Summer Institutes

2013

ChangingTeacherPractice

ChangingStudentOutcomes

June’s remodeling

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Remodeling Session40 Ways to Read Like a Detective: Supporting Text-Centered InstructionJulie JoslinLisa McIntoshAnna FrostAlex Kaulfuss

ELA SectionNCDPI

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; many we will just discuss.

• We will maintain a quick and lively pace. (Please hold questions until the end.)

40 Ways to Read Like a Detective

WAYS TO READ

Cards 1 - 9

40 Ways to Read Like a Detective

DISCUSSION OF WAYS TO READ

Cards 1 - 9

1. 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

QUESTIONING / DISCUSSING

Cards 10 - 15

core

40 Ways to Read Like a Detective

DISCUSSION OFQUESTIONING / DISCUSSING

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

EXPLORING WHAT THE TEXT SAYS

Cards 16 - 22

Text 1 Text 2

Similarities

UniqueCharacteristics/Features

40 Ways to Read Like a Detective

DISCUSSION OFEXPLORING WHAT THE TEXT SAYS

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

ORGANIZATION & STRUCTURE

Cards 23 - 26

40 Ways to Read Like a Detective

DISCUSSION OFORGANIZATION / STRUCTURE

Cards 23 - 26

1. Describe how a strategy or strategies support the intent of the standards?

40 Ways to Read Like a Detective

FORMAT, GENRE, & MEDIA

Cards 27 - 31

40 Ways to Read Like a Detective

DISCUSSION OFFORMAT, GENRE, & MEDIA

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

RESPONDING TO IDEAS

Cards 32 - 36

40 Ways to Read Like a Detective

DISCUSSION OFRESPONDING TO IDEAS

Cards 32 - 36

1. Why is problem finding an essential part of slow reading?

40 Ways to Read Like a Detective

VOCABULARY & GRAMMAR

Cards 37 - 40

40 Ways to Read Like a Detective

DISCUSSION OFVOCABULARY & GRAMMAR

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 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 Resources LiveBinder:

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

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