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Genius Toolbox · Free tool
Rate the look-for that most needs to grow, find its colored tab, and flip to one action step to coach. Fifty-one steps, each with the what, the how, a line to say, and what to look for next time.
Start hereRLA Action Step Flip Ring
Read me first
Comprehension K–12
Foundational Skills K–3
Are students engaged and meeting the objective? If not, why? What teacher actions are driving that? Does the teacher have the skills to do the step?
Before (internalization): the teacher didn’t plan or prepare it. During (implementation): it was planned, but not done in the lesson. Strong implementation often needs strong internalization first.
Precise praise, guided questions, a model, then practice. Follow up soon after.
UnTapped Genius · RLA Action Step Flip Ring
Quick findLook-for to card number
Find the number, jump to it
Before the lesson the teacher didn’t plan it During the lesson planned, but not done in the lesson
Instructional Delivery · Comprehension · K–12
Monitoring & Responding · Comprehension · K–12
Learning Environment · both strands
Instructional Delivery · Foundational Skills · K–3
Monitoring & Responding · Foundational Skills · K–3
UnTapped Genius · Each number is printed in the top right of its card
Section tab
6 steps
Both strands
Is the classroom environment structured to support efficient routines and student persistence to maximize instructional time?
Find the look-for you rated, pick the step, and jump to its number.
Routines
Classroom Management
UnTapped Genius · RLA Action Step Flip Ring
Learning EnvironmentBoth strands
No. 1
Transitions and routines eat up lesson time, and the teacher hasn’t mapped them out ahead of time.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Pick the one routine that cost you the most time. Let’s script every step, for you and for students.”
That routine runs quickly, with the same steps every time.
Planned it, but still not seeing it in the lesson? Check the teaching: Teach Routines & Procedures
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Learning EnvironmentBoth strands
No. 2
Students don’t know the routine, or it looks different every time.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Show me the routine start to finish, then let students practice it until it’s quick. What will you say when they nail it?”
Students move through the routine without reminders.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Learning EnvironmentBoth strands
No. 3
Students start late, ask what to do, or all do something different after directions.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Let’s turn your directions into one tight script: cue, what, how, time, volume. Say it to me once.”
Every student starts on the cue the first time.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Learning EnvironmentBoth strands
No. 4
Directions get lost or repeated, or students talk while the teacher is giving them.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Try your next direction standing still, eyes up, short and calm. I’ll watch how fast the room settles.”
Directions are given once, and students respond without the teacher repeating them.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Learning EnvironmentBoth strands
No. 5
A few students are off task and the teacher stops teaching to address it.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Next time, walk over first. Use a signal or a name, then tell them what to do. What’s your quickest way back to the task?”
Off-task moments are fixed in a few seconds without stopping instruction.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Learning EnvironmentBoth strands
No. 6
The whole room has drifted: talking, slow starts, low focus.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“When the room drifts, stop, call for attention, and restate the expectation once. Let’s practice the exact words you’ll use.”
The class resets quickly and instruction picks right back up.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Section tab
16 steps
RLA Comprehension · K–12
Are all students learning accurate content through research and evidence-based instructional strategies?
Find the look-for you rated, pick the step, and jump to its number.
Pacing
Explicit Model
Academic Language
Questions & Tasks
Frequent Practice
Breadth of Practice
Depth of Practice
UnTapped Genius · RLA Action Step Flip Ring
Instructional DeliveryRLA Comprehension · K–12
No. 7
The lesson runs out of time before students practice, or one part takes over the period.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Mark the minutes for model, guided and independent practice on your lesson plan. Where do you think the time will slip?”
Students reach independent practice with time left to do it.
Planned it, but still not seeing it in the lesson? Check the teaching: Balance the Ratio Between Teacher Voice and Student Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 8
Students spend most of the lesson listening, not working with the text.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Let’s count how many minutes students have eyes on the text. Where can we trade teacher talk for student reading?”
Students are in the text for most of the lesson, with tight transitions.
Planned it, but still not seeing it in the lesson? Check the teaching: Balance the Ratio Between Teacher Voice and Student Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 9
The teacher talks for long stretches, and students practice only at the end or not at all.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Your model ran long. Next time, cut it to the one move students need, then get them reading and writing.”
