Conducted by ARI Literacy Fellows: Diedra Carpenter, Rachel Holbrook Ed.D .,

1. Presented by:The KVEC/ARI English/Language Arts: Professional Action Networkwww.kvecelatln.weebly.com Reading and Writing Standards: Lessons and Strategies to Engage All Students in Grades 6-12 November 2, 2016 Conducted by ARI Literacy Fellows: Diedra Carpenter, Rachel Holbrook Ed.D., Rebecca King and Sonya Slone

2. Agreements for Learning • Be open to new ways of thinking about how to implement classroom instruction utilizing the Kentucky Academic Standards for English/Language Arts. • During group work be respectful of others’ opinions and points of view. • Don’t forget your e-manners (phones on silent, use of electronic devices, etc.). • Keep side conversations to a minimum. Recognize that this is very important work and deserves your full attention and commitment!

3. Matching Lessons to Standards

4. Mapping the Standards: The Kentucky Marker Papers Project

5. What are the Kentucky Marker Papers? • How may teachers utilize the Marker Papers in the classroom? • What papers were added during the past year’s work? • How can I obtain a copy of the current Marker Papers set?

6. What are the Kentucky Marker Papers?

7. The Kentucky Marker Papers… • may be used to help teachers and students understand continuous skill development in writing • skills lists are included at the end of each genre of writing to help teachers identify characteristics of each genre and ideas for developing lessons

8. The purpose of the MP document is to answer these two questions: What is good (competent) writing supposed to look like at the grade levels I teach? What lessons should I teach to enable my student to become proficient writers?

9. How may teachers utilize the Marker Papers in the classroom?

10. The Kentucky Marker Papers • Skills Lists • Marker Papers • Unannotated • Annotated • Next Lessons

11. Sequencing

12. In order to use these materials, you should: Study the marker papers for a specific type of writing from the appropriate grade level (e.g., elementary teachers may look mostly to the P-4 range, middle school teachers may look mostly to the 5-8 range, and high school teachers may look mostly to the 9-12 range). Read the samples and annotations to notice how specific skills are demonstrated in each piece. Locate the marker paper or papers that demonstrate the level of writing at which students at your grade level should be performing. Read one of your student’s pieces of writing to determine the skills that are evident in his/her writing. Find the marker paper or papers that demonstrate a level of skills similar to those of your student. Determine the next lessons to teach in order to enable the student to move toward the goal for his/her grade level.

13. What papers were added during the past year’s work?

14. How can I obtain a copy of the current Marker Papers set? http://education.ky.gov/curriculum/conpro/writing/Pages/KY-Marker-Papers-(P-12).aspx

15. Question Formulation Technique

16. The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question(s) per month on average. Teachers must take deliberate steps to get their students to ask questions.

17. Traditional Classroom Instruction and inquiry flow almost entirely in one direction…From the teacher to the student

18. Question Focus (Q-Focus) • A Question Focus IS a simple statement, avisualoraural aid to help students generate questions • Created from curriculum content • Brief • Stimulates a new line of thinking • A Q-Focus is NOT • A question

19. Four Rules for Producing Questions • Ask as many questions as you can. • Do not stop to answer, judge, or discuss. (silence) • Write down every question exactly as it was stated. • Change any statements into questions.

20. For sale: baby shoes, never worn.

21. Categorizing Questions: Closed/Open Definitions: • Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer. • Open-ended questions require more explanation. Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

22. Change Closed to Open -Ended Questions (Divergent Thinking) Directions: Take one closed-ended question and change it into an open-ended question

23. Change Open to Closed -Ended Questions (Convergent Thinking) Directions: Take one open-ended question and change it into an closed-ended question

24. Prioritizing Questions • Review your list of questions • Choose the three questions you consider most important • While prioritizing, think about your Q-Focus: For sale: baby shoes, never worn.

25. REFLECTION • Why did you choose those three questions as the most important? • Where are your priority questions in the sequence of your entire list of questions?

26. KVEC/ARIELA Professional Action NetworkFollow-Up Sessions November 17, 2016 Grades 6-12 Jenny Wiley State Park Convention Center November 18, 2016 Grades K-6 Jenny Wiley State Park Convention Center

27. Contact Information • Carole Mullins, KVEC Literacy Instructional Specialist carole.mullins@hazard.kyschools.us • Diedra Carpenter, ARI Literacy Fellow, Magoffin County, Herald Whitaker Middle School Curriculum Coach diedra.carpenter@magoffin.kyschools.us • Rebecca King, NBCT, ARI Literacy Fellow, Pikeville Independent High School 11th and 12th grade AP Language & AP Literature rebecca.king@pikeville.kyschools.us • Sonya Slone, NBCT, ARI Literacy Fellow, Allen Central High School 10th-12th English sonya.slone@floyd.kyschools.us • Rachel Holbrook, Ed.D., NBCT, ARI Literacy Fellow, Johnson County Schools Technology Integration Specialist & Johnson County Middle School Language Arts rachel.holbrook@johnson.kyschools.us