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Dr. Julie Joslin “Obtaining, evaluating, and communicating information; articulating and building on ideas; constructing explanations; engaging in argument from evidence—such language-rich performance expectations permeate the new Standards.?” Understanding Language Initiative Materials Cards (available to download or purchase) LiveBinder (ppt, cards) Main References 40 Things to Do with a Text, by Braham and Gaughan Teaching Students to Read Like Detectives, by Fisher, Frey, and Lapp Making Thinking Visible, by Ritchhart, Church, and Morrison Notice and Note, by Beers and Probst The Art of Slow Reading, by Newkirk What to Expect The cards offer 40 different ways to bring students back into the text to write, find evidence, reflect, read deeply, and become stronger, independent readers. We will practice with a few of these strategies; many we will just discuss. A quick pace 40 Ways to Read Like a Detective Ways to Read Cards 1 - 9 40 Ways to Read Like a Detective Discussion of Ways to Read Cards 1 - 9 What strategies have you tried before? Were they successful; how do you know? What strategy is new to you? 40 Ways to Read Like a Detective Questioning / Discussing Cards 10 - 15 core 40 Ways to Read Like a Detective Discussion of Questioning / Discussing Cards 10 - 15 How do you support text-dependent questions and discussions in your instruction? How do you establish rules for discussing in your classroom? 40 Ways to Read Like a Detective Exploring What the Text Says Cards 16 - 22 Text 1 Text 2 Similarities Unique Characteristics/Features 40 Ways to Read Like a Detective Discussion of Exploring what the Text Says Cards 16 - 22 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? 40 Ways to Read Like a Detective Organization Structure Cards 23 - 26 40 Ways to Read Like a Detective Discussion of Organization / Structure Cards 23 - 26 Describe how a strategy or strategi