These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors
6. Urgency
High & wide text reading
Tier 1 Core Instruction
Tier 1 Core Practice
{Quarter.Week.Session.Minute}
Key Data details detective
7. “One of the beauties
of teaching is that
there is no limit to
one’s growth as a
teacher, just as
there is no knowing
beforehand how
much your students
can learn.” –Herbert Kohl
21. Helping Kids Get in the Right Lane
Fiction NF Article Poem Song
Character
Problem
Solution
Changes
What is the
structure?
What
features can
help me?
Mostly About
Big Idea
Bigger Idea
Key Details
What is the
author’s
message?
What did he
want me to
think or
understand?
What is this
really about?
Who is
talking?
How does the
author want
me to feel?
What is the
tune? How
does it go?
What’s the
feeling?
What’s the
message?
23. Standards Pop Quiz
Write a summary of the key details.
What does the word “meander” mean?
How did the character change?
Who’s point of view is this story?
Infer why the river is polluted?
Compare two versions of The 3 Pigs.
Agree or disagree with the author?
What text structure is this article?
_________________ 2
_________
8
5
9
1
6
3
4
_______________________
_____________________
______________
_________ _____________
________
_______________
24. Theme, Lesson
& summary
Summary, Big Ideas,
Main Ideas & Details
Vocabulary
Figurative Language
Vocabulary in the
Content Areas
Plot, Characters Connectedness between
People, Places, Things
Point of View Point of View
Literal & Inferential
Comp w/ Evidence
Literal & Inferential
Comp w/ Evidence
Compare/Contrast
Two Texts
Compare/Contrast
Two Texts
Text Structures Text Structures
(text features)
Evaluate Author’s Claims &
Reasons
Text & Visual Integration Text & Visual Integration
Text Complexity Text Complexity
52. TRC Analysis – 3rd
Level L (Benchmark O)
Accuracy 96% - No S/C
Oral Comprehension:
2-Literal
3-Inference
3-Critical
3-Creative
• M S V - leaves off or changes around word endings
• M S V - said sprayed for spreads“its toes to walk across the lilypads. [Who sprays out
their toes?”
TRC Intervention Recommendations:
• Teach self-monitoring when things don’t sound right.
• Teach him to visually attend to word endings.
• Teach him some visualization strategies by drawing out
sentences and one topic at a time.
• Teach use of graphing to organize story details with a
focus on standards 1, 2, 3.
70. Low Prep
High Yield
teaching & learning every ELA area at Tier 1
“Teaching and learning at higher levels means
planning for higher level teaching and learning.”