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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
Today’s Facilitators
Language Arts Network Update Mathematics Network Update Professional Growth Administrator Talk Roundtable
AGENDA
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
Roundtable Presenters
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
Today’s Goals
Things to Think about In the New Year
Foundational Skills with an emphasis on: Phonological Awareness Phonics and Word Recognition FluencyWriting The Three Modes of Writing Writer’s Reference Sheet Daily Writing in the Classroom – Quick WritesClose Reading StrategiesOpportunities for Speaking and Listening
Logistics of Meeting in Monday, January 28th, 2013
The METS Center in Erlanger8:00 – 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
“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
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!
Creating a Close Reading
Use a short passage“Read with a pencil”Note what’s confusingPay attention to patternsGive your students the chance to struggle a bit
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
Close Reading
Text Dependent Questions
Congruent Assessmen
ts
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.
Two 45 Minute Breakout Sessions
Session # 1Remote Coaching – Amy Cody
Walton Verona M.S.
Session # 1Graphic Novels
Ellen Sears – Kentucky Department of Education
Session # 1CIITS – Molly Bowen
Two 45 Minute Breakout Sessions
Session # 2Engagement of Elementary Students in
Daily WritingRuthie Staley, K.D.E.
Session # 2
Session # 2Revisiting Formative Assessment
Debbie Carter, Clark County School District
Session # 2Engagement of High School
Students in Daily WritingBen Lusk, Director of
Assessment, Boone County School District