Students are doing most of the reading, writing and talking.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 10
The teacher moves on at the planned time even when students aren’t ready, or lingers when they are.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“What did the check tell you? Let’s decide ahead of time what you’ll do if most students miss it, and if most get it.”
The teacher changes the pace based on what students show.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 11
The teacher explains the text or the task unevenly, as though seeing it for the first time.
The teacher explicitly models and thinks aloud comprehension strategies (e.g., predicting, retelling, etc.) using complex, grade-level text(s).
“Before Thursday, annotate the text and write the answer you’d want from students. Then say your explanation out loud once.”
The teacher’s explanations match the lesson’s key ideas and evidence.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 12
Student responses are thin or off target, and the teacher can’t say what “great” looks like.
The teacher explicitly models and thinks aloud comprehension strategies (e.g., predicting, retelling, etc.) using complex, grade-level text(s).
“Write the response you’d hope to see from your best student. What did you have to do to produce it?”
The teacher shows or names the exemplar, and student responses move closer to it.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 13
The model is vague or too long, or students don’t know what to notice or do after it.
The teacher explicitly models and thinks aloud comprehension strategies (e.g., predicting, retelling, etc.) using complex, grade-level text(s).
“In your model, say each step out loud and what students should notice. Then go straight to their practice.”
Students can name the steps of the strategy and start practice right after the model.
Did the teacher plan this? If not, start before the lesson with: Internalize RLA materials
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 14
Students see the answer, but not how a reader or writer gets to it.
The teacher explicitly models and thinks aloud comprehension strategies (e.g., predicting, retelling, etc.) using complex, grade-level text(s).
“Try it again, but say your thinking. Start with “I notice…” and tell us why that matters.”
Students use the teacher’s words to explain their own thinking.
Did the teacher plan this? If not, start before the lesson with: Internalize RLA materials
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 15
Vocabulary is taught as a list of words, or students can’t use key words from the text.
The teacher uses words, phrases, and sentences within the text that matter most to build students’ vocabulary and understanding of the text.
“Pick two words that matter most to the text. Show the sentence, give a simple meaning, and use each word in your own sentence.”
Students use the target words correctly when they talk or write about the text.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 16
Students read each text on its own and don’t connect it to the unit’s bigger ideas.
The teacher uses rigorous, meaningful, grade-level questions and tasks that build students’ knowledge of the text, rather than isolated comprehension skills instruction.
“How does today’s text move students toward the end-of-unit task? Let’s write one question that connects it to last week.”
Students connect today’s text to earlier texts and the unit’s big ideas.
Planned it, but still not seeing it in the lesson? Check the teaching: Facilitate Text-Based Discourse
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 17
Students spend time on extras while the core reading or writing task gets squeezed.
The teacher uses rigorous, meaningful, grade-level questions and tasks that build students’ knowledge of the text, rather than isolated comprehension skills instruction.
“Which two tasks do students have to finish for this lesson to work? Let’s put those first and move everything else behind them.”
Students finish the core tasks before any extension work.
Planned it, but still not seeing it in the lesson? Check the teaching: Facilitate Text-Based Discourse
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 18
Talk stays surface level, with few students citing the text.
The teacher uses rigorous, meaningful, grade-level questions and tasks that build students’ knowledge of the text, rather than isolated comprehension skills instruction.
“Give students a stem like “The author shows… when…” and model it once. Then listen for evidence while they talk.”
Students cite the text and respond to each other’s ideas.
Did the teacher plan this? If not, start before the lesson with: Build Knowledge Through Texts
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 19
Only a few students read, write or talk during practice, and the teacher hasn’t planned how everyone will.
The teacher provides frequent opportunities for practice using multiple engagement strategies (e.g., independent, partner, and group reading at-bats; think-pair-share; stop and jot; turn and talk).
“For each task, decide who talks, who writes, and for how long. What’s the exact cue you’ll give?”
Every student has a job and responds during each task.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Think Pair Share to Increase Engagement
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 20
The teacher calls on a few hands while the rest of the class waits.
