1. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Teacher Leader Meeting ELA Teachers and AIG Facilitators October 3, 2013 Nash Central Middle School

2. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Learning Outcomes Know and understand how “text” is defined in his/her content area according to NRMPS Literacy Plan Understand how to select appropriate challenging and complex text utilizing a rubric Consider questioning strategies to engage students in dialogue and discussion about text. Be able to scaffold instruction to teach students how to “read,” “mark” and analyze complex text Be able to understand and deliver PD for October 14 th Early Release Day (literacy focus)

3. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Student Outcomes: By applying takeaway strategies in their classrooms, participants will provide students with instructional tools for improving literacy skills. Alignment NC Professional Teaching Standard III: Teachers know the content they teach; Standard IV Teachers facilitate learning for their students; Standard V Teachers reflect on their practice NRMPS’ Literacy Initiative NRMPS District Priorities 1, 3, and 4 (High Student Achievement, 21 st Century Professionals, and 21 st Century Tools and Systems)

4. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting CCSS Instructional Shifts

5. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Selecting Texts A text is a tangible item or document appropriate for participants’ current level of intellectual and social development.A text is a tangible item or document appropriate for participants’ current level of intellectual and social development. It is important that the text is “tangible” for common reference. Texts can vary widely in form or type from print to non-print, and traditional and nontraditional.

6. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting “ The first [feature of a classic] is thickness, referring not to the width of the book, but rather to the density of its discourse. Much is going on in every paragraph.” ~Jaques Barzun

7. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting books articles essays paragraphs photos paintings sculptures raw data primary sources documents journals letters maps charts graphs word problems interviews speeches diagrams models music editorials political cartoons laws pamphlets technical plans art digital creations blue prints memoirs schematic drawings recipes film compound equations symbols

8. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Selecting Texts When selecting texts, especially for discussion, consider the following: Complexity and Curricular Relevance Ideas and Values (apply the conceptual lenses) Degree of Challenge Ambiguity

9. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting One Example of a Text Selection Rubric

10. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Brainstorm Text Using Thinking Maps or some other type of visual thinking tool—traditional or digital—brainstorm some other types of “text” that you might use in your content area to address standards and inspire speaking and listening.

11. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Reading and Writing Grounded in Evidence from Texts Students have rigorous conversations that are dependent on a common text. Classroom experiences stay deeply connected to the text. Students use evidence to support arguments during discussion. Writing emphasizes use of evidence to inform or make an argument.

12. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Regular Practice with Complex Texts and Its Academic Vocabulary To be college and career ready, students make a “step” of growth on the “staircase” of complexity. Students read grade appropriate texts around which instruction is centered. Teachers create more time and space for close and careful reading. Teachers constantly build students’ vocabulary so that they are able to access grade level complex texts.

13. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting A Few Words about Text Complexity

14. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Pulling it all together… It is important to consider all sides of the triangle equally to determine selection. Lexile measurement Annotations & rubric Your class & your assigned task

15. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Examining Content Texts

16. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Types of Questions (for Seminar or other methods of organized discussion): OpeningOpening—get participants to identify the main ideas in a text. Core Questions—Core Questions—have participants closely analyzing the details of the text. Closing Questions—Closing Questions—get participants to personalize and apply the ideas.

17. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting

18. The Revised Bloom’s (RBT) Taxonomy Table 1.REMEMBER2.UNDERSTAND3.APPLY4.ANALYZE5.EVALUATE6.CREATEA.FACTUALKnowledge B.CON-CEPTUALKnowledge C.PROCE-DURALKnowledge D.META-COGNITIVEKnowledge THE COGNITIVE PROCESS DIMENSION KNOW UNDERSTAND DO

19. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Reading, Marking, and Analyzing Text Why is marking up a book indispensable to reading? First, it keeps you awake. In the second place; reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. ~Mortimer J. Adler

20. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Reading and Analyzing Inspectional Reading—focuses on understanding layout and context of the text: skim the structure, note vocabulary. Text questioning: “What is this text about?” Analytical Reading—read slowly, mark text: mark sections, define main ideas, evaluate info, identify arguments and problems, take ownership of the text.

21. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Marking the Text Try this technique for marking texts: 1.Underline major points 2.Use a star or asterisk to indicate the most important points 3.Number in the margins to note sequence of points 4.Add paragraph and page numbers to identify sections and ideas 5.Circle or highlight key words 6.Write your ideas and questions in the margins.

22. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Metacognitive Markers = Circle unfamiliar words ___ = Underline main ideas = Star something you find interesting or powerful ? = Something you have questions about = Something you loved WRITE NOTES IN THE MARGINS !

23. Nash-Rocky Mount Public Schools Nash-Rocky Mount Public Schools: October 2013 Teacher Leader Meeting Early Release Day October 14, 2013 2:00-4:00 pm at your school School Based PD with a focus on Literacy