Show Zoom and discuss The Canterbury Tales.)51

Heres a way to conduct SSR with a purpose. Keep in mind that students are expected to utilize SSR to navigate EOCs and EOGs. SSR helps build reading stamina.

Even if you choose not to call this sort of thing SSR, students need an opportunity to read silently, with a purpose, to build stamina.52

This strategy models what experienced readers do in order to make sense of complex texts.

(Emphasize final sentence of description.)53

In this strategy, the teacher reads aloud. The students may not see the text, but the teacher can show illustrations. During shared reading, the students will also have the text. For read-aloud, the text is above the students instructional level, while the text used for shared reading is at or below their instructional level, often at the independent level.54

Students can use grammatical constructs to make meaning of the text; for example, active and passive voice.55

The Understanding Language unit is a good example of using a speech to teach about the language.56

Skimming for the gist is acceptable; problems arise when students skim as a deep reading methodology for discrete pieces of information.

Lets take a minute and talk about the strategies in section 1.

5740 Ways to Read Like a DetectiveDiscussion of Ways to ReadCards 1 - 9What strategies have you tried before? Were they successful; how do you know?What are some of the challenges teachers face with English Language Learners?What would be particularly helpful as a support for ELLs when focusing on ways to read a text? * Share your thoughts with a partner and on our TodaysMeet!

Ask participants to share with their group. Ask participants to share on TodaysMeet.

Play music..a 2 minute song for each discussion slide5840 Ways to Read Like a DetectiveQuestioning / DiscussingCards 10 - 15The second section of cards is about questioning or discussing about text.

Mark cards 10-15 with sticky notes.59core

ACTIVITY 2: Click on "core.

(Show Basal and Anthology Alignment Projects)

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LF: How could ELLs be support with this type of instructional activity? Share on TodaysMeet62

This strategy combines elements from several of the previous cards. Discussion becomes richer when the reading is deeper.

(Emphasize right answer versus discussion question.)63

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6540 Ways to Read Like a DetectiveDiscussion ofQuestioning / DiscussingCards 10 - 15How do you support text-dependent questions and discussions in your instruction?How do you establish rules for discussing in your classroom?How will ELLS be supported in classroom discussion?

Put Sticky Notes on Cards 10-15

Play music..6640 Ways to Read Like a DetectiveExploring What the Text SaysCards 16 - 22The third section of cards focuses on exploring what the text says.

Sticky Note cards 16-2267

Research has shown that summarization proves invaluable for comprehension.

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71Text 1Text 2SimilaritiesUniqueCharacteristics/FeaturesThis is the Top Hat graphic organizer. (Explain it.)72

This strategy really gets down to what the authors point of view is.

This could be completed as a discussion, a short paper, a presentation, a journal entry, a graphic display, etc.73

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(Read 1,2,and 3 in Desc., and read Inst. Act.)7540 Ways to Read Like a DetectiveDiscussion ofExploring what the Text SaysCards 16 - 22Were any strategies new to you? Did any reveal new ways to do things you already do in your classroom?Which strategy might you hesitate to try? Why?What strategies would be most challenging for ELLs? How could they be supported in the activity to have access to the text?

Play Music.. A 2 minute song for each discussion slide

Talk with your group and share on TodaysMeet7640 Ways to Read Like a DetectiveOrganization & StructureCards 23 - 26The fourth section of cards deals with organization and structure of texts.77

Textual content schema is, at its very core, text-centered reading. The goal isnt necessarily to get the right answer; this strategy is more about reading deeply and providing textual evidence.

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For years, people have been putting paragraphs in order, but this is a little different; here readers will be arranging and rearranging the text to explore the impact of organization.

UNA = University of North Alabama

They do this in the Understanding Language unit with the Gettysburg Address and Newcomer students were able to participate. One student said his partner was learning more English.80

Ask students to avoid heading off on personal tangents; they should relate their answers back to the text.

For example, students should avoid rationales like this: it moved me because once, when I was little, my grandmother made me the greatest cookies Instead, encourage answers that focus on the authors craft.

For example, it moved me because of the authors passion as he described the tears threatening to spill from the beggar girls eyes as she watched the thief dart into the alley.8140 Ways to Read Like a DetectiveDiscussion ofOrganization / StructureCards 23 - 26Describe why text structure/organization might be a challenge for ELLs.What are possible supports that could be used to overcome the language barrier?Play music. 2 minute song

Discuss in groups

Participants should post on TodaysMeet thoughts8240 Ways to Read Like a DetectiveFormat, Genre, & MediaCards 27 - 31The fifth section of cards concerns format, genre, and media.83

Often teachers do this for students; instead, this can be a rich opportunity for students to read closely, interpret information, and learn from texts.

About resources: Additionally, there are many books on graphical methods and visual displays; however, many may be too technical for this activity.84

Like the previous card, this strategy asks students to learn material well enough to present it another way, here offering a tremendous opportunity to teach speaking and listening standards. 85

Lets take a look at how the Reading Literature standard 7 changes from elementary to high school.

CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus).86

Whereas the previous slide dealt with mode, here we are focusing on genre, asking what changes need to be made when recasting the text.

(Mode > making the same decisions the author made, like going from a poem to a painting Genre > one way: moving from narrative to informational like the story of Goldilocks as a news story)87

8840 Ways to Read Like a DetectiveDiscussion ofFormat, Genre, & MediaCards 27 - 31How do teachers utilize technology to support the instruction of the standards?

What strategy would you include / add to this section?What types of strategies or specific ELL supports would be valuable for teachers?Discuss with group.

Play music.2 minute song

Share ideas on TodaysMeet8940 Ways to Read Like a DetectiveResponding to IdeasCards 32 - 36The sixth section of the card pack deals with responding to ideas presented by/in a text.90

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Csikszentmihalyi = (Chic sent me high)

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Choose appropriate texts for this activity and help students identify characters or objects to be personified. At the secondary level, students need to make sure to tie information back to the theme and development of the piece in order to fully meet the standard. 94

9540 Ways to Read Like a DetectiveDiscussion ofResponding to IdeasCards 32 - 36Why is problem finding an essential part of slow reading?Why is this particularly difficult for ELLs?What could a teacher do to support their ELLs?Discuss with group.

Play music.2 minute song

Share ideas on TodaysMeet

9640 Ways to Read Like a DetectiveVocabulary & GrammarCards 37 - 40The seventh section of cards deals with vocabulary and grammar. 97

It is important to teach vocabulary and grammar in the context of the writing process, as well as, in the context of fine literature. Students can explore these topics through both writing and reading activities. Even though this card is about sentence combining, you can use the idea of teaching grammar in context to teach any skill you determine students are lacking. 98

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The rubric is not for the activity; the rubric assists the teacher in selection and instruction of Tier Two words.

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The rubric is not for the activity; the rubric assists the teacher in selection and instruction of Tier Two words.10240 Ways to Read Like a DetectiveDiscussion ofVocabulary & GrammarCards 37 - 40How does your vocabulary and grammar instruction look different as a result of Shift Three?How can school and district leaders encourage classroom teachers to adjust grammar and vocabulary instruction?What are the implications for ELLs with the shift?Participants discuss in groups.

Play music.a 2 minute song

Share ideas on TodaysMeet103

Writers View (Map the Text) ELL Support StrategyUpload your cards to Google Docs for the ELL Text-Centered Toolkit!For anyone interested in adding a card of your own, youve got the opportunity to create and submit a strategy card of your own.

Edmodo Group Code = ws7nw7

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Participants will remove this card and return it as their evaluations. If they want to keep it, theyll just jot down their feedback down on a notecard and hand that in. 105Julie Joslin, Ed.D. Section ChiefEnglish Language Arts 919-807-3935Julie.Joslin@dpi.nc.gov

Anna Lea Frost, M.Ed.6-8 English Language Arts Consultant919-807-3952Anna.Frost@dpi.nc.gov

Lisa McIntosh, MSAK-5 English Language Arts Consultant919-807-3895Lisa.Llewellyn@dpi.nc.gov

Alex Kaulfuss, Ph.D. Grades 9-12 EnglishLanguage Arts919-807-3833Alex.Kaulfuss@dpi.nc.gov

Contact Information:Have you Seen

ELA ResourcesLiveBinder:http://www.livebinders.com/play/play/297779

ELA Common Core State Standards Self StudyLiveBinder:http://www.livebinders.com/play/play/262077106Lindsey FultsESL/ Title III ConsultantNC DPI919-807-3844Lindsey.Fults@dpi.nc.gov

Ivanna (Mann Thrower) AndersonESL/Title III ConsultantNC DPI919-807-3860ivanna.thrower@dpi.nc.gov

Charlotte Nadja Trez ESL/Title III Consultant NC DPI 919-807-3866nadja.trez@dpi.nc.gov

Contact Information:Have you Seen

ELD Resources:NCDPI ELD Wikispace

ELA ResourcesLiveBinder:http://www.livebinders.com/play/play/297779

ELA Common Core State Standards Self StudyLiveBinder:http://www.livebinders.com/play/play/262077

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