1. Core Tips and Strategies from ReadWriteThink.org Lisa Storm Fink, Project Manager for ReadWriteThink.org at NCTE

2. ReadWriteThink (http://www.readwritethink.org) is a nonprofit Web site maintained by the International Reading Association (IRA) and the National Council of Teachers and English (NCTE), with support from the Verizon Foundation through the Thinkfinity Consortium.http://www.readwritethink.org Thinkfinity (http://www.thinkfinity.org)is a free, comprehensive digital learning platform, built upon the strength of content partners, who produce a wealth of discipline-specific, standards-based educational resources.http://www.thinkfinity.org)is

3. Who’s Behind ReadWriteThink.org? The National Council of Teachers of English The International Reading Association Verizon Thinkfinity

4. Another Fantastic Resource The National Center for Literacy Education brings together leading education associations, policy organizations, and foundations to support powerful learning about literacy in every discipline and sustained school improvement.National Center for Literacy Education

5. Literacy in Learning Exchange NCLE’s Literacy in Learning ExchangeLiteracy in Learning Exchange Website provides candid, in-depth video portraits, thought-provoking commentary, and samples of work from teams collaborating to build the organizational conditions, support for instruction, and instructional practices that promote deeper literacy learning over time.

6. ReadWriteThink.org and the Standards

7. Standards Alignment Lesson plans on ReadWriteThink are based on the IRA/NCTE Standards for the English Language Arts and also are aligned to individual state standards and, when applicable, to the Common Core State Standards (CCSS). These alignments are provided courtesy of a collaborative project between Verizon Thinkfinity and EdGate and are revised on a regular basis as new or updated standards become available. http://www.readwritethink.org/about/standards.html

8. Sample Alignment Colorado K-12 Academic Standards - Grade 3 CONTENT AREACO.3.Writing and Composition STANDARD3.1.A writing process is used to plan, draft, and write a variety of literary genres. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 3.1.a.Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) EVIDENCE OUTCOMES3.1.a.ii.Provide reasons that support the opinion. (CCSS: W.3.1b) CONTENT AREACO.3.Writing and Composition STANDARD3.1.A writing process is used to plan, draft, and write a variety of literary genres. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 3.1.a.Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) EVIDENCE OUTCOMES3.1.a.iii.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c) CONTENT AREACO.3.Writing and Composition STANDARD3.1.A writing process is used to plan, draft, and write a variety of literary genres. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 3.1.a.Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) EVIDENCE OUTCOMES3.1.a.v.Brainstorm ideas for writing CONTENT AREACO.3.Writing and Composition STANDARD3.2.A writing process is used to plan, draft, and write a variety of informational texts. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 3.2.a.Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.3.2) EVIDENCE OUTCOMES3.2.a.ii.State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images)

9. Hot Topics in the Common Core State Standards

10. Close Reading Informational Texts Text Complexity Claim-based Writing Inquiry Speaking and Listening Academic Vocabulary Literacy as a Shared Responsibility Formative Assessment Use of Technology

11. What does ReadWriteThink.org have to offer on these topics?

12. Close Reading Strategy Guide | Grades 6 – 12 Close Reading of Literary Texts This guide provides strategies for choosing text that is appropriate for close reading and to plan for instruction. Close Reading of Literary Texts Lesson Plan | Grades 9 – 12 Thinking Inductively: A Close Reading of Seamus Heaney’s “Blackberry Picking” Thinking Inductively: A Close Reading of Seamus Heaney’s “Blackberry Picking” This lesson eases students’ fear of interpreting complex poetry by teaching them a strategy with which they determine patterns of imagery, diction, and figurative language in order to unlock meaning.

13. Informational Texts Lesson Plan | Grades K – 2 Reading Informational Texts Using the 3-2-1 Strategy Students can count on using the 3-2-1 strategy to help them successfully comprehend and write about an informational text. Reading Informational Texts Using the 3-2-1 Strategy Podcast | Episode 68 Nonfiction Roundup Tune in to hear about an array of recently-published nonfiction titles that will engage teens in learning about history, science, economics, and medicine. You’ll hear about junk food and advertising, the atomic bomb and civil rights, bird watching and volcanoes – books written in a variety of formats for a variety of teen readers.

14. Text Complexity Strategy Guide | Grades 1 – 3 Promote Deep Thinking! How to Choose a Complex Text Complex texts promote deep thinking and critical analysis by students. Through close reading of a complex text, students’ independent reading abilities also increase. Promote Deep Thinking! How to Choose a Complex Text Learn more: http://www.readwritethink.org/professional- development/strategy-guides/video/promote-deep-thinking-choose- 31023.htmlhttp://www.readwritethink.org/professional- development/strategy-guides/video/promote-deep-thinking-choose- 31023.html Lesson Plan | Grades 9 – 12 Poetry Reading and Interpretation Through Extensive Modeling Students will research, read, clarify, analyze, and interpret John Berryman’s poetry and create a sustained evaluation of a given poem in a three- to four-page essay. Poetry Reading and Interpretation Through Extensive Modeling

15. Claim-based Writing Strategy Guide | Grades 6 – 12 Developing Evidence-Based Arguments from Texts This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text. Developing Evidence-Based Arguments from Texts Lesson Plan | Grades 9 – 12 Modeling Academic Writing Through Scholarly Article Presentations Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author’s thesis and argument structure.

