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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
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 [email protected]
Anna Lea Frost, M.Ed.6-8 English Language Arts [email protected]
Lisa McIntosh, MSAK-5 English Language Arts [email protected]
Alex Kaulfuss, Ph.D. Grades 9-12 EnglishLanguage [email protected]
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
