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Instructional Support Leadership Network

Instructional Support Leadership Network. January 7th, 2013 METS Center. Today’s Facilitators. Curtis Hall- Executive Director, Northern Kentucky Cooperative for Educational Services Dr. Rosa Weaver- Educational Leadership Coordinator, Northern Kentucky University

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Instructional Support Leadership Network

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  1. Instructional Support Leadership Network January 7th, 2013 METS Center

  2. Today’s Facilitators Curtis Hall- Executive Director, Northern Kentucky Cooperative for Educational Services Dr. Rosa Weaver- Educational Leadership Coordinator, Northern Kentucky University Ben Lusk- Director of Assessment Support Boone County Schools Ruthie Staley- Regional Network English Content Specialist Jenny Ray- Regional Network Math Content Specialist Ellen Sears- Office of Next Generation Learners

  3. AGENDA • Language Arts Network Update • Mathematics Network Update • Professional Growth • Administrator Talk Roundtable

  4. Roundtable Presenters Professional Development- Deneen Zimmerman, Kenton County Curriculum and Instruction- Ginger Webb, Fort Thomas Technology Integration- TW Loring, Boone County Assessment and Accountability- Amy Razor, Pendleton County College and Career Readiness- Patty Patterson, Dayton Independent

  5. Today’s Goals Continue to provide you with Network information including updates and teacher work Keep you updated and informed on the TPGES Provide professional growth and sharing of ideas across the regional districts

  6. English Language Arts Update I.S.L.N. Meeting January 7th, 2013

  7. Things to Think about In the New Year • Foundational Skills with an emphasis on: Phonological Awareness Phonics and Word Recognition Fluency • Writing The Three Modes of Writing Writer’s Reference Sheet Daily Writing in the Classroom – Quick Writes • Close Reading Strategies • Opportunities for Speaking and Listening

  8. Saturday Sessions in 2013 • February 9th – Lexington • March 16th - Richmond • April 6th – Elizabethtown

  9. Logistics of Meeting in Monday, January 28th, 2013 The METS Center in Erlanger 8:00 – 8:30 Continental Breakfast 8:30 – 3:30 Meeting Preparation: Teacher Leaders will bring in the LDC Module they have designed, taught and analysis of student work

  10. January’s Agenda Close Reading

  11. “Every text has a skeleton hidden between its covers. Your job as an analytic reader is to find it.” Adler and Van Doren, 1940/1972

  12. Why Depth through “Close Reading”Matters Close reading instruction: • Requires careful attention to how the text unfolds through asking text-dependent questions. • Focuses on building knowledge through the strategic use of text-dependent questions. • Can prepare students for the kinds of reading tasks they will encounter after graduation. • Despite its name, close reading has a lot more to do with writing than reading!

  13. Use a short passage “Read with a pencil” Note what’s confusing Pay attention to patterns Give your students the chance to struggle a bit Creating a Close Reading

  14. Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

  15. 80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not. Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy

  16. What is close reading? “Close reading” is a method of literary analysis involving reading and writing. When one “close reads” a text, one analyzes it based on individual words, or groups of words, rather than by long quotes. Despite its name, close reading has a lot more to do with writing than reading! Why is it important? “Close reading” is an essential college skill, regardless of a writer’s discipline. It is often a more effective way of explaining a text than by using long quotes, as you have been taught to do throughout high school. Text-dependent questions: • Draw the reader back to the text to discover what it says. • Have concrete and explicit answers rooted in the text. • Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation.

  17. Domain 3 Engaging Students in Learning

  18. Two 45 Minute Breakout Sessions

  19. Two 45 Minute Breakout Sessions

  20. Continue to visit my website www.ruthiestaley.net

  21. Before You Leave • Please fill out your Implementation and Impact survey • Please fill out an evaluation form and leave it at your table • Next meeting date, Monday, March 11th

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