The teacher provides frequent opportunities for practice using multiple engagement strategies (e.g., independent, partner, and group reading at-bats; think-pair-share; stop and jot; turn and talk).
“Ask the question, give silent think time, then let partners talk. Listen for who’s using evidence before you call on anyone.”
All students talk about the text, and the share-out sounds stronger.
Did the teacher plan this? If not, start before the lesson with: Plan for How Students Will Engage with Reading or Writing Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 21
You can’t see what most students think because few of them write.
All students are engaged in the practice required for mastery in ways that reveal their thinking (e.g., discussion, writing, practice).
“Give one prompt, set a time, and have every student write. While they write, read over shoulders and pick one to share.”
Every student writes with text evidence, and the teacher reads what they wrote.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Comprehension · K–12
No. 22
Students quit or wait for help as soon as the text gets hard.
Students do the cognitive work of the lesson at the depth required for mastery by engaging in text-based oral and written responses using academic vocabulary and citing textual evidence.
“When a student stalls, ask them to reread first. What will you say to show you believe they can do it?”
Students try a strategy before asking for help, and stick with hard text.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Section tab
11 steps
RLA Comprehension · K–12
Are all students able to demonstrate learning with teacher adjustments through formative assessments?
Find the look-for you rated, pick the step, and jump to its number.
Checks for Understanding
Monitoring
Responding
UnTapped Genius · RLA Action Step Flip Ring
Monitoring & RespondingRLA Comprehension · K–12
No. 23
The teacher asks questions during the lesson, but not ones that match the rigor of the final task.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
“Which three questions tell you whether students can do the final task? Let’s script the answer you’re listening for.”
Checks match the rigor of the lesson’s final task, and every student answers.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Universal Prompts to Reveal Student Thinking
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 24
Students give short answers, and the teacher can’t tell what they understand.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
“After a short answer, try “How do you know? Show me where in the text.” Wait before you jump in.”
Students explain their thinking with text evidence after a prompt.
Did the teacher plan this? If not, start before the lesson with: Identify Checks for Understanding
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 25
The teacher circulates, but doesn’t look closely enough at student work to spot patterns.
The teacher actively monitors student work by circulating the classroom, analyzing both verbal and written responses, to check for depth of understanding and aligned text evidence.
“Map the path you’ll walk before practice starts. What are you writing down as you go, and what will you do with it?”
The teacher has a clear path and a record of what students understand.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 26
Students work alone and get little feedback while they do.
The teacher actively monitors student work by circulating the classroom, analyzing both verbal and written responses, to check for depth of understanding and aligned text evidence.
“At each desk, name one strength and give one short prompt, like “Which line proves that?” Then move on.”
Students revise their work after quick, specific feedback.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 27
The teacher is surprised by student mistakes and reteaches on the spot with no plan.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“What mistake do you expect on question 3, and why? Write the question you’ll ask to point them back to the text.”
When students make the expected mistake, the teacher responds with a ready prompt.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Scaffolds to Increase Access
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 28
Some students can’t get into the text, and the teacher either gives the answer or lets them struggle.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“Which part of the text will lose students? Pick one support for it and decide when you’ll give it.”
Students who struggled still work with the grade-level text.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 29
The teacher asks a hard question and, when students stall, repeats it or answers it.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“Write three questions, from easiest to hardest, that walk students to the big one. Which would you start with?”
Students answer the hard question after a few smaller ones.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 30
Students miss the meaning because they lack the background the text assumes.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“What do students need to know to make sense of this page? Find a quick image or map, then tie it back with one question.”
Students use the new background knowledge when they talk about the text.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 31
Students give vague answers like “It’s about freedom,” and the teacher accepts them.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“When a student says something vague, ask “Which words from the author show that?” Then repeat the strong version for the class.”
Students answer with exact words from the text.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 32
Many students made the same mistake, and the teacher moves on or just tells them the answer.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“Where exactly did it go wrong? Name what they did right, then model just that step, with a thinking job for them.”
After the reteach, students fix their work and continue the task.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Comprehension · K–12
No. 33
Students are stuck on a misconception, and a short explanation isn’t working.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning, implementing scaffolds, providing language supports, individual feedback, addressing misconceptions, modeling).
“Put the mistake up with no name on it. What question gets students to find the error and fix it themselves?”
Students explain the error and correct their own responses.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Section tab
13 steps
RLA Foundational Skills · K–3
Are all students learning accurate content through research and evidence-based instructional strategies?
Find the look-for you rated, pick the step, and jump to its number.
Pacing
Explicit Model
Questions & Tasks
Frequent Practice
Depth of Practice
UnTapped Genius · RLA Action Step Flip Ring
Instructional DeliveryRLA Foundational Skills · K–3
No. 34
One part of the lesson runs long, and students don’t get enough practice with the skill.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Mark the minutes for the model, guided practice and independent practice. Where will you need a timer?”
Students get enough practice time because each part ends on time.
Planned it, but still not seeing it in the lesson? Check the teaching: Balance Instruction and Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 35
Students hear the skill explained, but get few turns to practice it.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Cut the explanation to the one thing students need to see, then give them turns to practice. How many turns can we fit?”
Students spend more of the lesson practicing than listening.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 36
Practice time goes to tasks that don’t match the grade-level skill.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Which task is really practicing today’s skill? Let’s swap out the one that isn’t.”
Students are reading, writing or speaking for most of the lesson.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 37
The teacher keeps to the plan even when students aren’t accurate yet, or are ready for more.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“What did students’ answers tell you? Decide now what you’ll do if most miss it, and if most get it.”
The pace changes based on what students show.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 38
Lesson tasks don’t line up with the grade-level skill, so students practice something else.
The teacher explicitly models grade-level foundational skill(s), making the process clear (e.g., identifying sounds, blending, applying a spelling pattern).
“What’s the exact skill for today? Let’s check that every task practices that skill and nothing else.”
Every task practices the day’s grade-level skill.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 39
Skills are taught as separate lessons, with no link to what came before or comes next.
The teacher explicitly models grade-level foundational skill(s), making the process clear (e.g., identifying sounds, blending, applying a spelling pattern).
“Where does today’s skill sit in the sequence? What earlier skill can you pull back in during practice?”
The teacher connects today’s skill to earlier and later ones.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 40
The model is rushed or unclear, and students don’t see how to do the skill.
The teacher explicitly models grade-level foundational skill(s), making the process clear (e.g., identifying sounds, blending, applying a spelling pattern).
“Model it step by step, out loud, using the exact terms. Then give two or three examples before students try.”
Students use the same steps and terms when they practice.
Did the teacher plan this? If not, start before the lesson with: Align Foundational Skills to Grade-Level Standards
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 41
Students practice many things, but not enough of the skill the lesson is about.
The teacher uses effective routines, questions, and tasks that encourage students to systematically decode words, phrases, sentences, and/or texts using taught letter/sound spelling patterns rather than prompting students to use cueing methods.
“Which two tasks give students the most practice with the target skill? Let’s put those first.”
Students finish the key practice tasks before anything else.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Systematic Decoding Routines
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 42
Students guess at words from pictures or context instead of decoding them.
The teacher uses effective routines, questions, and tasks that encourage students to systematically decode words, phrases, sentences, and/or texts using taught letter/sound spelling patterns rather than prompting students to use cueing methods.
“When a student is stuck, send them back to the routine: tap the sounds, blend it. What’s your exact prompt?”
Students decode unfamiliar words using the routine, without guessing.
Did the teacher plan this? If not, start before the lesson with: Identify Key Practice Tasks for Student Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 43
A few students respond while the others watch.
The teacher provides frequent opportunities for practice using multiple engagement strategies (e.g., independent, partner, and group practice; turn and talk; choral reads; whisper reads; partner reads; whiteboard responses).
“For each task, write the cue you’ll give and how students will respond. Who is checking whom?”
Every student responds during practice, and the teacher can hear it.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Think Pair Share to Increase Engagement
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 44
Only a few students share while the rest wait their turn.
The teacher provides frequent opportunities for practice using multiple engagement strategies (e.g., independent, partner, and group practice; turn and talk; choral reads; whisper reads; partner reads; whiteboard responses).
