Changing
Changing
Teacher Student
Practice
Summer
Institutes
2013
Outcomes
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Remodeling Session
40 Ways to Read Like a Detective:
Supporting Text-Centered Instruction
Julie Joslin
Lisa McIntosh
Anna Frost
Alex Kaulfuss
ELA Section
NCDPI
June’s remodeling
Disclaimer
The digital tools used during this institute
have been helpful to some educators
across the state. However, due to the
rapidly changing digital environment,
NCDPI does not represent nor endorse
that these tools are the exclusive digital
tools for the purposes outlined during
this institute.
Materials
• Cards
• LiveBinder
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
• We will share 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.
• We will maintain a quick and lively pace.
(Please hold questions until the end.)
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
1. What strategies have you tried before? Were they
successful; how do you know?
2. What strategy is new to you?
Cards 1 - 9
40 Ways to Read Like a Detective
QUESTIONING / DISCUSSING
Cards 10 - 15
core
40 Ways to Read Like a Detective
DISCUSSION OF
QUESTIONING / DISCUSSING
1. How do you support text-dependent questions and
discussions in your instruction?
2. How do you establish rules for discussing in your
classroom?
Cards 10 - 15
40 Ways to Read Like a Detective
EXPLORING WHAT THE
TEXT SAYS
Cards 16 - 22
Unique
Characteristics/Features
Text 1
Text 2
Similarities
40 Ways to Read Like a Detective
DISCUSSION OF
EXPLORING WHAT THE TEXT SAYS
1. Were any strategies new to you? Did any reveal new
ways to do things you already do in your classroom?
2. Which strategy might you hesitate to try? Why?
Cards 16 - 22
40 Ways to Read Like a Detective
ORGANIZATION & STRUCTURE
Cards 23 - 26
40 Ways to Read Like a Detective
DISCUSSION OF
ORGANIZATION / STRUCTURE
1. Describe how a strategy or strategies support the intent
of the standards?
Cards 23 - 26
40 Ways to Read Like a Detective
FORMAT, GENRE, & MEDIA
Cards 27 - 31
40 Ways to Read Like a Detective
DISCUSSION OF
FORMAT, GENRE, & MEDIA
1. How do teachers utilize technology to support the
instruction of the standards?
2. What strategy would you include / add to this section?
Cards 27 - 31
40 Ways to Read Like a Detective
RESPONDING TO IDEAS
Cards 32 - 36
40 Ways to Read Like a Detective
DISCUSSION OF
RESPONDING TO IDEAS
1. Why is problem finding an essential part of slow reading?
Cards 32 - 36
40 Ways to Read Like a Detective
VOCABULARY & GRAMMAR
Cards 37 - 40
40 Ways to Read Like a Detective
DISCUSSION OF
VOCABULARY & GRAMMAR
1. How does your vocabulary and grammar instruction look
different as a result of Shift Three?
2. How can school and district leaders encourage classroom
teachers to adjust grammar and vocabulary instruction?
Cards 37 - 40
Contact Information:
Have you Seen…
Julie Joslin, Ed.D.
Section Chief
English Language Arts
919-807-3935
Julie.Joslin@dpi.nc.gov
Anna Lea Frost, M.Ed.
6-8 English Language Arts
Consultant
919-807-3952
Anna.Frost@dpi.nc.gov
Lisa McIntosh, MSA
K-5 English Language Arts
Consultant
919-807-3895
Lisa.Llewellyn@dpi.nc.gov
Alex Kaulfuss, Ph.D.
Grades 9-12 English
Language Arts
919-807-3833
Alex.Kaulfuss@dpi.nc.gov
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779
ELA Common Core State Standards Self Study LiveBinder:
http://www.livebinders.com/play/play/262077