Changing

Changing

Teacher Stude
Practice
nt
Summer
Institutes
2013

Outcome
s

2013 Summer Institutes | Changing Teacher Practice Changing Student

Outcomes

Remodeling Session

40 Ways to Read Like a Detective:

Supporting
Julie
Joslin
Lisa
McIntosh
Instruction
Anna Frost
Alex Kaulfuss

Text-Centered

Junes remodeling

ELA Section
NCDPI

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

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

CUSSION OF WAYS TO RE
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 / DISCUSSI

Cards 10 - 15

core

40 Ways to Read Like a

Detective

SCUSSION OF
ESTIONING / 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

CUSSION OF
LORING WHAT THE TEXT
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

RGANIZATION & STRUCT

Cards 23 - 26

40 Ways to Read Like a

Detective

CUSSION OF
GANIZATION / STRUCTUR
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, & MED

Cards 27 - 31

40 Ways to Read Like a

Detective

SCUSSION OF
RMAT, 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 & GRAMMA

Cards 37 - 40

40 Ways to Read Like a

Detective

DISCUSSION OF
VOCABULARY & GRAMMA
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 ResourcesLiveBinder:
http://www.livebinders.com/play/play/297779
ELA Common Core State Standards Self
StudyLiveBinder:
http://www.livebinders.com/play/play/262077