“Cue the partner talk clearly, then listen in. Choose who shares based on what you heard.”
All students talk, and the share-out reflects what the teacher heard.
Did the teacher plan this? If not, start before the lesson with: Plan for How Students Will Engage with Foundational Skills Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 45
Students practice the skill only inside a text, so you can’t tell if they know it on its own.
Students do the cognitive work of the lesson at the depth required for mastery by practicing the target skill(s) in isolation (out of context) and in the context of decodable text to build fluency.
“Add a quick word list or dictation on the target pattern. Have students read and spell the same words.”
Students read and spell target-pattern words accurately out of text.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Instructional DeliveryRLA Foundational Skills · K–3
No. 46
Students can decode word lists but stumble when they read connected text.
Students do the cognitive work of the lesson at the depth required for mastery by practicing the target skill(s) in isolation (out of context) and in the context of decodable text to build fluency.
“Have students read the decodable with a partner. Listen for accuracy and step in with a model when you hear an error.”
Students apply the decoding routine accurately when they read the text.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Section tab
5 steps
RLA Foundational Skills · K–3
Are all students able to demonstrate learning with teacher adjustments through formative assessments?
Find the look-for you rated, pick the step, and jump to its number.
Checks for Understanding
Monitoring
Responding
UnTapped Genius · RLA Action Step Flip Ring
Monitoring & RespondingRLA Foundational Skills · K–3
No. 47
The teacher checks for understanding, but not at the moments that matter or from every student.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
“Where in the lesson will you check, and what does a correct answer sound like? How will you hear every student?”
The teacher checks at planned moments and hears from every student.
Once it’s planned, watch it in the lesson on your next visit and rate this look-for again.
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Foundational Skills · K–3
No. 48
The teacher circulates, but misses errors in sounds, blending or word reading.
The teacher actively monitors students by circulating the classroom and checking for understanding (e.g., articulating sounds, applying phonics patterns, blending and segmenting).
“Take a clipboard and track who misses which sounds. When you hear an error, model it once and have them try again.”
The teacher records errors as they listen and fixes them right away.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Foundational Skills · K–3
No. 49
Students make predictable sound or blending errors, and the teacher has no ready response.
The teacher makes immediate adjustments in response to student learning (e.g., giving individual corrections and affirming feedback, modeling blending and segmenting, reteaching specific phonics patterns, offering additional practice).
“Which sounds will students mix up today? Write the quick prompt you’ll use for each.”
The teacher fixes errors with a ready prompt, and students try again right away.
Planned it, but still not seeing it in the lesson? Check the teaching: Adjust in Real-Time During Practice
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Foundational Skills · K–3
No. 50
Students are confused, and the teacher keeps going with the plan.
The teacher makes immediate adjustments in response to student learning (e.g., giving individual corrections and affirming feedback, modeling blending and segmenting, reteaching specific phonics patterns, offering additional practice).
“When you hear confusion, stop. Model it, break the word apart, and have them try again. What’s your signal that they’re ready to go alone?”
The teacher pauses, corrects and releases students as they show mastery.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
Monitoring & RespondingRLA Foundational Skills · K–3
No. 51
Students make errors reading aloud, and no one corrects them in the moment.
The teacher makes immediate adjustments in response to student learning (e.g., giving individual corrections and affirming feedback, modeling blending and segmenting, reteaching specific phonics patterns, offering additional practice).
“When a student misreads a word, give the fix right away and match it to your routine. Then have them reread the line.”
Students correct reading errors on the spot, using the routine.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Steps from TEA’s RLA Observation & Feedback Action Step Guide
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Read me first
The RLA action steps, their look-fors, and the before and during the lesson paths (TEA calls them Instructional Internalization and Instructional Implementation) come from TEA's RLA Observation & Feedback Action Step Guide, part of the Observation & Feedback Playbook. UnTapped Genius added the Say it and Look for next time coaching supports, the quick find, and the navigation. Those additions are marked Added by UnTapped Genius on each card.
This tool is free to use and is not affiliated with, sponsored by, or endorsed by the Texas Education Agency.
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