16. Inquiry Strategy Guide | Grades 8 – 12 Promoting Student-Directed Inquiry with the I-Search Paper The sense of curiosity behind research writing gets lost in some school-based assignments. This Strategy Guide provides the foundation for cultivating interest and authority through I- Search writing, including publishing online. Promoting Student-Directed Inquiry with the I-Search Paper Lesson Plan | Grades 5 – 8 Digitally Telling the Story of Greek Figures Learn about Greek gods, heroes, and creatures through digital storytelling produced by students who have learned research techniques. Digitally Telling the Story of Greek Figures

17. Speaking and Listening Lesson Plan | Grades 9 – 12 Analyzing Famous Speeches as Arguments In this unit, students are required to identify the rhetorical strategies in a famous speech and the specific purpose for each chosen device. They will write an essay about its effectiveness and why it is still famous after all these years. Analyzing Famous Speeches as Arguments Lesson Plan | Grades 9 – 12 Facilitating Student-Led Seminar Discussions with The Piano Lesson – August Wilson's play The Piano Lesson invites students to ask a number of questions—big and small. Students learn how to create effective discussion questions and then put them to use in student-led discussions. Facilitating Student-Led Seminar Discussions with The Piano Lesson

18. Academic Vocabulary Tip & How-To | Grades K – 3 Talk it Up! Expanding a Child’s Vocabulary One way to help early readers begin to make sense of what they’re reading is to help them build their vocabulary. In this Tip, learn how to ask questions and have conversations with a child to integrate new words into his/her vocabulary. Talk it Up! Expanding a Child’s Vocabulary Strategy Guide | Grades K – 8 Introducing Ideas and Vocabulary with the Concept Sort A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary. Introducing Ideas and Vocabulary with the Concept Sort

19. Literacy as a Shared Responsibility Reading in the Content Areas Strategy Guide series In this Strategy Guide Series, you'll get information and ideas about teaching reading in the different content areas. Lesson Plan | Grades 6 – 8 Not Your Usual History Lesson: Writing Historical Markers Students will develop their summarizing skills while learning about local history. They will learn to consider audience while selecting topics, conducting research and interviews, and writing historical markers for their town. Not Your Usual History Lesson: Writing Historical Markers

20. Formative Assessment Strategy Guide | Grades K – 8 Tracking and Supporting Student Learning with Kidwatching In this strategy guide, you’ll learn how to use kidwatching to track and support student learning. Teachers observe and take notes on students’ understanding of skills and concepts and then use the observations to determine effective strategies for future instruction. Tracking and Supporting Student Learning with Kidwatching Web Seminar | Grades 6 – 12 Using Formative Reading Assessment to Enhance Content Area Learning – Scott Filkins shares practical tools to gather information about students as readers and instructional responses that promote increased understanding of subject matter. Using Formative Reading Assessment to Enhance Content Area Learning

21. Use of Technology Student Interactives Engage your students in online literacy learning with these interactive tools that help them accomplish a variety of goals—from organizing their thoughts to learning about language—all while having fun. Mobile Apps There’s an app for that! Now you can engage your students in literacy learning using tablet devices. Students can download a mobile app and use it anywhere, anytime. No Internet connection is required once the apps are downloaded. See more: http://www.readwritethink.org/classroom- resources/mobile-apps/video/word-mover-30930.htmlhttp://www.readwritethink.org/classroom- resources/mobile-apps/video/word-mover-30930.html

22. More from NCTE: http://www.ncte.org/ topics

23. Questions? Contact me! Lisa Storm FinkLisa Storm Fink at lfink@ncte.org lfink@ncte.org @fink_girl@fink_girl on Twitter

24. Find Us and Fan Us! ReadWriteThink.org on Facebook: http://www.facebook.com/ReadWriteThink.org http://www.facebook.com/ReadWriteThink.org ReadWriteThink.org on Twitter @RWTnow@RWTnow and @RWTteenpodcast@RWTteenpodcast ReadWriteThink.org on Pinterest http://www.pinterest.com/rwtnow/ NCTE Connected Community ReadWriteThink.org Group

25. Educator Involvement at ReadWriteThink.org Writing lesson plans, sharing teaching ideas, creating content for an out-of-school audience Contributing professional development materials Submitting video, audio or other technologies to enhance resources Joining the Review Panel Sharing their Story