Please join the group at:

1. Please join the group at: https://todaysmeet.com/ESLRESA

2. ChangingTeacherPractice ChangingStudentOutcomes ESL RESA 2014

3. Changing 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 Lindsey Fults ESL K-12 Program Areas NCDPI June’s remodeling

9. Materials • Cards • Laptops • Article on Text Complexity

10. Main References • Teaching Students to Read Like Detectives, by Fisher, Frey, and Lapp • Notice and Note, by Beers and Probst • Dr. Lily Wong Fillmore “What does Text Complexity mean for English Learners and Language Minority Students.”

11. What to Expect • We 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. • How do we support English Language Learners with text-centered instruction?

13. 40 Ways to Read Like a Detective Ways to Read Cards 1 - 9

16. 40 Ways to Read Like a Detective Discussion of Ways to Read • What 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! Cards 1 - 9

17. 40 Ways to Read Like a Detective Questioning / Discussing Cards 10 - 15

18. core

20. 40 Ways to Read Like a Detective Discussion of Questioning / Discussing How 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? Cards 10 - 15

21. 40 Ways to Read Like a Detective Exploring What the Text Says Cards 16 - 22

23. Text 1 Text 2 Unique Characteristics/Features Similarities

25. 40 Ways to Read Like a Detective Discussion of Exploring what the Text Says Were 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? Cards 16 - 22

26. 40 Ways to Read Like a Detective Organization & Structure Cards 23 - 26

29. 40 Ways to Read Like a Detective Discussion of Organization / Structure Describe why text structure/organization might be a challenge for ELLs. What are possible supports that could be used to overcome the language barrier? Cards 23 - 26

30. 40 Ways to Read Like a Detective Format, Genre, & Media Cards 27 - 31

32. 40 Ways to Read Like a Detective Discussion of Format, Genre, & Media How 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? Cards 27 - 31

33. 40 Ways to Read Like a Detective Responding to Ideas Cards 32 - 36

36. 40 Ways to Read Like a Detective Discussion of Responding to Ideas Why 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? Cards 32 - 36

37. 40 Ways to Read Like a Detective Vocabulary & Grammar Cards 37 - 40

41. 40 Ways to Read Like a Detective Discussion of Vocabulary & Grammar How 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? Cards 37 - 40

42. Writer’s View (Map the Text) – ELL Support Strategy Upload your cards to Google Docs for the ELL Text-Centered Toolkit!

43. Contact Information: